TExES Texas Examinations of Educator Standards. Preparation Manual. 195 Superintendent

Transcription

1 TExES Texas Examinations of Educator Standards Preparation Manual 195 Superintendent

2 Copyright 2011 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. This publication has been produced for Texas Education Agency (TEA) by ETS. ETS is under contract to Texas Education Agency to administer the Texas Examinations of Educator Standards (TExES) program and the Examination for the Certification of Educators in Texas (ExCET) program. The TExES and ExCET programs are administered under the authority of Texas Education Agency; regulations and standards governing the program are subject to change at the discretion of Texas Education Agency. Texas Education Agency and ETS do not discriminate on the basis of race, color, national origin, sex, religion, age or disability in the administration of the testing program or the provision of related services.

3 TABLE OF CONTENTS Chapter 1: Chapter 2: Introduction to the Superintendent Test and Suggestions for Using This Test Preparation Manual...1 Overview Using the Test Framework Organization of the TExES Test Framework Sample Competency Sample Descriptive Statements Studying for the TExES Test Background Information on the TExES Testing Program...5 The TExES Tests for Texas Teachers Development of the New TExES Tests Taking the TExES Test and Receiving Scores Educator Standards Chapter 3: Study Topics...9 Test Framework for Field 195: Superintendent The Domains Total Test Breakdown Competencies Domain I Leadership of the Educational Community Domain II Instructional Leadership Domain III Administrative Leadership Chapter 4: Chapter 5: Chapter 6: Succeeding on Multiple-Choice Questions...19 Approaches to Answering Multiple-Choice Questions Question Formats Single Questions Decision Sets Decision Set: Sample Stimulus Material Decision Set: Single Question Decision Set: Second Stimulus Clustered Questions Supplemental Material for Multiple-Choice Practice Questions...27 Case Study AEIS Section Multiple-Choice Practice Questions...91 Sample Multiple-Choice Questions Answer Key Chapter 7: Are You Ready? Last-Minute Tips Preparing to Take the Test Appendix A Appendix B Study Plan Sheet Preparation Resources...123

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5 1 Chapter 1 Introduction to the Superintendent Test and Suggestions for Using This Test Preparation Manual

6 INTRODUCTION TO THE SUPERINTENDENT TEST AND SUGGESTIONS FOR USING THIS TEST PREPARATION MANUAL 1 OVERVIEW The State Board for Educator Certification (SBEC) has approved Texas educator standards that delineate what the beginning educator should know and be able to do. These standards, which are based on the state-required curriculum for students the Texas Essential Knowledge and Skills (TEKS) form the basis for the Texas Examinations of Educator Standards (TExES ) program. This initiative, administered by Texas Education Agency (TEA), will affect all areas of Texas education from the more than 170 approved Texas Educator Preparation Programs (EPPs) to the more than 7,000 Texas school campuses. This standards-based system reflects SBEC s commitment to help align Texas education from kindergarten through college. SBEC and TEA s roles in this K 16 initiative will ensure that newly certified Texas educators have the essential knowledge and skills to teach the TEKS to the state s public school students. This manual is designed to help examinees prepare for the TExES test in this field. Its purpose is to familiarize examinees with the competencies to be tested, test question formats and pertinent study resources. EPP staff may also find this information useful as they help examinees prepare for careers as Texas educators. KEY FEATURES OF THE MANUAL List of competencies that will be tested Strategies for answering multiple-choice questions Sample test questions and answer key If you have any questions after reading this preparation manual or you would like additional information about the TExES tests or the educator standards, please visit the TEA website at 2 TExES Preparation Manual Superintendent

7 INTRODUCTION TO THE SUPERINTENDENT TEST AND SUGGESTIONS FOR USING THIS TEST PREPARATION MANUAL USING THE TEST FRAMEWORK The Texas Examinations of Educator Standards (TExES) Superintendent test measures the content and professional knowledge required of an entry-level superintendent or assistant superintendent in Texas public schools. This manual is designed to guide your preparation by helping you become familiar with the material to be covered on the test you are planning to take, identify areas where you feel you may be weak and increase your knowledge in those areas by helping you design a study plan. 1 When preparing for this test, you should focus on the competencies and descriptive statements, which delineate the content that is eligible for testing. A portion of the content is represented in the sample questions that are included in this manual. These test questions represent only a sampling of questions. Thus, your test preparation should focus on the competencies and descriptive statements and not simply on the sample questions. ORGANIZATION OF THE TEXES TEST FRAMEWORK The test framework is based on the educator standards for this field. 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: 1. 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, and 2. the descriptive statements, which describe in greater detail the knowledge and skills eligible for testing. The certification standards being assessed within each domain are listed for reference at the beginning of the test framework, which begins on page 10. These are followed by a complete set of the framework s competencies and descriptive statements. An example of a competency and its accompanying descriptive statements is provided below. SAMPLE COMPETENCY Superintendent 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. TExES Preparation Manual Superintendent 3

8 INTRODUCTION TO THE SUPERINTENDENT TEST AND SUGGESTIONS FOR USING THIS TEST PREPARATION MANUAL 1 SAMPLE DESCRIPTIVE STATEMENTS 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. STUDYING FOR THE TEXES TEST The following steps may be helpful in preparing for the TExES test. 1. Identify the information the test will cover by reading through the test competencies (see Chapter 3). Within each domain of this TExES test, each competency will receive approximately equal coverage. 2. Read each competency with its descriptive statements in order to get a more specific idea of the knowledge you will be required to demonstrate on the test. You may wish to use this review of the competencies to set priorities for your study time. 3. Review the Preparation Resources section of this manual (Appendix B) for possible resources to consult. Also, compile key materials from your preparation course work that are aligned with the competencies. 4. Study this manual for approaches to taking the TExES test. 5. When using resources, concentrate on the key skills and important abilities that are discussed in the competencies and descriptive statements. 6. Use the study plan sheet (Appendix A) to help you plan your study. NOTE: This preparation manual is the only TExES test study material endorsed by Texas Education Agency (TEA) for this field. Other preparation materials may not accurately reflect the content of the test or the policies and procedures of the TExES program. 4 TExES Preparation Manual Superintendent

9 2 Chapter 2 Background Information on the TExES Testing Program

10 BACKGROUND INFORMATION ON THE TEXES TESTING PROGRAM THE TEXES TESTS FOR TEXAS TEACHERS 2 As required by the Texas Education Code , successful performance on educator certification examinations is required for the issuance of a Texas educator certificate. Each TExES test is a criterion-referenced examination designed to measure the knowledge and skills delineated in the corresponding TExES test framework. Each test framework is based on standards that were developed by Texas educators and other education stakeholders. Each TExES test is designed to measure the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess. The tests include both individual (stand-alone) test questions and questions that are arranged in clustered sets based on real-world situations faced by educators. DEVELOPMENT OF THE NEW TExES TESTS Committees of Texas educators and members of the community guide the development of the new TExES tests by participating in each stage of the test development process. These working committees are composed of Texas educators from public and charter schools, university and EPP faculty, education service center staff, representatives from professional educator organizations, content experts and members of the business community. The committees are balanced in terms of position, affiliation, years of experience, ethnicity, gender and geographical location. The committee membership is rotated during the development process so that numerous Texas stakeholders may be actively involved. The steps in the process to develop the TExES tests are described below. 1. Develop Standards. Committees are established to recommend what the beginning educator should know and be able to do. Using the Texas Essential Knowledge and Skills (TEKS) as the focal point, draft standards are prepared to define the knowledge and skills required of the beginning educator. 2. Review Standards. Committees review and revise the draft standards. The revised draft standards are then placed on the TEA website for public review and comment. These comments are used to prepare a final draft of the standards that will be presented to the SBEC Board for discussion, the State Board of Education (SBOE) for review and comment and the SBEC Board for approval. Standards not based specifically on the TEKS, such as those for librarians and counselors, are proposed as rule by the SBEC Board; sent to the SBOE for its 90-day review; and, if not rejected by the SBOE, adopted by the SBEC Board. 3. Develop Test Frameworks. Committees review and revise draft test frameworks that are based on the standards. These frameworks outline the specific competencies to be measured on the new TExES tests. Draft frameworks are not finalized until after the standards are approved and the job analysis/content validation survey (see #4) is complete. 4. Conduct Job Analysis/Content Validation Surveys. A representative sample of Texas educators who practice in or prepare individuals for each of the fields for which an educator certificate has been proposed are surveyed to determine the relative job importance of each competency outlined in the test framework for that content area. Frameworks are revised as needed following an analysis of the survey responses. 6 TExES Preparation Manual Superintendent

11 BACKGROUND INFORMATION ON THE TEXES TESTING PROGRAM 5. Develop and Review New Test Questions. The test contractor develops draft questions that are designed to measure the competencies described in the test framework. Committees review the newly developed test questions that have been written to reflect the competencies in the new test framework. Committee members scrutinize the draft questions for appropriateness of content and difficulty; clarity; match to the competencies; and potential ethnic, gender and regional bias Conduct Pilot Test of New Test Questions. All of the newly developed test questions that have been deemed acceptable by the question review committees are then administered to an appropriate sample of candidates for certification. 7. Review Pilot Test Data. Pilot test results are reviewed to ensure that the test questions are valid, reliable and free from bias. 8. Administer TExES Tests. New TExES tests are constructed to reflect the competencies, and the tests are administered to candidates for certification. 9. Set Passing Standard. A Standard Setting Committee convenes to review performance data from the initial administration of each new TExES test and to recommend a final passing standard for that test. The SBEC Board considers this recommendation as it establishes a passing score on the test. TExES Preparation Manual Superintendent 7

12 BACKGROUND INFORMATION ON THE TEXES TESTING PROGRAM TAKING THE TEXES TEST AND RECEIVING SCORES 2 Please refer to the current TExES Registration Bulletin or the ETS TExES website at for information on test dates, test centers, fees, registration procedures and program policies. Your score report will be available to you in your testing account on the ETS TExES online registration system by 5 p.m. Central time on the score reporting date indicated in the Registration Bulletin. The report will indicate whether you have passed the test and will include: A total test scaled score. Scaled scores are reported to allow for the comparison of scores on the same content-area test taken on different test administration dates. The total scaled score is not the percentage of questions answered correctly and is not determined by averaging the number of questions answered correctly in each domain. For all TExES tests, the score scale is with a scaled score of 240 as the minimum passing score. This score represents the minimum level of competency required to be an entry-level educator in this field in Texas public schools. Your performance in the major content domains of the test and in the specific content competencies of the test. This information may be useful in identifying strengths and weaknesses in your content preparation and can be used for further study or for preparing to retake the test. However, it is important to use caution when interpreting scores reported by domain and competency as these scores are typically based on a smaller number of items than the total score and therefore may not be as reliable as the total score. A link to information to help you understand the score scale and interpret your results. A score report will not be available to you if you are absent or choose to cancel your score. For more information about scores or to access scores online, go to EDUCATOR STANDARDS Complete, approved educator standards are posted on the TEA website at 8 TExES Preparation Manual Superintendent

13 3 Chapter 3 Study Topics

14 STUDY TOPICS TEST FRAMEWORK FOR FIELD 195: SUPERINTENDENT THE DOMAINS 3 Domain III 30% Domain I 40% Domain II 30% Domain I: Leadership of the Educational Community Domain II: Instructional Leadership Domain III: Administrative Leadership TOTAL TEST BREAKDOWN Exam is offered as a paper-based test 100 Multiple-Choice Questions (80 Scored 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. 10 TExES Preparation Manual Superintendent

15 STUDY TOPICS COMPETENCIES 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. 3 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. 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. TExES Preparation Manual Superintendent 11

16 STUDY TOPICS 3 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. 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. 12 TExES Preparation Manual Superintendent

17 STUDY TOPICS 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 board 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. 3 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. TExES Preparation Manual Superintendent 13

18 STUDY TOPICS 3 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. 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. 14 TExES Preparation Manual Superintendent

19 STUDY TOPICS 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. 3 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. TExES Preparation Manual Superintendent 15

20 STUDY TOPICS DOMAIN III ADMINISTRATIVE LEADERSHIP 3 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. 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. 16 TExES Preparation Manual Superintendent

21 STUDY TOPICS 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. 3 competency 010 THE SUPERINTENDENT KNOWS HOW TO APPLY ORGANIZATIONAL, DECISION-MAKING 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 Preparation Manual Superintendent 17

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23 4 Chapter 4 Succeeding on Multiple-Choice Questions

24 SUCCEEDING ON MULTIPLE-CHOICE QUESTIONS APPROACHES TO ANSWERING MULTIPLE-CHOICE QUESTIONS The purpose of this section is to describe multiple-choice question formats that you will see on the Superintendent test and to suggest possible ways to approach thinking about and answering the multiple-choice questions. However, these approaches are not intended to replace familiar test-taking strategies with which you are already comfortable and that work for you. 4 The Superintendent test is designed to include a total of 100 multiple-choice questions, out of which 80 are scored. 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 in order to collect information about how these questions will perform under actual testing conditions. These questions are not identified on the test. All 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 to 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 labeled A, B, C and D. Leave no questions unanswered. Nothing is subtracted from your score if you answer a question incorrectly. Questions for which you mark no answer or more than one answer are not counted in scoring. Your score will be determined by the number of questions for which you select the best answer. QUESTION FORMATS You may see the following types of multiple-choice questions on the test. Single Questions Decision Sets Decision Set: Sample Stimulus Material Decision Set: Single Question Decision Set: Second Stimulus Clustered Questions On the following pages, you will find descriptions of these commonly used question formats, along with suggested approaches for responding to each type of question. In the actual testing situation, you may mark the test questions and/or write in the margins of your test booklet. Your final response must be indicated on the answer sheet provided. 20 TExES Preparation Manual Superintendent

25 SUCCEEDING ON MULTIPLE-CHOICE QUESTIONS SINGLE QUESTIONS In a single-question format, a problem is presented as a direct question or as an incomplete statement, and four answer choices appear below the question. The following question is an example of this type. It assesses 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 twenty 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? 4 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 Preparation Manual Superintendent 21

26 SUCCEEDING ON MULTIPLE-CHOICE QUESTIONS DECISION SETS Decision sets contain approximately three to twelve 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. In many decision sets, additional stimulus material is 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. 4 DECISION SET: SAMPLE STIMULUS MATERIAL 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. In a test booklet, the beginning and end of each decision set will be clearly marked. For simplicity in the test booklet, a decision set is referred to as a Set. The following sample shows the first stimulus for a decision set about a successful bond election that has already taken place and the superintendent, Dr. Smith, and Grantwood ISD staff are in the early stages of planning the construction of a new school to replace an existing facility. PART 1 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. 22 TExES Preparation Manual Superintendent

27 SUCCEEDING ON MULTIPLE-CHOICE QUESTIONS 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: SINGLE QUESTION In the single-question format, a problem is presented as a direct question or an incomplete statement, and four answer options appear below the question. The following question is an example of this type. It assesses knowledge of 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 4 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 its 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 Preparation Manual Superintendent 23

28 SUCCEEDING ON MULTIPLE-CHOICE QUESTIONS 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 4 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. Since 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 1 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 contraints 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. 24 TExES Preparation Manual Superintendent

29 SUCCEEDING ON MULTIPLE-CHOICE QUESTIONS 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 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. 4 EXAMPLE 2 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 Preparation Manual Superintendent 25

30 SUCCEEDING ON MULTIPLE-CHOICE QUESTIONS EXAMPLE 3 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 4 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. CLUSTERED QUESTIONS You may have one or more questions related to a single stimulus. When you have at least two questions related to a single stimulus, the group of questions is called a cluster. 26 TExES Preparation Manual Superintendent

31 Chapter 5 5 Supplemental Material for Multiple-Choice Practice Questions

32 SUPPLEMENTAL MATERIAL FOR MULTIPLE-CHOICE PRACTICE QUESTIONS CASE STUDY Sample questions 1 15 in Chapter 6 refer to material in the following case study. In the actual test this case study material will be in a separate 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. 5 CASE STUDY SCENARIO 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 (SMS), a Title I school, has received notification from Texas Education Agency (TEA) that the campus did not make adequate yearly progress (AYP) in the category of 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 MS, 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 memo to principals with article on professional learning communities Sweetville Middle School AYP data and budget considerations 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 28 TExES Preparation Manual Superintendent