Preparation Manual. Texas Examinations of Educator Standards (TExES ) Program. Superintendent (195)

Transcription

1 Texas Examinations of Educator Standards (TExES ) Program Preparation Manual Superintendent (195) Copyright 2015 by Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA are registered trademarks of Texas Education Agency. Texas Examinations of Educator Standards, TExES and the TExES logo are trademarks of Texas Education Agency.

2 Table of Contents About The Test... 3 The Domains... 4 The Standards... 5 Domains and Competencies... 7 Domain I Leadership of the Educational Community... 7 Domain II Instructional Leadership Domain III Administrative Leadership Approaches to Answering Multiple-Choice Questions How to Approach Unfamiliar Question Formats Question Formats Single Questions Decision Sets Clustered Questions Multiple-Choice Practice Questions Answer Key and Rationales Study Plan Sheet Preparation Resources TExES Superintendent (195) 2

3 About The Test Test Name Superintendent Test Code 195 Time Number of Questions Format 5 hours 110 multiple-choice questions Computer-administered test (CAT) The TExES Superintendent (195) test is designed to assess whether a test taker has the requisite knowledge and skills that an entry-level superintendent or assistant superintendent in Texas public schools must possess. The 110 multiplechoice questions are based on the Superintendent test framework. Questions on this test range from grades EC 12. The test may contain questions that do not count toward the score. The test contains two case studies and a set of questions pertaining to Texas Academic Performance Reports (TAPR) with authentic materials. These are located in a separate booklet. The number of scored questions will not vary; however, the number of questions that are not scored may vary in the actual test. Your final scaled score will be based only on scored questions. TExES Superintendent (195) 3

4 The Domains Domain Domain Title Approx. Percentage of Test Competencies Assessed I. Leadership of the Educational Community 40% II. Instructional Leadership 30% III. Administrative Leadership 30% TExES Superintendent (195) 4

5 The Standards Superintendent Standard I Learner-Centered Values and Ethics of Leadership: A superintendent is an educational leader who promotes the success of all students by acting with integrity, fairness and in an ethical manner. Superintendent Standard II Learner-Centered Leadership and School District Culture: A superintendent is an educational leader who promotes the success of all students and shapes school district culture by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community. Superintendent Standard III Learner-Centered Human Resources Leadership and Management: A superintendent is an educational leader who promotes the success of all students by implementing a staff evaluation and development system to improve the performance of all staff members, selects and implements appropriate models for supervision and staff development and applies the legal requirements for personnel management. Superintendent Standard IV Learner-Centered Policy and Governance: A superintendent is an educational leader who promotes the success of all students by understanding, responding to and influencing the larger political, social, economic, legal and cultural context and by working with the board of trustees to define mutual expectations, policies and standards. Superintendent Standard V Learner-Centered Communications and Community Relations: A superintendent is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs and mobilizing community resources. Superintendent Standard VI Learner-Centered Organizational Leadership and Management: A superintendent is an educational leader who promotes the success of all students by leadership and management of the organization, operations and resources for a safe, efficient and effective learning environment. Superintendent Standard VII Learner-Centered Curriculum Planning and Development: A superintendent is an educational leader who promotes the success of all students by facilitating the design and implementation of curricula and strategic plans that enhance teaching and learning; alignment of curriculum, curriculum resources and assessment; and the use of various forms of assessment to measure student performance. TExES Superintendent (195) 5

6 Superintendent Standard VIII Learner-Centered Instructional Leadership and Management: A superintendent is an educational leader who promotes the success of all students by advocating, nurturing and sustaining a school district culture and instructional program conducive to student learning and staff professional growth. TExES Superintendent (195) 6

7 Domains and Competencies The content covered by this test is organized into broad areas of content called domains. Each domain covers one or more of the educator standards for this field. Within each domain, the content is further defined by a set of competencies. Each competency is composed of two major parts: The competency statement, which broadly defines what an entry-level educator in this field in Texas public schools should know and be able to do. The descriptive statements, which describe in greater detail the knowledge and skills eligible for testing. Domain I Leadership of the Educational Community Competency 001: The superintendent knows how to act with integrity, fairness and in an ethical manner in order to promote the success of all students. The superintendent knows how to: A. Serve as an advocate for all children. B. Model and promote the highest standard of conduct, ethical principles and integrity in decision making, actions and behaviors. C. Exhibit understanding and implement policies and procedures that promote district personnel compliance with The Code of Ethics and Standard Practices for Texas Educators. D. Monitor and address ethical issues affecting education. E. Apply laws, policies and procedures in a fair and reasonable manner. F. Interact with district staff, students, school board and community in a professional and ethical manner. Competency 002: The superintendent knows how to shape district culture by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the educational community. The superintendent knows how to: A. Establish and support a district culture that promotes learning, high expectations and academic rigor for self, students and staff. B. Facilitate the development and implementation of a shared vision that focuses on teaching and learning and ensures the success of all students. C. Implement strategies for involving all stakeholders in planning processes and for facilitating planning between constituencies. TExES Superintendent (195) 7

8 D. Use formal and informal techniques to monitor and assess district/school climate for effective, responsive decision making. E. Institute procedures for monitoring the accomplishment of district goals and objectives to achieve the district s vision. F. Facilitate the development, use and allocation of all available resources, including human resources, to support implementation of the district s vision and goals. G. Recognize and celebrate contributions of staff and community toward realization of the district s vision. H. Maintain awareness of emerging issues and trends affecting public education and communicate their significance to the local educational community. I. Encourage and model innovative thinking and risk taking and view problems as opportunities. J. Promote multicultural awareness, gender sensitivity and the appreciation of diversity in the educational community. K. Understand and support educational programs for all student populations, including students with special needs. Competency 003: The superintendent knows how to communicate and collaborate with families and community members, respond to diverse community interests and needs and mobilize community resources to ensure educational success for all students. The superintendent knows how to: A. Serve as an articulate, effective communicator for the importance of public education in a free democratic society. B. Develop and implement an effective and comprehensive internal and external district communications plan and public relations program. C. Analyze community and district structures and identify major opinion leaders and their relationships to district goals and programs. D. Establish partnerships with families, area businesses, institutions of higher education and community groups to strengthen programs and support district goals. E. Implement effective strategies for systematically communicating with and gathering input from all stakeholders in the district. F. Communicate and work effectively with diverse groups in the district and community, i.e., social, cultural, political, ethnic and racial groups, so that all students receive appropriate resources and instructional support to ensure educational success. TExES Superintendent (195) 8

9 G. Develop and use formal and informal techniques to gain an accurate view of the perceptions of district staff, families and community members. H. Use effective consensus-building and conflict-management skills. I. Articulate the district s vision and priorities to the community and to the media. J. Influence the media by using proactive communication strategies that serve to enhance and promote the district s vision. K. Communicate effectively about positions on educational issues using effective writing, speaking and active listening skills to ensure educational success for all students. Competency 004: The superintendent knows how to respond to and influence the larger political, social, economic, legal and cultural context, including working with the board of trustees, to achieve the district s educational vision. The superintendent knows how to: A. Analyze and respond to political, social, economic and cultural factors affecting students and education. B. Provide leadership in defining superintendent and board of trustees roles and establishing mutual expectations. C. Communicate and work effectively with board members in varied contexts, including problem solving and decision making. D. Work with the board of trustees to define and consistently adhere to mutual expectations, policies and standards. E. Access and work with local, state and national political systems and organizations to provide input on critical educational issues. F. Use legal guidelines to protect the rights of students and staff and to improve learning opportunities. G. Prepare and recommend district policies to improve student learning and district performance in compliance with state and federal requirements. TExES Superintendent (195) 9

10 Domain II Instructional Leadership Competency 005: The superintendent knows how to facilitate the planning and implementation of strategic plans that enhance teaching and learning; ensure alignment among curriculum, curriculum resources and assessment; use the current accountability system; and promote the use of varied assessments to measure student performance. The superintendent knows how to: A. Facilitate effective curricular decision making based on an understanding of pedagogy, curriculum design, cognitive development, learning processes and child and adolescent growth and development. B. Implement planning procedures to develop rigorous curricula that achieve optimal student learning and that anticipate and respond to occupational and economic trends. C. Implement curriculum design and delivery systems to ensure instructional quality, appropriate depth of learning and alignment across the district. D. Develop and implement collaborative processes for systematically assessing and renewing the curriculum to meet the needs of all students and ensure appropriate scope, sequence, content and alignment. E. Use assessment to measure student learning, diagnose student needs and determine effectiveness of the curriculum to ensure educational accountability. F. Evaluate district curricula and provide direction for improving curricula based on sound, research-based practices. G. Facilitate the integration of technology into the school district curriculum to enhance learning for all students. H. Facilitate the use of creative thinking, critical thinking and problem solving by appropriate school district staff and other individuals involved in curricular design and delivery. I. Facilitate the effective coordination of district and campus curricular and extracurricular programs. J. Ensure that staff members have a working knowledge of the accountability system and are monitoring its components to increase student performance. TExES Superintendent (195) 10

11 Competency 006: The superintendent knows how to advocate, promote and sustain an instructional program and a district culture that are conducive to student learning and staff professional growth. The superintendent knows how to: A. Apply knowledge of motivational theories and strategies to encourage staff, students, families/caregivers and the community to strive to achieve the district s vision. B. Facilitate the implementation of sound, research-based theories and techniques of classroom management, student discipline and school safety to ensure a school district environment conducive to learning. C. Facilitate the development of a learning organization that encompasses high student engagement and learning with academic rigor through the use of effective planning and lesson design. D. Facilitate the ongoing study of current best practice and relevant research and encourage the application of this knowledge to district/school improvement initiatives. E. Implement and support student services and activity programs to address developmental, scholastic, social, emotional, cultural, physical and leadership needs. F. Establish a comprehensive school district program of student assessment, interpretation of data and reporting of state and national data results for improvement of student learning. G. Apply knowledge of special programs to ensure that students are provided with appropriate resources and effective, flexible instructional programs and services. H. Analyze instructional resource needs and deploy instructional resources effectively and equitably to enhance student learning. I. Analyze the implications of various organizational factors (e.g., staffing patterns, class scheduling formats, school organizational structures, student discipline practices) for teaching and learning. J. Develop and use appropriate change processes to improve student and adult learning. K. Ensure responsiveness to diverse sociological, linguistic, cultural, psychological and other factors that may affect student development and learning and create an environment in which all students will learn. TExES Superintendent (195) 11

12 Competency 007: The superintendent knows how to implement a staff evaluation and development system and select appropriate models for supervision and staff development to improve the performance of all staff members. The superintendent knows how to: A. Improve teaching and learning by participating in quality, relevant professional development activities and studying current professional literature and research. B. Develop, implement and evaluate a comprehensive professional development plan to address identified areas of district, campus and/or staff need. C. Facilitate the application of adult learning principles to all professional development activities, including the use of support and follow-up strategies to facilitate implementation. D. Implement strategies to increase the expertise and skill of staff at the district and campus level. E. Work collaboratively with other district personnel to plan, implement and evaluate professional growth programs. F. Deliver effective presentations and facilitate learning for both small and large groups. G. Implement effective strategies for the recruitment, selection, induction, development, evaluation and promotion of staff. H. Develop and implement comprehensive staff evaluation models that include both formative and summative assessment and appraisal strategies. I. Assess and support the organizational health and climate by implementing necessary strategies to improve the performance of all staff members. Domain III Administrative Leadership Competency 008: The superintendent knows how to apply principles of effective leadership and management in relation to district budgeting, personnel, resource utilization, financial management and technology applications. The superintendent knows how to: A. Apply procedures for effective budget planning and management. B. Work collaboratively with board of trustees and appropriate personnel to develop district budgets. C. Facilitate and evaluate effective account auditing and monitoring that complies with legal requirements and local district policy. D. Establish district procedures for accurate, effective, ethical purchasing and financial record keeping and reporting. TExES Superintendent (195) 12

13 E. Acquire, allocate and manage resources according to district vision and priorities, including obtaining and using funding from various sources. F. Use district and staff evaluation data for personnel policy development and decision making. G. Apply knowledge associated with personnel management, including requirements related to certifying, recruiting, screening, selecting, evaluating, disciplining, reassigning and dismissing personnel. H. Manage one s own time and the time of others to enhance district operations. I. Develop and implement plans for using technology and information systems to enhance efficiency and effectiveness of school district operations. J. Apply legal concepts, regulations and codes as required. K. Use revenue forecasting and enrollment forecasting to address personnel and budgetary needs accurately. Competency 009: The superintendent knows how to apply principles of leadership and management to the district s physical plant and support systems to ensure a safe and effective learning environment. The superintendent knows how to: A. Apply procedures for planning, funding, renovating and/or constructing school facilities to support the district s mission and goals. B. Implement strategies that enable the district s physical plant, equipment and support systems to operate safely, efficiently and effectively. C. Apply strategies for ensuring the safety of students and personnel and for addressing emergencies and security concerns. D. Develop and implement procedures for emergency planning and for responding to crises. E. Apply and evaluate procedures for ensuring the effective, efficient operation and maintenance of district facilities. F. Implement and evaluate appropriate procedures to ensure efficient, effective district transportation services, food services, health services and other services. G. Apply legal concepts, regulations and codes as required. TExES Superintendent (195) 13

14 Competency 010: The superintendent knows how to apply organizational, decisionmaking and problem-solving skills to comply with federal and state requirements and facilitate positive change in varied contexts. The superintendent knows how to: A. Implement appropriate leadership skills, techniques and group process skills to define roles, assign functions, delegate effectively and determine accountability for goal attainment. B. Implement processes for gathering, analyzing and using data for informed decision making to attain district goals. C. Identify, analyze and resolve problems using appropriate problem-solving techniques and decision-making skills. D. Use strategies for working with others, including the board of trustees, to promote collaborative decision making and problem solving, facilitate team building and develop consensus. E. Encourage and facilitate positive change, enlist support for change and overcome obstacles to change in varied educational contexts. F. Analyze and use political influences to benefit the educational organization. TExES Superintendent (195) 14

15 Approaches to Answering Multiple-Choice Questions The purpose of this section is to describe multiple-choice question formats that you will typically see on the Superintendent test and to suggest possible ways to approach thinking about and answering them. These approaches are intended to supplement and complement familiar test-taking strategies with which you may already be comfortable and that work for you. Fundamentally, the most important component in assuring your success on the test is knowing the content described in the test framework. This content has been carefully selected to align with the knowledge required to begin a career as a superintendent or assistant superintendent. The multiple-choice questions on this test are designed to assess your knowledge of the content described in the test framework. In most cases, you are expected to demonstrate more than just your ability to recall factual information. You may be asked to think critically about a situation, to analyze it, consider it carefully, compare it with other knowledge you have or make a judgment about it. When you are ready to respond to a multiple-choice question, you must choose one of four answer options. Leave no questions unanswered. Questions for which you mark no answer or mark more than one answer are counted as incorrect. Your score will be determined by the number of questions for which you select the correct answer. The Superintendent test is designed to include a total of 110 multiple-choice questions. The number of scored questions will not vary; however, the number of questions that are not scored may vary in the actual test. Your final scaled score will be based only on scored questions. The questions that are not scored are being pilot tested to collect information about how these questions will perform under actual testing conditions. These pilot questions are not identified on the test. How to Approach Unfamiliar Question Formats Some questions include introductory information such as a map, table, graph or reading passage (often called a stimulus) that provides the information the question asks for. New formats for presenting information are developed from time to time. Tests may include audio and video stimulus materials such as a movie clip or some kind of animation, instead of a map or reading passage. Other tests may allow you to zoom in on the details in a graphic or picture. Tests may also include interactive types of questions. These questions take advantage of technology to assess knowledge and skills that go beyond what can be assessed using standard single-selection multiple-choice questions. If you see a format you are not familiar with, read the directions carefully. The directions always give clear instructions on how you are expected to respond. TExES Superintendent (195) 15

16 For most questions, you will respond by clicking an oval to choose a single answer choice from a list of options. Other questions may ask you to respond by: Typing in an entry box. When the answer is a number, you might be asked to enter a numeric answer or, if the test has an on-screen calculator, you might need to transfer the calculated result from the calculator into the entry box. Some questions may have more than one place to enter a response. Clicking check boxes. You may be asked to click check boxes instead of an oval when more than one choice within a set of answers can be selected. Clicking parts of a graphic. In some questions, you will choose your answer by clicking on location(s) on a graphic such as a map or chart, as opposed to choosing from a list. Clicking on sentences. In questions with reading passages, you may be asked to choose your answer by clicking on a sentence or sentences within the reading passage. Dragging and dropping answer choices into targets on the screen. You may be asked to choose an answer from a list and drag it into the appropriate location in a table, paragraph of text or graphic. Selecting options from a drop-down menu. This type of question will ask you to select the appropriate answer or answers by selecting options from a drop-down menu (e.g., to complete a sentence). Remember that with every question, you will get clear instructions on how to respond. Question Formats You may see the following types of multiple-choice questions on the test: Single Questions Decision Sets Clustered Questions On the following pages, you will find descriptions of these commonly used question formats, along with some suggested approaches for responding to them. TExES Superintendent (195) 16

17 Single Questions The single-question format presents a direct question or an incomplete statement. It can also include a reading passage, graphic, table or a combination of these. Four answer options appear below the question. The following question is an example of the single-question format. It tests knowledge of Superintendent Competency 003: The superintendent knows how to communicate and collaborate with families and community members, respond to diverse community interests and needs and mobilize community resources to ensure educational success for all students. Example The final expenditures for a major school construction project in a district run over budget by approximately 20 percent. A series of articles on the discrepancy appears in the local newspaper, including some highly critical editorials. Which of the following would be the superintendent s best strategy for addressing this situation? A. Contact the publisher of the local newspaper to explore whether the paper might be willing to moderate its criticism B. Appeal to supporters of the project to organize a district-wide letter writing campaign to counter the negative publicity C. Initiate a communication plan to account fully for all expenditures, including cost overruns, related to the new facility D. Refrain from responding directly to the criticism but issue a series of press releases publicizing the benefits of the new facility Suggested Approach Read the question carefully and critically. Think about what it is asking and the situation it is describing. Eliminate any obviously wrong answers, select the correct answer choice and mark your answer. As you read this question, consider the situation described. Public criticism is being leveled at the school district for significant cost overruns on a major construction project. Under such circumstances, the superintendent is responsible for ensuring that the public be provided with all relevant information on the issue (option C). Options B and D could both be seen as attempts to avoid accountability, and either response would be contrary to the superintendent s responsibility to be forthcoming about issues of legitimate public interest. With regard to option A, trying to influence press coverage in the manner described would be an unethical response on the superintendent s part. Option C is therefore the correct answer. TExES Superintendent (195) 17

18 Decision Sets Decision sets contain approximately five to nine questions that are all about a particular situation faced by a superintendent in a hypothetical Texas school district. The decision-set format helps to simulate situations that superintendents encounter and in which they must make decisions that affect staff, students and the larger school community. Each decision set begins with stimulus material, which sets the scene and provides information to use in answering the questions that follow. Decision sets also contain additional stimulus material provided at one or more junctures. This stimulus material typically provides additional information or a subsequent development that you will need to answer the questions that follow. The decision-set stimulus material may include demographic information about the district, a description of the community served by the district or information about district staff in general or one or more particular staff members. Each decision-set stimulus describes a situation that a superintendent is facing. The beginning and end of each decision set will be clearly marked. The following sample shows the first stimulus for a decision set. Decision Set: First Stimulus Part 1 Decision Set Begins Here Dr. Julian Smith, the superintendent of Grantwood ISD, is overseeing plans for a new school in the district. The new facility will replace an existing one that is old and in very poor condition. After gaining voter approval of the necessary bond issues, district officials begin planning construction of the new school. The stimulus material presents essential information for the decision set. This stimulus indicates that a successful bond election has already taken place and that Dr. Smith and Grantwood ISD staff are in the early stages of planning the construction of a new school to replace the existing facility. In a decision set, the stimulus is an important scene setter. As you consider the test questions that follow, check the stimulus as needed. As you progress through the decision set, additional stimuli may introduce new information. The decision set is often set up as a kind of story line that develops over time. You may find it helpful to skim all of the questions and stimulus materials in a decision set before answering any questions. Such a quick read-through may give you a richer understanding of the context for the questions. However, as you select your answer for each question, be sure to base your choice on only the information that has already been presented about the situation. TExES Superintendent (195) 18

19 Regardless of the strategy you use, keep in mind that every piece of information in each stimulus and question is important. You should base your answers on the particular situation presented, not on similar situations you have encountered or studied. With each question, you should think about the knowledge and skills outlined in the test framework. Decision Set The following question is the first example of the decision set Superintendent Competency 009: The superintendent knows how to apply principles of leadership and management to the district s physical plant and support systems to ensure a safe and effective learning environment. Example 1 Dr. Smith s first step in the planning process for building the new school should be to A. schedule public forums to discuss instructional needs and space requirements for the new school. B. meet with the designated architect to discuss design options for the new school. C. work with district and campus representatives to develop educational specifications for the new school. D. ask the principal of the new school to prepare a brief report on anticipated space needs. Suggested Approach Read the question carefully and critically. Think about what it is asking and the situation it is describing. Eliminate any obviously wrong answers, select the correct answer choice and mark your answer. As you read this question, think about what steps must be taken during the process of planning school construction projects and in what order they should take place. All decisions about building and classroom design should be driven by the instructional needs of the student population to be served in the new facility. This must be the primary consideration before any specific plans or designs can be made. Also, districts must ensure that a new facility meets the standards approved by the State Board of Education. To facilitate this process, the Texas Administrative Code (TAC) requires districts to draft educational specifications for new facilities that include descriptions of the new school s student population and instructional program. These specifications include, among other things, the number of students to be served, the grade-level configuration of the student population, a description of the instructional programs required by this population and a list of specialized classrooms and other support areas that will be needed. Therefore, option C is the correct answer to this question. TExES Superintendent (195) 19

20 Decision Set: Second Stimulus The next few questions are part of the same decision set. These questions follow a second stimulus. Each sample question is followed by a suggested approach to answering it. Additional stimulus material is sometimes provided in a decision set to provide more information or to introduce a new development in a situation. In this case, the following stimulus supplies additional information regarding district needs and how Dr. Smith plans to address them. Part 2 Dr. Smith considers building the campus library as a shared-use public library in collaboration with city officials. In addition, other organizations have voiced to Dr. Smith their interest in using the school facilities during non-school hours. Because Dr. Smith has a small administrative staff with no expertise in facility planning, he wants to hire an outside consultant to assist with the planning process. Example 2 Which of the following provides the primary advantages of joint use arrangements between schools and other organizations? A. Responding to the lack of recreational space in expanding areas and the need to efficiently use limited public resources B. Meeting compliance obligations from state and local building codes and responding to a strong research base showing the effectiveness of joint use C. Decreasing maintenance requirements for the building and relieving time constraints on custodial staff D. Effectively aligning and coordinating multiple agency s funding sources and authority structures Suggested Approach Read the question carefully and critically. Think about what it is asking and the situation it is describing. Eliminate any obviously wrong answers, select the correct answer choice and mark your answer. As you read this question, think about the many perspectives a superintendent must consider when making decisions for new construction planning. While school facilities are an integral component of public infrastructure, they largely sit empty after students complete their school day. With state finance budgets so tight around the state and nation, superintendents look for ways to be fiscally responsible and build partnerships with other non-school organizations to reduce costs and better serve the community. There is currently not a large amount of research available to define the effectiveness of this movement, and this initiative is guided largely by local policy and procedures, which invalidates option B. Despite the benefits, this TExES Superintendent (195) 20

21 joint arrangement is like a forced marriage and because each entity involved has complex decision-making structures, systems and policies and procedures that must be followed, the relationship between the school and non-school group is strained. Utilization often suffers as a result of these complexities, as well as the many competing political agendas. There is usually an increased demand on the building and custodial staff due to increased hours the campus is in use. So, the disadvantages and obstacles of this initiative are shown in options C and D. Therefore, option A is the correct answer to this question. Example 3 In defining Dr. Smith s working relationship with the independent contractor he plans to hire, Dr. Smith should ask the contractor to A. make decisions on educational matters that relate to the new facility because this is his area of expertise. B. administer the facilities planning process so that an efficient and effective system is maintained. C. utilize the district s long-range plans and facility plans to meet the needs of students in the district. D. request an architect develop long-range plans for the district to ensure the facility is align with district needs. Suggested Approach As the district s leader, the superintendent is responsible for administering facilities projects and reporting the status to board members, and should not delegate this role to an outside consultant. It is always tempting for educators to rely on the professional judgment of other professionals when they have very limited personnel resources. Only the educator can know the educational programs of the school system now and in the future, so Dr. Smith should provide the advice on educational matters. This includes the development of long-range plans for the district. These rationales invalidate options A, B and D. It is prudent for the superintendent to develop long-range plans and facility plans with the district stakeholders and ask the consultant to use them throughout the building and planning phase. Option C is the correct answer. TExES Superintendent (195) 21

22 Example 4 The independent educational consultant hired by Dr. Smith discusses state regulations and policies describing the general parameters for selecting a builder for the new facility. Which of the following statements accurately describes the legal guidelines Grantwood ISD must follow when awarding construction contracts to build the new school? A. The district must use the request for proposal method when awarding contracts for the construction of new schools or other district facilities. B. Competitive bidding is one of several methods the district may select, depending on which option provides the best value to the district. C. The district must use either the request for proposal method or a design/build contract, depending on which option provides the best value to the district. D. Competitive bidding is the only approved method for the district to use when awarding contracts for the construction of new schools or other district facilities. Suggested Approach As the district s leader, the superintendent must use an understanding of legal issues to make sound decisions. The Texas Education Code provides a variety of options to school districts that are awarding construction contracts for the building of new schools or for major renovation projects. The district may use whichever method provides the best value to the district, including but not limited to competitive bidding. Option B is the correct response. Decision Set Ends Here TExES Superintendent (195) 22

23 Clustered Questions Clustered questions are made up of a stimulus and two or more questions relating to the stimulus. The stimulus material can be a reading passage, description of an experiment, graphic, table or any other information necessary to answer the questions that follow. You can use several different approaches to respond to clustered questions. Some commonly used strategies are listed below. Strategy 1 Strategy 2 Strategy 3 Skim the stimulus material to understand its purpose, its arrangement and/or its content. Then read the questions and refer again to the stimulus material to obtain the specific information you need to answer the questions. Read the questions before considering the stimulus material. The theory behind this strategy is that the content of the questions will help you identify the purpose of the stimulus material and locate the information you need to answer the questions. Use a combination of both strategies. Apply the read the stimulus first strategy with shorter, more familiar stimuli and the read the questions first strategy with longer, more complex or less familiar stimuli. You can experiment with the sample questions in this manual and then use the strategy with which you are most comfortable when you take the actual test. Whether you read the stimulus before or after you read the questions, you should read it carefully and critically. You may want to note its important points to help you answer the questions. As you consider questions set in educational contexts, try to enter into the identified superintendent s frame of mind and use that superintendent s point of view to answer the questions that accompany the stimulus. Be sure to consider the questions only in terms of the information provided in the stimulus not in terms of your own experiences or individuals you may have known. TExES Superintendent (195) 23

24 Multiple-Choice Practice Questions This section presents some sample test questions for you to review as part of your preparation for the test. To demonstrate how each competency may be assessed, each sample question is accompanied by the competency that it measures. While studying, you may wish to read the competency before and after you consider each sample question. Please note that the competency statements do not appear on the actual test. For each sample test question, there is a correct answer and a rationale for each answer option. Please note that the sample questions are not necessarily presented in competency order. The sample questions are included to illustrate the formats and types of questions you will see on the test; however, your performance on the sample questions should not be viewed as a predictor of your performance on the actual test. For these questions, you will be asked to refer to the Preparation Manual: Superintendent Supplemental Booklet that contains these documents and that accompanies the test. Practice questions 1 11 refer to the case study located in the preparation manual supplement. Practice questions refer to the TAPR report, also located in the Preparation Manual: Superintendent Supplemental Booklet. Note: Some of the documents are meant to reflect types of materials produced by the state and do not necessarily reflect current reporting formats. It is important that you use only the materials in this chapter to answer the questions. TExES Superintendent (195) 24

25 Questions 1 11 refer to the case study material in the Preparation Manual: Superintendent Supplemental Booklet. Dr. Bugle is the superintendent of Sweetville Independent School District (SISD), a small suburban district with eight schools. One of the middle schools, Sweetville Middle School, a Title I school, has received notification from Texas Education Agency (TEA) that the campus is rated as Improvement Required due to poor mathematics performance. Dr. Bugle coordinates with the principal, Ms. Akon, to respond to this information and begin developing professional learning communities (PLCs) for all district schools. Some teachers have voiced concerns regarding the teacher selection process for the new professional learning communities. A teacher at Sweetville Middle School, Susan Martin, has filed a grievance as a result of the teacher selection process for the PLC planning committee. Mr. Bugle plans to review all the pertinent information and respond appropriately. Examine the following documents and respond to the questions: Letter from superintendent to Sweetville Middle School parents Superintendent s memo to principals with article on professional learning communities Level I grievance from a campus department chair, Susan Martin Level I grievance response from principal Level II appeal notice from Susan Martin District grievance policy TExES Superintendent (195) 25

26 COMPETENCY Dr. Bugle wants to ensure that all employees understand the state accountability system in order for students to be successful on state assessments. Which of the following statements by Dr. Bugle best addresses this goal? A. When considering state accountability, schools can change their rating from one year to the next by closing the achievement gap between subpopulations. B. When a school misses the target in two or more areas of the state assessment, TEA determines the rating for that school to be Improvement Required. C. TEA looks at student achievement, student progress, closing performance gaps and postsecondary readiness when determining a school s rating. D. School districts should address the issues in the lowest-performing schools, as a way to increase student performance on the state accountability system. Answer and Rationale COMPETENCY As the district plans to implement PLCs, Dr. Bugle wants to ensure that all principals understand how to use student performance data to improve instruction at their campuses. Which of the following provides Dr. Bugle with an opportunity to share compiled district data trends with principals while demonstrating the use of PLCs? A. Forwarding the data directly to principals and directing them to improve scores in the next year B. Providing a memo to leadership teams that expresses the opinions of campus principals on the data and their implications C. Distributing the data at a general meeting of principals and providing time for them to collaborate on solutions for problem areas D. Working in vertical teams to review all the data with the representative campus teachers and campus leaders Answer and Rationale TExES Superintendent (195) 26

27 COMPETENCY According to the article provided by Dr. Bugle to principals and their staff, which of the following adjustments to their practice is most appropriate? A. Grouping students by achievement levels B. Modifying the courses or grade levels taught C. Adjusting instruction to meet student needs D. Scoring assessments according to a bell curve Answer and Rationale COMPETENCY Which of the following strategies should Dr. Bugle implement to best address Susan Martin s concerns? A. Paying all teachers the same amount for participation in the selection process B. Hiring only nontenured teachers to participate in the selection process C. Including teacher representation in determining the selection process D. Identifying participants by principal recommendation to be part of the selection process Answer and Rationale TExES Superintendent (195) 27

28 COMPETENCY In accordance with board policy, which of the following responses by Dr. Bugle to Susan Martin s Level II grievance is most appropriate? A. Instructing her principal to meet with her to address her concerns B. Meeting with her himself to address her concerns and providing a follow-up memo summarizing the conference C. Instructing the assistant superintendent to meet with her and include a follow-up memo summarizing the conference D. Waiting to reply to the teacher until a district decision has been made regarding the implementation of the new initiative Answer and Rationale COMPETENCY If Susan Martin appeals the Level II decision, what is the most appropriate next step for Dr. Bugle to take? A. Denying the appeal so that the complaint goes to the board B. Reviewing the appeal himself and providing a written response C. Forwarding the appeal to the district legal team to consider D. Sending the appeal back to the principal for a resolution Answer and Rationale TExES Superintendent (195) 28

29 COMPETENCY A group of teachers from Sweetville Middle School sends a letter to Dr. Bugle outlining their intention to join Susan Martin in her pending grievance. If their grievance is officially filed, which portion of SISD s board policy addresses how Dr. Bugle should respond? A. Guiding principles B. Notice to employees C. Jurisdictional referral D. Consolidating complaints Answer and Rationale COMPETENCY A group of teachers tells a local television station that they are being discriminated against based on their age. A news story is broadcast during which the group recounts a rumor that Dr. Bugle is allowing principals to hire younger teachers to serve on the PLCs planning committee in order to keep personnel costs down. The group calls the actions ageism, and the teachers threaten to file a federal discrimination lawsuit. Which of the following is the most appropriate response from Dr. Bugle? A. Ignoring the news story and moving forward with the planned selection process for the planning committee, and then later calling the newspaper with the correct information B. Informing the school board president of the news story, explaining the planned selection process to all employees and board members, and providing the media with the details of the process C. Providing the media with the details of the selection process, calling school board members to inform them of the situation, and meeting with the teachers for a question-and-answer session D. Asking the school board president to act as the district s official spokesperson to the media for the selection process and then report back to the superintendent Answer and Rationale TExES Superintendent (195) 29

30 COMPETENCY According to the principles discussed in the article provided by Dr. Bugle, which of the following sets of professional development topics best supports the implementation of PLCs? A. Curriculum, pedagogy and assessments B. Curriculum, alignment, articulation and design C. Mission, vision, values and goals D. Historical perspective, practice and pedagogy Answer and Rationale COMPETENCY Dr. Bugle believes that PLCs will not be sustainable if the change initiative is not embedded in the culture of the schools. To change the district and campus culture, the school leadership team will need to address how to A. assign staff, schedule classes and discipline students. B. articulate shared values, facilitate reflective dialogue and create time to celebrate. C. create district benchmarks, common assessments and time for data desegregation. D. plan professional development activities and timely follow-up strategies. Answer and Rationale TExES Superintendent (195) 30

31 COMPETENCY After several months of implementing PLCs, district staff and principals begin to see improvements with the district-created common assessments and increasing excitement from teachers involved. Which of the following strategies is the most appropriate first step for Dr. Bugle to take to communicate these successes and foster continued improvement? A. Providing the local media with a press release stating that the initiative has been successful and reinforcing that the successes occurred despite the selection process controversy B. Sending the data and feedback to campus principals and requesting they share it with the teachers who were involved in the controversy surrounding the planning committee selections C. Requesting the director of curriculum to compile the data and share it with campus principals at the next regular meeting as a checkpoint for the initiative and for distribution to their faculties D. Sharing the data with the school board president and asking that the subject be placed on the agenda for the next regular board meeting as consideration for future budget decisions Answer and Rationale TExES Superintendent (195) 31