1. The question tests a school leaders knowledge of reasonable practices when faced with a problem that is multi-faceted, such as family and community structures. The best response would be to include all stakeholders in understanding the problem and coming up with a solution that involves the school, family and community. The correct answer is: (D) Form a committee of teachers, parents, community members and students to look at possible causes and develop some action steps increase the attendance rate.
2. This question poses a situation that administrators face as school populations become more and more diverse. Teachers must be aware of cultural differences in our student population and seek to find solutions to connect with all students and form relationships that are built on trust and understanding. The correct answer is B.
3. This question tests the school leader's understanding of how to select the most accurate method for evaluating the effectiveness of a course of study in meeting its learning objectives. (A), (B), and (D) will provide information on the effectiveness of a course in meeting other objectives. However, only (C) provides evaluative information directly related to students' understanding of the knowledge and skills as described in the course's instructional goals. Therefore, the correct answer is (C).
4. This question tests the school leader's understanding of the steps in the process of addressing an educational problem. (A) and (C) are valid actions but would occur later in the process. (D) is unnecessary because information on areas of weakness will have been provided in the scoring data of the state assessment. (B), gaining a sense of the overall fourth-grade mathematics program as it currently exists, will most likely result in the identification of specific areas needing improvement. Therefore, the correct answer is (B).
5. This question tests the school leader's ability to select the appropriate data for providing specific educational information. Looking at teacher records will offer evidence of students' weak performance but not an explanation. Examining (B) and (C) might indicate inconsistencies that would likely affect the performance of all the students, not just a few. When students experience difficulty in a class from the onset, one reasonable explanation can be that the criteria used for their placement are not appropriate. Therefore, the correct answer is (D).
6. This question tests the school leader's understanding of how to best evaluate the effectiveness of instructional programs. (A) does not provide information on student achievement. (B) is subjective since parents and students may base their responses on different criteria. (C) does not offer usable data because there are too many variables between the two groups of students to make accurate comparisons. (D) is the correct answer since it provides objective, quantitative data which is usable for evaluating the program.
7. This question focuses on the school's responsibility to provide instruction that meets the standards of rigor measured by a standardized assessment. While instruction in test-taking strategies (A) may positively affect students' scores, it cannot replace knowledge of the assessed content or skills. Response (C) does not address the apparent discrepancy between students' class and test performance, and response (A) does not take into account that the primary goal of students' taking AP courses is to gain the knowledge and skills necessary to pass the AP test. Response (B) acknowledges both the school's responsibility to provide instruction at a level appropriate to AP courses and the connection between students' preparation and their performance on the test. Therefore, the correct answer is (B).
8. This question focuses on the leader's understanding of effective methods for solving an educational problem. In response (B), the principal acknowledges the value of collaboration in solving an educational problem but does not identify the appropriate stakeholders. Response (C) indicates an isolated rather than global solution to the problem, as it addresses only a limited number of students rather than what might be problems with program content or instructional practice. Response (D) serves no valuable purpose and would most likely be alienating to parents
and students alike. Response (A) recognizes the value of collaboration, the identification of appropriate stakeholders, and the use of relevant data to make educational decisions. Therefore, the correct answer is (A).
9. This question emphasizes the importance of involving stakeholders in shared decision making. Since declining scores affect both school and community, input from those stakeholders is necessary to address the issue. Response (B) limits those who provide input, and responses (C) and (D) solicit input from parties who are not stakeholders. Therefore, the correct response is (A).
10. This question focuses on using data to make school programs more effective. Responses (A) and (B) involve two narrow segments of the school population and will not reflect the perspectives of other stakeholders. Gaining comparative data (C) might prove useful as a later step in developing a plan but would not be the initial step. Any problem-solving activity should include all relevant stakeholders and begin with defining the problem. Therefore, the correct answer is (D).
11. This question tests the school leader's understanding of effective strategies for involving parents in their children's education. The principal is aware that teaching parents how to support children's learning is clearly an effective use of school personnel and resources, so responses (B) and (D) would not be considerations. Interacting with parents is part of teachers' preparation, so the principal can safely assume that teachers will work with parents effectively and positively. The survey instrument validates that parent input was sought as proposed in option (C). Response (A) recognizes that any program, no matter how well designed and delivered, will not be effective if it does not meet the needs of the targeted audience. Therefore the correct answer is (A).
12. This question tests the school leader's knowledge of effective program assessment. Response (A) doesn't tell you for sure that the teachers' effectiveness was directly related to the professional development. Response (B) assumes that the purpose of professional development is teacher satisfaction, and response (D) bases the assessment on unspecified and perhaps subjective measures. Since the purpose of professional development is improving student achievement, which can be assessed by examining student performance before and after program implementation, the correct response is (C).
13. This question focuses on the school leader's understanding of how to provide instruction that meets the standards of rigor measured by standardized assessment. (A) and (D) describe steps in the process, but neither would be the initial step. (C) may serve to address weaknesses in a specific group but does little to improve overall writing instruction. Identifying specific areas of weakness will help teachers focus instruction and assessment on those areas most likely to be adversely affecting students' scores. Therefore, the correct answer is (B).
14. This question tests the school leader's knowledge of factors that affect standardized test results. (A), (B), and (C) are all sound practices but
do not address the primary focus of the question. The principal needs to verify whether there is an alignment between lesson objectives and state
standards, which serve as the basis of state standardized tests. Therefore, the correct answer is (D).
15. This question tests the school leader's knowledge of information necessary to make instructional decisions. For the purpose of determining strategies to improve fourth-grade students' achievement, it is important to know the standards and test data. The standards serve as the foundation for the curriculum and knowing what to teach. Disaggregated test data would clarify both the areas that have been addressed and which areas need to be targeted. Therefore, the correct answer is (C).
16. This item tests your knowledge of research conducted on reasons for high attrition rates among new teachers. Although responses (A), (B), and (D) are cited by respondents on surveys, the body of literature supports that lack of administrative support (C) is the primary influential factor in new teachers leaving the profession. Therefore, the correct answer is (C).
17. This item focuses on strategies school leaders can institute to recruit and develop high-quality teachers. Responses (B) and (D) are the purview of the district's governing board, not the principal. Similarly, certification and pension regulations, response (C), are not determined by school leaders, but by state legislatures. However, a principal can either decide or strongly influence teacher assignments (A), and research supports that
placing beginning teachers with difficult classes and failing to provide them with the necessary support is a contributing factor to the loss of qualified teachers to other professions. Therefore, the correct answer is (A).
18. This item focuses on a school leader's knowledge of the factors that lead to productive mentoring relationships. Although responses (A), (B), and (D) are desirable factors, the primary factor is the mentor's willingness, even enthusiasm, to take an active role in the success of a colleague. Therefore, the correct answer is (C).
19. This question focuses on a school leader's knowledge of the protections and limitations regarding students' First Amendment rights. The Supreme Court has maintained that when the content of a school-sponsored newspaper is in conflict with "legitimate pedagogical goals," the school may act as a censor. Responses (A), (B), and (D) are not legally supportable reasons for censoring the article. However, an action that negatively affects school culture and morale will likely conflict with the school's pedagogical goals. Therefore, the correct answer is (C).
20. This question focuses on the school leader's ability to strike a balance between commitment to the school's goals and protection of students' rights. If response (A) were true, the principal would not have conferred with Ms. Berg before making a decision. Response (B) conflicts with the principal's action. There is no evidence that the validity of the students' survey methods (C) was of concern to the principal. The principal
appears to have based his decision on the belief that the effect of the article outweighed the students' right to publish freely. Therefore, the correct answer is (D).
Sample Constructed Response to Question 1
The first item that stands out to me in Hale Elementary Schools scores is that they are below grade level in every category. If it is the spring of the year all 5th graders should be at the 5.8 grade level to be on tasks which translates to 5th grade 8th month. The grade equivalent for all areas is below to well below this. It is also well below the district in everything but vocabulary and math computation.
The second item that stands out to me is that Hale's vocabulary and math computations scores are above the district therefore our students have more than a basic understanding of vocabulary which should help them with their reading comprehension. They also can do basic math computation on their grade level which also means they have the foundation needed to learn more advanced concepts.
The third thing that stands out to me is the percent of objectives mastered. We are below the district in all areas here and 75% is the highest% of objectives mastered in any area. I would not be happy if my teachers only knew 75% or less of their content so how can I be happy that we are moving on to other material when my students have not mastered the previous material. How can you build on learning if they are not getting the basics.
The first step I would suggest is meeting the goals established by Hale is to make sure the teachers have access to the curriculum and that they have worked together to develop a curriculum map to assure that all 5th grade math students are learning (or at least have access to) the same material. If no such map exists I would begin the mapping process.
Next I would introduce common assessments for each area and each unit the assessment would allow me to see what the students were learning as well as which teachers had more success with which topic. This would allow me the ability to pair teachers to help increase their effectiveness on certain curriculum items.
Finally I would use the results from these common assessments to break students into groups. Those that mastered the material would go a lab or other classroom for enrichment on this material to take them a step further. Those who did not achieve mastery would go with the teacher who had the most students master the content and be retaught so the have an additional chance for mastering to occur. We cannot continue to
move on when we have not mastered previous content or our scores will never increase.
Commentary on Sample: Score 3
The response clearly and specifically identifies and explains multiple examples of concerns and advantages provided by the data attached to the question, such as the school is below grade level in every category and below the district in all categories except vocabulary and math computation. The response then interprets this data and reasons that the vocabulary skills will help the students with reading comprehension and that the math computation skills will provide them with the foundation for advanced concepts. The response also clearly identifies and explains concerns related to the percentage of objectives mastered. This observation highlights a thorough understanding of the use of research findings to influence the professional development of staff. Going beyond mere listing of the differences between Hale and the district, the response
demonstrates strong knowledge of data analysis and how to apply the data. After clearly identifying what may impact Hale in meeting its goals, the response successfully describes three appropriate steps the school can take to meet its goals. These include the use of curriculum mapping, the use of common assessments, and an organized set of steps that foster a remediation strategy. There is clear and compelling evidence of a thorough understanding of data sets and the use of data driven decisions to develop a shared commitment to the vision of improved learning.
Sample Constructed Response to Question 2
Commentary on Sample: Score 3
This response identifies a series of appropriate steps to be taken in order for the plan to be successfully implemented. The response begins by noting that while the plan will not be implemented until the third month of the school year it is important not to wait until then. It recommends that the plan be monitored,and evaluated frequently. Next it suggests that data be reviewed at grade level meetings, at least once per grading period. Professional development is recommended throughout the response by bringing in groups or other successful districts to demonstrate their successes and failures, by providing half day in-services to provide time for staff to collaborate and by organizing book talks by departments, using the books ordered. The response also recommends that it is important to observe and provide feedback to teachers on what is working and what areas need improvement. Through the various steps outlined, the response demonstrates a thorough understanding of the many aspects of successfully implementing curriculum. The response provides for monitoring implementation, direct observation, provision of feedback, and appropriate professional development. This response is logically outlined and provides well developed rationale for the steps provided. The response merits a score of 3.
Sample Constructed Response to Question 3
The principal would assess the effectiveness of the cooperative learning program by:
Commentary on Sample: Score 3
This response lists a series of actions, including some that are appropriate and clearly related to the question and some actions that appear to be more general and not as well connected. The first activities listed relate to observing classroom teaching, and then the response evaluates the program by looking at other sources of data, such as discipline occurrences and their effect on out of school behavior at home or at sporting events. The response is further developed by describing two methods of assessment, comparing classes that use cooperative learning with those that do not and comparing students' formative assessments over a period of time. It also identifies portfolio assessment as an alternate way of measuring progress. Finally, the response addresses spread sheets as another way "to chart growth," but it does not specifically discuss how the spreadsheets would be used in the given situation. Although some points are developed more than others and the response concludes with several seemingly unrelated items, the response clearly demonstrates strong knowledge of using data collection and analysis strategies to evaluate program quality, which merits a score of 3.
Sample Constructed Response to Question 4
An administrator would ...
Remember to complete the NJEXCEL Module Instructor Evaluation too at www.njexcel.org