principal (068) preparation manualthe competency statement, which broadly defines what an...

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Texas Examinations of Educator Standards™ (TExES™) Program

Preparation Manual Principal (068)

TExES Principal (068) 2

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Table of Contents About The Test ........................................................................................... 3

The Domains .............................................................................................. 4

The Standards ............................................................................................ 5

Domains and Competencies.......................................................................... 6

Domain I — School Community Leadership ........................................... 6

Domain II — Instructional Leadership ................................................... 8

Domain III — Administrative Leadership ............................................... 11

Approaches to Answering Multiple-Choice Questions ........................................ 13

How to Approach Unfamiliar Question Formats ...................................... 13

Question Formats ............................................................................... 14

Single Questions ................................................................................ 15

Decision Sets..................................................................................... 16

Clustered Questions ........................................................................... 22

Multiple-Choice Practice Questions ................................................................ 23

Answer Key and Rationales .......................................................................... 57

Study Plan Sheet ........................................................................................ 78

Preparation Resources ................................................................................. 79



About The Test

Test Name Principal

Test Code 068

Time 5 hours

Number of Questions 120 multiple-choice questions

Format Computer-administered test (CAT)

The TExES Principal (068) test is designed to assess whether a test taker has the requisite knowledge and skills that an entry-level principal or assistant principal in Texas public schools must possess. The 120 multiple-choice questions are based on the Principal test framework. Questions on this test range from grades EC–12. The test may contain questions that do not count toward the score. Your final scaled score will be based only on scored questions.

The test contains a set of questions pertaining to the Texas Academic Performance Report (TAPR) with authentic materials.



The Domains

Domain Domain Title

Approx. Percentage

of Test Competencies Assessed

I. School Community Leadership 33% 001−003

II. Instructional Leadership 44% 004−007

III. Administrative Leadership 23% 008−009



The Standards Principal Standard I Learner-Centered Values and Ethics of Leadership: A principal is an educational leader who promotes the success of all students by acting with integrity and fairness and in an ethical manner. Principal Standard II Learner-Centered Leadership and Campus Culture: A principal is an educational leader who promotes the success of all students and shapes campus culture by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. Principal Standard III Learner-Centered Human Resources Leadership and Management: A principal 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. Principal Standard IV Learner-Centered Communications and Community Relations: A principal 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. Principal Standard V Learner-Centered Organizational Leadership and Management: A principal is an educational leader who promotes the success of all students through leadership and management of the organization, operations, and resources for a safe, efficient, and effective learning environment. Principal Standard VI Learner-Centered Curriculum Planning and Development. A principal 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. Principal Standard VII Learner-Centered Instructional Leadership and Management. A principal is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a campus culture and instructional program conducive to student learning and staff professional growth.



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 — School Community Leadership

Competency 001: The principal knows how to shape campus culture by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community*.

The principal knows how to: A. Create a campus culture that sets high expectations, promotes learning and

provides intellectual stimulation for self, students and staff.

B. Ensure that parents and other members of the community are an integral part of the campus culture.

C. Implement strategies to ensure the development of collegial relationships and effective collaboration.

D. Respond appropriately to diverse needs in shaping the campus culture.

E. Use various types of information (e.g., demographic data, campus climate inventory results, student achievement data, emerging issues affecting education) to develop a campus vision and create a plan for implementing the vision.

F. Use strategies for involving all stakeholders in planning processes to enable the collaborative development of a shared campus vision focused on teaching and learning.

G. Facilitate the collaborative development of a plan that clearly articulates objectives and strategies for implementing a campus vision.

H. Align financial, human and material resources to support implementation of a campus vision.

I. Establish procedures to assess and modify implementation plans to ensure achievement of the campus vision.

J. Support innovative thinking and risk taking within the school community and view unsuccessful experiences as learning opportunities.



K. Acknowledge and celebrate the contributions of students, staff, parents and community members toward realization of the campus vision.

* School Community includes students, staff, parents/caregivers and community members. Competency 002: The principal knows how to communicate and collaborate with all members of the school community, respond to diverse interests and needs and mobilize resources to promote student success.

The principal knows how to: A. Communicate effectively with families and other community members in

varied educational contexts.

B. Apply skills for building consensus and managing conflict.

C. Implement effective strategies for systematically communicating with and gathering input from all campus stakeholders.

D. Develop and implement strategies for effective internal and external communications.

E. Develop and implement a comprehensive program of community relations that effectively involves and informs multiple constituencies, including the media.

F. Provide varied and meaningful opportunities for parents/caregivers to be engaged in the education of their children.

G. Establish partnerships with parents/caregivers, businesses and others in the community to strengthen programs and support campus goals.

H. Communicate and work effectively with diverse groups in the school community to ensure that all students have an equal opportunity for educational success.

I. Respond to pertinent political, social and economic issues in the internal and external environment.

Competency 003: The principal knows how to act with integrity, fairness and in an ethical and legal manner.

The principal knows how to: A. Model and promote the highest standard of conduct, ethical principles and

integrity in decision making, actions and behaviors.

B. Implement policies and procedures that promote professional educator compliance with The Code of Ethics and Standard Practices for Texas Educators.



C. Apply knowledge of ethical issues affecting education.

D. Apply legal guidelines (e.g., in relation to students with disabilities, bilingual education, confidentiality, discrimination) to protect the rights of students and staff and to improve learning opportunities.

E. Apply laws, policies and procedures in a fair and reasonable manner.

F. Articulate the importance of education in a free democratic society.

G. Serve as an advocate for all children.

H. Promote the continuous and appropriate development of all students.

I. Promote awareness of learning differences, multicultural awareness, gender sensitivity and ethnic appreciation.

Domain II − Instructional Leadership

Competency 004: The principal knows how to facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning; ensure alignment of curriculum, instruction, resources and assessment; and promote the use of varied assessments to measure student performance.

The principal knows how to: A. Facilitate effective campus curriculum planning based on knowledge of

various factors (e.g., emerging issues, occupational and economic trends, demographic data, student learning data, motivation theory, teaching and learning theory, principles of curriculum design, human developmental processes, legal requirements).

B. Facilitate the use of sound, research-based practice in the development, implementation and evaluation of campus curricular, co-curricular and extracurricular programs.

C. Facilitate campus participation in collaborative district planning, implementation, monitoring and revision of curriculum to ensure appropriate scope, sequence, content and alignment.

D. Facilitate the use of appropriate assessments to measure student learning and ensure educational accountability.

E. Facilitate the use of technology, telecommunications and information systems to enrich the campus curriculum.

F. Facilitate the effective coordination of campus curricular, co-curricular and extracurricular programs in relation to other district programs.

G. Promote the use of creative thinking, critical thinking and problem solving by staff and other campus stakeholders involved in curriculum design and delivery.



Competency 005: The principal knows how to advocate, nurture and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth.

The principal knows how to: A. Facilitate the development of a campus learning organization that supports

instructional improvement and change through ongoing study of relevant research and best practice.

B. Facilitate the implementation of sound, research-based instructional strategies, decisions and programs in which multiple opportunities to learn and be successful are available to all students.

C. Create conditions that encourage staff, students, families/caregivers and the community to strive to achieve the campus vision.

D. Ensure that all students are provided high-quality, flexible instructional programs with appropriate resources and services to meet individual student needs.

E. Use formative and summative student assessment data to develop, support and improve campus instructional strategies and goals.

F. Facilitate the use and integration of technology, telecommunications and information systems to enhance learning.

G. Facilitate the implementation of sound, research-based theories and techniques of teaching, learning, classroom management, student discipline and school safety to ensure a campus environment conducive to teaching and learning.

H. Facilitate the development, implementation, evaluation and refinement of student services and activity programs to fulfill academic, developmental, social and cultural needs.

I. Analyze instructional needs and allocate resources effectively and equitably.

J. Analyze the implications of various factors (e.g., staffing patterns, class scheduling formats, school organizational structures, student discipline practices) for teaching and learning.

K. Ensure responsiveness to diverse sociological, linguistic, cultural and other factors that may affect students’ development and learning.



Competency 006: The principal knows how to implement a staff evaluation and development system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development and apply the legal requirements for personnel management.

The principal knows how to: A. Work collaboratively with other campus personnel to develop, implement,

evaluate and revise a comprehensive campus professional development plan that addresses staff needs and aligns professional development with identified goals.

B. Facilitate the application of adult learning principles and motivation theory to all campus professional development activities, including the use of appropriate content, processes and contexts.

C. Allocate appropriate time, funding and other needed resources to ensure the effective implementation of professional development plans.

D. Implement effective, appropriate and legal strategies for the recruitment, screening, selection, assignment, induction, development, evaluation, promotion, discipline and dismissal of campus staff.

E. Use formative and summative evaluation procedures to enhance the knowledge and skills of campus staff.

F. Diagnose campus organizational health and morale and implement strategies to provide ongoing support to campus staff.

G. Engage in ongoing professional development activities to enhance one’s own knowledge and skills and to model lifelong learning.



Competency 007: The principal knows how to apply organizational, decision-making and problem-solving skills to ensure an effective learning environment.

The principal knows how to: A. Implement appropriate management techniques and group process skills

to define roles, assign functions, delegate authority and determine accountability for campus goal attainment.

B. Implement procedures for gathering, analyzing and using data from a variety of sources for informed campus decision making.

C. Frame, analyze and resolve problems using appropriate problem-solving techniques and decision-making skills.

D. Use strategies for promoting collaborative decision making and problem solving, facilitating team building and developing consensus.

E. Encourage and facilitate positive change, enlist support for change and overcome obstacles to change.

F. Apply skills for monitoring and evaluating change and making needed adjustments to achieve goals.

Domain III — Administrative Leadership

Competency 008: The principal knows how to apply principles of effective leadership and management in relation to campus budgeting, personnel, resource utilization, financial management and technology use.

The principal knows how to: A. Apply procedures for effective budget planning and management.

B. Work collaboratively with stakeholders to develop campus budgets.

C. Acquire, allocate and manage human, material and financial resources according to district policies and campus priorities.

D. Apply laws and policies to ensure sound financial management in relation to accounts, bidding, purchasing and grants.

E. Use effective planning, time management and organization of personnel to maximize attainment of district and campus goals.

F. Develop and implement plans for using technology and information systems to enhance school management.



Competency 009: The principal knows how to apply principles of leadership and management to the campus physical plant and support systems to ensure a safe and effective learning environment.

The principal knows how to: A. Implement strategies that enable the school physical plant, equipment and

support systems to operate safely, efficiently and effectively.

B. Apply strategies for ensuring the safety of students and personnel and for addressing emergencies and security concerns.

C. Develop and implement procedures for crisis planning and for responding to crises.

D. Apply local, state and federal laws and policies to support sound decision making related to school programs and operations (e.g., student services, food services, health services, transportation).



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 Principal 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 Principal or assistant Principal.

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 Principal test is designed to include a total of 120 multiple-choice questions. 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.

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.



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:

Selecting all that apply. In some questions, you will be asked to choose all the options that answer the question correctly.

Typing in an entry box. You may be asked to enter a text or numeric answer. 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.



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 or more answer options appear below the question.

The following question is an example of the single-question format. It tests knowledge of Principal Competency 004: The principal knows how to facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning; ensure alignment of curriculum, instruction, resources and assessment; and promote the use of varied assessments to measure student performance.

Example

One goal of a campus curricular program is to produce strong student performance as demonstrated by standardized measures. Which of the following factors is likely to be the most accurate predictor of the program’s effectiveness in meeting this goal?

A. The degree of consistency across subject areas and grade levels of the instructional approaches used to present content

B. The percent of the total campus budget that is devoted to supporting programs related to instruction in the core curriculum

C. The extent of alignment among the content identified in curriculum documents, the content actually delivered and the content assessed

D. The percent of the total campus budget that is devoted to supporting innovative curricular programs such as the instructional use of technology

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.

For example, as you read this question, consider the specified goal: producing strong student performance as demonstrated by standardized measures. The one factor that would be critical to achieving this goal would be the alignment of curriculum, instruction and assessment. If, for example, the tests used did not measure what was actually taught in the classroom, students would be unlikely to perform well on the tests. Thus, such alignment would be an important predictor of effectiveness in meeting the stated goal (option C). Whether teachers campus wide use the same instructional approaches (option A) would not be a significant factor; the same content can be taught effectively in many different ways.



With regard to the other two options, the percentage of the campus budget allocated either to programs supporting the core curriculum (option B) or to innovative programs (option D) would be largely irrelevant to student performance on standardized measures if curriculum, instruction and assessment were not aligned. Therefore, option C is the correct answer.

Decision Sets

Decision sets contain approximately five to nine questions that are all about a particular situation faced by a principal in a hypothetical Texas school. The decision-set format helps to simulate situations that school principals 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 principal 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 about a middle school principal, Ms. James.

Decision Set: First Stimulus

DECISION SET BEGINS HERE

Part 1

Ms. James, the new principal of Harmon Middle School, reviews the results of the annual state assessment. She finds a wide discrepancy in the achievement levels of different ethnic subgroups identified in the assessment results on the campus. She decides to investigate further by interviewing students, parents and teachers and evaluating the campus climate.

The stimulus material presents essential information for the decision set. This stimulus indicates that Ms. James has recently become the principal of Harmon Middle School and that she has detected an important “red flag” in students’ test data: a gap in achievement levels among different groups of students. The stimulus also indicates that Ms. James does not plan to take any immediate action but will first take steps to find out more about the situation.



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. 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

Each stimulus can be followed by one or more questions. This stimulus is followed by one question. It assesses knowledge of Principal Competency 005: The principal knows how to advocate, nurture and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth.

Example 1

To better understand the learning environment at Harmon, Ms. James observes students in a variety of school settings. The clearest indication that the needs of all students are not being met is the observation that particular subgroups of students

A. are socializing primarily with peers from their cultural background. B. sometimes require modifications or support during instruction. C. are adopting behaviors of schoolmates from other cultural groups. D. exhibit lack of confidence and motivation regarding schoolwork.

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. For example, as you read this question, think about the factors a principal must consider in assessing whether all members of a learning community have an equitable opportunity to achieve. As she observes students in her school, Ms. James must distinguish student behavior patterns that indicate normal preadolescent development from patterns that may indicate that the needs of some students are not being met. In a middle school setting, peer groups are particularly important in students’ development. The fact that students of a particular ethnic background



tend to socialize together is natural; peer groups typically form because their members have something important in common (option A). It is expected that some students may require additional assistance or attention from teachers (option B). Also, students seeking to identify with a particular ethnic group may well adopt some of that group’s behaviors (option C). If, however, students from particular groups consistently show less confidence and motivation than other students, the principal should recognize that lowered expectations for those students might be the reason and that she should actively work to ensure that any such attitude is eliminated. Therefore, option D is the correct response.

Decision Set: Second Stimulus

The next four sample questions in this section are a part of the same decision set. These four 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 the conclusion Ms. James reaches after interviewing faculty members. Part 2

After talking with numerous faculty members, Ms. James concludes that many teachers are unsure about what they ought to be doing to meet the needs of the campus’s diverse population. She decides to bring up this issue at a faculty meeting.

Example 2

The following sample question tests knowledge of Principal Competency 005: The principal knows how to advocate, nurture and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth.

At one point in the meeting, many faculty members say they want to find practical ways to foster a strong sense of community among students in their classrooms. Which of the following is the best instructional strategy for Ms. James to suggest?

A. Regularly calling on students to present their ethnic perspective on issues

being studied in class B. Developing a series of mini-units, each designed to highlight and celebrate

one ethnic group represented in the classroom C. Regularly implementing classroom activities that involve small, ethnically

mixed groups of students D. Involving all students in a project to explore relationships among different

ethnic groups in their local community



Suggested Approach

To answer this question, you need to have an understanding of the kinds of activities that will help to build appreciation for diversity, an awareness of common needs and the ability to work collaboratively toward common ends. Options A and B might result in students’ viewing their own or others’ groups as singled out or celebrated only at certain times. Involving all students in exploring relationships among ethnic groups in the community (option D) may be a worthy project but could focus students’ attention outside the school community. Building a sense of community among students, especially in a middle school setting, can best be facilitated if the students have regular, meaningful opportunities to collaborate on classroom activities. As students work together, they will discover similarities and shared values that may enhance their collaboration Option C is the correct response.

Example 3

The following sample question tests knowledge of Principal Competency 002: The principal knows how to communicate and collaborate with all members of the school community, respond to diverse interests and needs and mobilize resources to promote student success.

Ms. James suggests that all students would have a better chance to succeed if teachers developed effective communication with the students’ families. The teachers agree, but they point out that some families seem reluctant to talk to them. Which of the following steps should Ms. James suggest that teachers try first to facilitate communication with these families?

A. Telephoning each family to ask how the teacher can help make school/home

communication more comfortable for them B. Posting a letter on the school website explaining the importance of frequent

interaction and communication between teachers and families C. Examining their own interactions with families to determine whether they as

teachers have been sensitive to cultural and language differences D. Asking school counselors to meet with students from various cultural

backgrounds to discover better ways to approach the students’ families

Suggested Approach

This question focuses on a principal’s responsibility for the flow of communication to various groups that make up the learning community and for ensuring that school staff are sensitive to the needs of those groups. Telephoning families to address the issue directly (option A) is an approach that some families may find intrusive or embarrassing. Posting a letter to families (option B) is impersonal and sets the school up as authority rather than partner. Option D asks the counselors to take on a problem that needs to be addressed by the entire school community. Since all teachers communicate regularly with the families of the students in their classes, it



is appropriate for the principal to suggest that teachers should first examine their prior communication efforts to determine which have been conducive to effective communication. Option C is the correct response.

Example 4

The following sample question tests knowledge of Principal Competency 001: The principal knows how to shape campus culture by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community.

Ms. James is concerned that a few teachers may “write off” some students each year. Which of the following should be Ms. James’s first step in motivating these faculty members to begin addressing the needs of all students?

A. Asking faculty to submit ideas for staff development that could enhance

teachers’ abilities to address all students’ needs B. Distributing to faculty legal and ethical guidelines about educational equity

for all students C. Providing faculty with easy-to-implement strategies that could immediately

improve instruction for all students D. Encouraging faculty discussion that will lead to a campus-wide commitment

to hold high standards for all students

Suggested Approach

This question requires a knowledge of strategies that a principal can use to guide the development of a vision that reflects commitment to all students’ academic achievement and success in life. Before any specific strategies are implemented, the faculty must have an understood, shared commitment to holding high standards for the needs of all students, which makes option D the correct response. Encouraging faculty to submit ideas about staff development activities (option A) is a good strategy, but it will not work without a shared commitment. Distributing legal and ethical guidelines (option B) before the faculty comes to a consensus might actually cause resentment, thereby exacerbating the problem. Providing the faculty with easy-to-implement strategies (option C) might give the impression that the problem can be solved easily or that solving it is optional. Working for a campus-wide commitment, the best option, shows strong leadership and is likely to lead to positive long-term change.

Example 5

The following sample question tests knowledge of Principal Competency 002: The principal knows how to communicate and collaborate with all members of the school community, respond to diverse interests and needs and mobilize resources to promote student success.



An article in the local paper about Harmon’s intention to improve education for all students leads to public disagreement and animosity among constituencies who tend to have widely differing views about problems on campus and how to address them. Which of the following strategies used by Ms. James and her staff will best encourage more productive dialogue and a more positive attitude among these groups?

A. Inviting stakeholders with various viewpoints to meet and reach consensus

on ways to address areas of disagreement B. Disseminating to key members of each constituency important information

about major areas of disagreement C. Establishing a clearly defined set of procedures for resolving disagreements D. Advising all constituencies that the students are the ones most likely to be

hurt by their disagreements

Suggested Approach

This question centers on the school’s role in reaching out to include the members of the larger community as partners with the learning community. Simply disseminating information about major areas of disagreement (option B) is not likely to move constituency groups closer to agreement. Establishing a set of procedures for resolving disagreements (option C) could communicate an unwillingness on the part of the school leader to invite open discussion. Advising some members of the learning community that their actions might hurt children (option D) is likely to create more animosity; the principal should keep in mind that most constituency groups’ views are based on their own interests in children’s education. The principal is responsible for communicating with various groups in the community and must also listen and encourage honest dialogue among groups, helping them to understand the learning community’s vision and including them in the decision-making process. Inviting involvement of people representing different points of view will likely win community support. Option A is the correct response.

DECISION SET ENDS HERE



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 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.

Strategy 2 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.

Strategy 3 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.



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.



Questions 1–3 refer to the following information. Ms. Manning, the new principal at Starling Middle School, joins the staff midyear. She learns that Ms. Jones, a first-year teacher, is struggling. She also reviews data showing that the scores on the science benchmark assessments are low in Ms. Jones’s classroom. Ms. Manning realizes that it will take time to fully assess campus needs but sees an urgency in reviewing Ms. Jones’s performance and addressing the low benchmark scores. COMPETENCY 006 1. The assistant principal evaluating Ms. Jones provides Ms. Manning with all

evaluation documentation, which includes classroom observations, a report from her mentor, and recommendations for improvement. Which of the following questions is most important for Ms. Manning to answer when she considers renewing Ms. Jones’s contract?

A. Does Ms. Jones feel that there is more the campus can do to support her? B. Does Ms. Jones meet the legal requirements for termination? C. Did Ms. Jones receive new-employee training from the district office? D. To what degree has Ms. Jones adjusted to her new role as teacher?

Answer and Rationale COMPETENCY 007 2. In the next weeks, Ms. Manning examines the science test scores, report card

grades, and benchmark assessments of all students. She identifies a number of concerns and concludes that the science teachers will benefit from reviewing the data. She plans to hold meetings with the science teachers and the department coordinator. Her goal is to share what she has learned, gather feedback, and develop an action plan. In doing so, Ms. Manning is

A. identifying ways that student diversity should be addressed in the

classroom. B. implementing a plan that accounts for what motivates adults and how they

learn best. C. engaging in ongoing professional development activities to enhance

knowledge. D. analyzing data from a variety of sources and managing groups to attain

campus goals. Answer and Rationale



COMPETENCY 001 3. During one of the meetings, Ms. Manning overhears science teachers

commenting that they think she is too new to the campus to be making so many changes. The teachers express that she does not know them, their students, or the community well. Based on this information, what is Ms. Manning’s biggest obstacle in creating change?

A. Developing a vision understood by the campus B. Becoming legitimate in the teachers’ eyes C. Providing a general sense of direction D. Overcoming unforeseen barriers

Answer and Rationale Questions 4–6 refer to the following information. Mr. Ryoko has just been hired as the new principal of Greenville Elementary School. He wants to begin his tenure as principal on a positive note. To accomplish this, he develops the following plan. STEPS

1. Hold meetings with faculty at the beginning of the year for teachers to share their views on campus strengths, needs, and strategies for improvement.

2. Work with teachers to develop a campus mission statement and key goals to fulfill the mission.

3. Facilitate collaboration among teachers to review the curriculum, pedagogy, and assessments to develop a specific plan to achieve the goals agreed upon in step 2.

COMPETENCY 001 4. The primary benefit of the meetings described in step 1 is most likely to

A. give Mr. Ryoko a chance to define his expectations for the campus staff. B. acquaint the campus staff with Mr. Ryoko’s leadership style. C. provide Mr. Ryoko with a source of information for evaluating campus

needs. D. prompt the teachers to reflect on their current professional knowledge.

Answer and Rationale



COMPETENCY 007 5. The greatest benefit of step 3 is that it is likely to

A. ensure innovation and creative problem solving to achieve educational excellence.

B. facilitate the identification of faculty members to spearhead the implementation of specific action plans.

C. prompt staff to define and use criteria to self-assess their performance. D. allow correlation of student learning with the use of specific teaching

practices. Answer and Rationale COMPETENCY 002 6. Mr. Ryoko’s plan could be best improved by

A. clarifying his own desired outcomes for the proposed changes. B. delegating greater authority and control to the faculty. C. modeling the mission statement after those of other district campuses. D. involving parents, students, and other staff in the process.

Answer and Rationale Questions 7–11 refer to the following information.

Decision Set Begins Here PART 1 Ms. Singh, the principal of Groveville Elementary School, meets with teachers to discuss the students’ mathematics scores on the most recent state-mandated assessment. Although the scores show that the majority of students performed satisfactorily, several teachers express that the mathematics curriculum does not reflect current research on best practices in mathematics instruction. A similar sentiment is expressed by the parent council. Some teachers are reluctant to revise a curriculum that is producing satisfactory results, recalling that the last time changes were made to the mathematics curriculum, test scores dropped and protests from parents and the community resulted. Ms. Singh forms a committee of teachers to investigate revisions to the current curriculum that will further develop and enhance the students’ mathematics skills.



COMPETENCY 001 7. Which of the following should Ms. Singh emphasize most as the committee

begins its work?

A. Establishing norms within the committee that will define its focus and facilitate collaboration

B. Providing educational data acquired from reputable sources to committee members

C. Celebrating the contributions of students, staff, parents and community D. Communicating information to all members of the school and greater

communities Answer and Rationale COMPETENCY 004 8. Ms. Singh and the mathematics committee develop a set of questions as they

consider possible curriculum revisions. Which of the following questions is most important to include?

A. Is the revision based on identified student strengths and needs? B. Is there an expense associated with implementing the revision? C. Is the revision compatible with the teaching style of the faculty members? D. Is the revision supported by the instructional resources the campus is

already using? Answer and Rationale



PART 2 After several months, the committee presents its recommended revisions. Ms. Singh works with committee members to design a communication plan to introduce and build support for the revisions. As part of the plan, Ms. Singh will hold a meeting with parents and community members to discuss the proposed revisions and the rationales behind them. COMPETENCY 007 9. Which of the following is Ms. Singh’s best strategy for laying the groundwork for

long-term support from families and community members?

A. Communicating that it may take time for favorable changes in student achievement to become evident after curriculum revision

B. Explaining the hard work, dedication, and focus that campus teachers have put into the changes and requesting the community’s support

C. Asking the community to trust the teachers’ judgment in identifying areas of the curriculum requiring revision

D. Inviting community members to submit suggestions for additional revisions after the curriculum is presented to the board of trustees

Answer and Rationale COMPETENCY 002 10. Halfway through the meeting, several parents object to the proposed revisions,

stating that they see no reason to make changes. Ms. Singh could have minimized the likelihood of such opposition by using which of the following strategies to begin the meeting?

A. Describing the success of other elementary campuses in implementing new

approaches to mathematics instruction B. Acknowledging that many parents may have misgivings about changes in

the mathematics curriculum C. Presenting information about the data the committee used to identify areas

for revision and how the proposed revisions relate to those areas D. Explaining that parents would have an opportunity to comment on the

revisions after the presentation Answer and Rationale



COMPETENCY 002 11. Ms. Singh can best help ensure the success of the new curriculum by asking

parents to

A. contact her or any of the curriculum committee members to share their thoughts and questions about the new curriculum.

B. educate themselves about trends in mathematics education so they can be informed partners in implementing the new curriculum.

C. assess the effectiveness of the new curriculum by evaluating their children’s mathematical skills.

D. ask their children about daily assignments, monitor their work to make sure it is completed, and praise their efforts.


Decision Set Ends Here Questions 12–15 refer to the following information. Mr. Carruthers, a seventh-grade team leader, goes to Ms. Winston, the principal at Raleigh Middle School, to discuss a matter of concern voiced during a team meeting. He says teachers believe that they are not prepared to provide appropriate instruction for students in special education who are placed in their general education classrooms. The teachers further question why the special education teachers are not providing instruction for these students. COMPETENCY 006 12. Ms. Winston believes that the larger issues raised by Mr. Carruthers must be

addressed if students in special education are to be served appropriately. Her discussion with Mr. Carruthers suggests that the school is in need of stronger leadership in the area of

A. establishing formal communication channels through which teachers’

concerns can be addressed. B. preparing and supporting teachers to instruct students with specialized

needs. C. providing increased opportunities for teachers to participate in school

governance. D. identifying students who are in genuine need of special education services

more accurately. Answer and Rationale



COMPETENCY 003 13. Mr. Carruthers makes Ms. Winston aware of a student with a learning disability

who receives special education services. Despite interventions, the student continues to struggle in mathematics. Mr. Carruthers asks Ms. Winston if he can recommend that the student be transferred to a resource mathematics class. Which of the following is Ms. Winston’s best response to Mr. Carruthers?

A. The placement of a student who receives special education services may

only be changed by the Admission Review Dismissal (ARD) committee. B. The director of special education must approve any change in a student’s

placement. C. Only a special education teacher can initiate an assessment that may result

in a special education student’s change in placement. D. Mr. Carruthers must document the reasons for his request before Ms.

Winston can change the student’s placement. Answer and Rationale COMPETENCY 003 14. Which of the following is the best initial step for Ms. Winston to take to ensure

that the needs of students in special education are being met?

A. Referring teachers to relevant resources available in the school library’s professional collection

B. Confirming that teachers are using students’ Individualized Education Programs (IEPs) to identify the services they must provide

C. Providing professional development on laws that govern the education of students with disabilities

D. Resolving to increase the amount of funding for special education services in the next year’s budget




COMPETENCY 006 15. Ms. Winston receives an email from parents complaining that their child’s

teachers are not administering tests orally, as required by the student’s Individualized Education Program (IEP). Ms. Winston’s primary responsibility in regard to the complaint is to

A. explain to the parents why it is not always possible for classroom teachers

to adhere to an IEP. B. give teachers the opportunity to voice their objections pertaining to the

accommodations specified in the student’s IEP. C. forward the parents’ e-mail to the student’s teachers with a note asking

them to contact the parents. D. investigate the allegation and, if accurate, bring teacher practice in line with

the student’s IEP. Answer and Rationale Questions 16–20 refer to the following information. Ms. Bailiff, the principal at Grover Elementary, reviews the school’s most recent Texas Academic Performance Report (TAPR). Although the school met standards according to the state’s rating system, she observes that student achievement has decreased from the previous year. She plans a meeting with the campus improvement team to analyze the data, determine the areas of greatest need, and formulate an improvement plan. The following questions will guide the data discussion.

1. Are we providing equal opportunities for all students to succeed?

2. What variables are affecting student achievement?

3. What should be the main focus of professional development for teachers?

4. Should we be concerned about our campus retention rate?

NOTE: The sample TAPR provided is intended to be representative only. The sample report does not necessarily reflect the current reporting formats.



COMPETENCY 007 16. Based on the report, which of the following data provides the best answer to

question 1?

A. The percentage of students receiving special education or gifted services B. The disparity between the mathematics scores of males and females C. The score differences between White students and other identified student

subgroups D. The number of experienced teachers assigned to remedial classes

Answer and Rationale COMPETENCY 005 17. Based on the data in the report, which of the following variables should the

committee conclude is exerting the most influence on the academic performance of the students at Grover?

A. Absentee rate B. Socioeconomic status C. Teacher level of experience D. Student ethnicity

Answer and Rationale COMPETENCY 005 18. Which of the following training topics is the committee’s most appropriate

recommendation for question 3?

A. Integrating blended learning to develop and enhance students’ postsecondary readiness

B. Using formative assessment to monitor student understanding and adjust instruction

C. Applying nontraditional criteria to identify giftedness in young children D. Meeting the academic and social needs of highly mobile students




COMPETENCY 007 19. Which of the following questions should the team address to adequately answer

question 4?

A. Does large class size increase retention rates? B. Are we applying social promotion to special education students? C. Are retention criteria being applied equally and consistently? D. Are some teachers using instructional strategies that result in more student

retentions? Answer and Rationale COMPETENCY 006 20. The addition of which of the following personnel is likely to be most helpful for

achieving the goal in question 1?

A. African American and Hispanic teachers B. Paraprofessionals to support English-language learners C. A campus disciplinary officer D. Additional special education teachers

Answer and Rationale COMPETENCY 001 21. A middle school principal focuses campus professional development on ways to

communicate high expectations to all students, regardless of gender, ethnicity, or disability. This topic is most effective for fulfilling which of the following responsibilities of the principal?

A. Promoting the development of collegial relationships and teamwork among

diverse staff members B. Establishing a collaborative process for developing a shared vision of the

school’s mission C. Ensuring that the campus is in compliance with all state and federal

regulations D. Helping shape a campus culture that responds to the diverse needs of the

school community Answer and Rationale



COMPETENCY 001 22. Campus stakeholders want to develop a new vision of learning for an

elementary school. Which of the following strategies is most effective for the stakeholders to pursue first when developing the new campus vision?

A. Modeling the new vision after the visions of other district campuses B. Gathering information about campus and community values C. Aligning financial, human, and material resources behind the vision D. Developing a collaborative plan to implement the new vision

Answer and Rationale COMPETENCY 002 23. An elementary school principal is leading an initiative to improve some aspects

of campus operations based on campus goals. Throughout the process, the principal has used a variety of strategies, such as establishing an advisory committee, surveying parents and teachers for their input, and holding public meetings to answer questions on the proposed changes. The principal is using the strategies primarily to

A. promote a sense of ownership for any changes that will ultimately be

implemented. B. ensure that stakeholders respect each other’s perspectives. C. eliminate disagreements among stakeholders about the changes. D. reflect the will of the majority of the community on whether any change is

necessary. Answer and Rationale



COMPETENCY 002 24. The principal and the site-based decision-making (SBDM) committee at a

middle school have been involved in selecting a new curriculum for health education. As the committee concludes its work and prepares to recommend a curriculum, some of the team members express that they are now dissatisfied with some aspects of the chosen curriculum and cannot recommend it as is. Which of the following actions by the principal will best help the team move forward?

A. Suggesting that the committee explore different curricula and select from

among them B. Asking the team to reexamine the aspects of the curriculum that are causing

dissatisfaction C. Reminding the team that going backward in their process will possibly delay

their milestone dates D. Meeting with team members individually to gauge their position on the

recommended curriculum Answer and Rationale COMPETENCY 003 25. The parents of a student who receives special education services complain that

their son was not selected for the high school basketball team because he has a disability. They demand that he be put on the team, and if he is not, they will file a complaint with the Office for Civil Rights. Which of the following is the principal’s most appropriate initial response?

A. Allowing the student to try out for the team again with his parents present B. Directing the parents to the basketball coach for an assessment of their

son’s basketball skills C. Contacting the district’s Title IX coordinator for advice on legal aspects of

the situation D. Explaining the laws that relate to students with disabilities and the selection

criteria for competitive programs Answer and Rationale



COMPETENCY 004 26. While observing a mathematics lesson, a high school principal notes that the

teacher uses an online simulation focused on changing geometric shapes. Students generate hypotheses about the shapes and then discuss them with a partner in an online forum. The teacher’s primary purpose for using an online simulation is to

A. reinforce routines and processes. B. build workplace readiness. C. develop critical-thinking skills. D. maintain student interest.

Answer and Rationale COMPETENCY 005 27. A high school junior and his parents have submitted a written request to the

principal asking that a creative writing course be added as an English department elective in the coming school year. The student is an avid writer who hopes to pursue a career in writing. Which of the following is the most appropriate action for the principal to take in response to such a request?

A. Explaining to the parents that courses of study are designed to meet the

general interests of all students, not the special interests of one student B. Asking members of the English department whether any of them are

qualified and willing to teach a creative writing course C. Presenting the parents’ request at a closed meeting of the board of trustees

D. Asking the curriculum committee to explore whether the level of student

interest would make such a course feasible Answer and Rationale



COMPETENCY 005 28. The new principal of an elementary school that has a record of low student

achievement believes that the school’s instructional program must be improved significantly to make academic success a reality for all students. Which of the following is the most appropriate first step for the principal to take to encourage the teaching staff to engage in a process of instructional improvement?

A. Meeting informally with individual teachers and remind them of the

importance of participating in efforts to improve instruction at the school B. Arranging to provide a stipend or other financial incentives to teachers who

plan and implement changes in their instructional programs C. Analyzing student performance data with teachers to help them identify

instructional areas that should be modified D. Asking teachers to monitor campus goals for instructional improvement and

the criteria for evaluating whether the goals have been achieved Answer and Rationale COMPETENCY 005 29. The student population at a school is becoming increasingly diverse with

respect to factors such as students’ home languages and cultural backgrounds. Which of the following responses to the school’s changing demographics should the school leadership institute first?

A. Instructional groupings that place students with commonalities together B. A unit of instruction that focuses on multicultural themes C. An assessment of the capability of the current support systems to meet the

needs of the new students D. Exemptions from challenging courses to allow students to have successful

academic experiences Answer and Rationale



COMPETENCY 005 30. Campus teachers undergo professional development on implementing a

mastery learning model to improve student achievement. Which of the following observations by the principal is the best evidence that teachers are successfully applying the model?

A. Teachers collaborate on a regular basis to plan lessons for students who do

not meet curriculum standards on district and state assessments. B. Department chairs facilitate teacher discussion during weekly lesson

planning sessions, encouraging them to maintain rigor in classroom assessments.

C. Formative assessments are given during a study unit to measure student understanding so that reteaching and retesting can occur immediately if needed.

D. Students who do not pass summative assessments receive individualized instructional support from paraprofessionals in the classroom.

Answer and Rationale COMPETENCY 006 31. Which THREE of the following practices by a school leader are most effective for

building staff morale?

A. Striving to provide resources requested by teachers B. Recognizing teachers publicly for exemplary performance C. Relieving teachers of the pressure of making leadership decisions D. Involving teachers in planning and evaluating schoolwide initiatives E. Promoting competition among teachers to motivate high performance




COMPETENCY 007 32. Educators at a middle school will soon implement a new language arts

curriculum. Which of the following is the most effective method for obtaining an objective assessment of the success of the new curriculum?

A. Developing a plan for gathering data on student performance at selected

points before and during implementation B. Reviewing students’ report card grades at the end of the first marking term

for evidence of improvement C. Comparing the scores of students on the previous year’s state-mandated

assessment with those of students in the current year D. Surveying representative students and parents for their impressions of the

effectiveness of the new program Answer and Rationale COMPETENCY 007 33. A high school’s site-based decision-making (SBDM) committee is considering an

open-campus policy that allows students to eat lunch off campus. Based on research on open-campus plans, the committee develops four options ranging from the current closed-campus policy to an unrestricted open-campus policy. Which of the following is the committee’s best next step in the decision-making process?

A. Selecting one option by majority vote and building support for the option

within the school community B. Holding assemblies for the students to voice support for the options they

prefer C. Conducting a pilot test of each option to determine which best meets

campus needs and preferences D. Gathering information from schools with different open-campus plans about

the benefits and drawbacks of each plan Answer and Rationale



COMPETENCY 008 34. Which TWO of the following are appropriate budget recommendations from a

campus site-based decision-making (SBDM) committee?

A. Use state and federal funds to support programs wherever applicable B. Offer teachers at the top of the pay scale incentives to retire C. Create an additional central office administrative position D. Use data from student assessments to justify program expenditures E. Change the vendor the district uses to supply food service

Answer and Rationale COMPETENCY 008 35. The central office informs all principals to expect a 20 percent cut in the

operating budget of each campus. Which of the following steps should each principal take first to build a budget after a significant budget cut?

A. Committing to cutting all budget lines by the same amount to maintain

equity among programs B. Providing the campus improvement committee with budget lines that are

essential to the school’s operation C. Sharing the information with the faculty about the areas to be cut so they

can anticipate reductions D. Notifying the campus improvement committee of the programs and services

to be cut based on the reduction Answer and Rationale COMPETENCY 008 36. A principal is piloting a new student information system on campus. Which of

the following actions by the principal best facilitates teachers’ acceptance of the system?

A. Providing teachers with time to practice using the system before going live B. Allowing teachers to learn from each other through collaborative

experimentation C. Arranging for teachers to be trained by the system’s vendors D. Highlighting how the system will benefit teachers’ practice




COMPETENCY 008 37. Which of the following is the most important reason for maintaining a database

of building maintenance and repair records?

A. To prevent emergency repairs from occurring within the facility B. To promote effective organizational management C. To encourage more efficient energy consumption by school staff D. To identify approved vendors when purchases are required

Answer and Rationale COMPETENCY 009 38. The principal of a high school is reviewing operating costs for the building,

which was built in the 1960s and is not energy efficient. Heating and cooling costs are especially high. Which of the following is the principal’s best first step for increasing the building’s energy efficiency?

A. Encouraging the use of fans and space heaters in classrooms B. Asking the custodial staff to create a list of areas of greatest energy loss in

the school C. Recommending that the school undergo a comprehensive energy audit D. Replacing all incandescent lighting in the school with fluorescent lighting

Answer and Rationale COMPETENCY 009 39. Which of the following is a school principal’s best approach for monitoring

routine custodial tasks?

A. Meeting with the head custodian each week to ask for a summary of the previous week’s activities

B. Conducting regular walk-throughs of the building using a checklist to note the status of all areas of the building

C. Advising teachers to contact the main office if classrooms and common rooms are not properly maintained

D. Making unannounced inspections of different sections of the building and grounds in the early weeks of each school term




COMPETENCY 009 40. A local newspaper reporter writes an article about the lack of security at an

elementary school after easily gaining entry through an unlocked side door and walking through the building without being recognized as an unauthorized visitor. After reading the article, which of the following actions should the principal take to make school safety a priority?

A. Reviewing the campus budget to determine whether additional security

cameras can be purchased B. Requesting a meeting with the superintendent to ask for funds to hire

security officers C. Placing a reminder on each morning announcement that unidentified visitors

should be reported to the office D. Meeting with the custodial, office, and teaching staff to review procedures

for securing the building Answer and Rationale


Answer Key and Rationales

Question Number

Competency Number

Correct Answer Rationales

1 006 B Option B is correct because Texas law prescribes certain legal requirements and protections for both the terminated employee and the terminating district. It is most important that Ms. Manning confirm that her actions leading to and at the point of termination conform to the law. Option A is incorrect because there is evidence that Ms. Jones has been provided with support that, unfortunately, has not resulted in improved practice. Option C is incorrect because attending or not attending new-employee training is not relevant to employee termination. Option D is incorrect because it seems obvious that Ms. Jones has not adjusted well based on the documentation provided by the assistant principal.

Back to Question

2 007 D Option D is correct because Ms. Manning has reviewed test scores, grades, and benchmark assessments (data) and plans to involve teachers in examining the data and identifying ways to improve student performance (managing groups to attain campus goals). Option A is incorrect because student diversity is not identified as a factor influencing students’ weak performance in science. Option B is incorrect because the teachers are not undergoing instruction, so the adult learning theory does not apply. Option C is incorrect because Ms. Manning’s actions are not directed at her personal professional development.

Back to Question


Question Number

Competency Number


3 001 B Option B is correct because the teachers’ comments indicate that they view Ms. Manning as an outsider who is unfamiliar with the important issues of the school and community. As long as they continue to view her in this way, she will have difficulty establishing herself as a legitimate school leader. Option A is incorrect because the concern does not relate to the campus vision. Option C is incorrect because teachers do not indicate that they find Ms. Manning directionless. Option D is incorrect because the teachers’ comments do not address barriers.

Back to Question

4 001 C Option C is correct because teachers are a valuable resource for discovering, or in some cases, uncovering campus needs. Asking for teachers’ solutions also provides information on their views concerning the direction in which current efforts are going or should go. This information will prove helpful in fulfilling the goals of steps 2 and 3. Option A is incorrect because, while staff will learn about Mr. Ryoko’s expectations for the campus staff, this is not the primary benefit of his action. Mr. Ryoko is seeking rather than providing information. Option B is incorrect because Mr. Ryoko is not demonstrating a leadership style by merely seeking information. Option D is incorrect because reflection is an introspective process, usually individual and personal, in which teachers examine their daily practice.

Back to Question


Question Number

Competency Number


5 007 D Option D is correct because the teams of teachers will use the goals they have included in the mission statement to identify practices that will achieve those goals and therefore fulfill the mission. Options A, B and C are incorrect because these are all possible secondary benefits that may or may not be realized depending on the principal’s implementation strategies.

Back to Question

6 002 D Option D is correct because a campus mission statement should reflect the purpose and focus of the entire school community, not just that of the teachers. Involving other stakeholders will build investment in and commitment to fulfilling the goals identified in the statement. Options A and B are incorrect because Mr. Ryoko’s purpose is to involve others in a collaborative process to build shared commitment. Declaring support for a particular outcome is contrary to the openness that makes the collaborative process effective, as is delegating authority to only a few members of the faculty. The contributions of everyone in the collaborative group, including Mr. Ryoko, should be considered valuable. Option C is incorrect because the mission and goals of Greenville Elementary School may not align with those of other district campuses.

Back to Question


Question Number

Competency Number


7 001 A Option A is correct because the principal should begin by establishing protocols and commitments developed by the team to guide their work together. Options B, C and D are incorrect because providing data, celebrating contributions by stakeholders, and communicating information would happen at later stages in the process.

Back to Question

8 004 A Option A is correct because the curriculum is being revised to develop and enhance students’ mathematical skills by the introduction of proven instructional strategies. The committee will be able to select the appropriate strategies if they first identify the areas of strength and need. Option B is incorrect because although expense is an important consideration, it is not relevant if the revision is not based on student strengths and needs. Option C is incorrect because curriculum dictates content, resources, and assessment. Option D is incorrect because instructional materials on hand should not dictate the direction of curriculum development. A new or revised curriculum often requires new instructional materials.

Back to Question


Question Number

Competency Number


9 007 A Option A is correct because it anticipates the concern about lowered test scores expressed by parents and community members when an earlier curriculum was revised. Alerting them to the transition period for curriculum changes to show student growth may allay fears if test scores should drop after the initial implementation. Options B and C are incorrect because acknowledging teachers’ efforts and expertise does not address the concerns about mathematics performance and building long-term support from parents and community members. Option D is incorrect because requesting input after the curriculum is completed and submitted to the school board is too late in the process.

Back to Question

10 002 C Option C is correct because demonstrating the link between the students’ areas of strength and weakness and the strategies for addressing them within the revised curriculum addresses the parents’ primary concern of maintaining and building effective mathematics instruction. Option A is incorrect because parents are likely to be concerned with the effects of the revised curriculum on the students on their campus, not those on other campuses. Option B is incorrect because while acknowledgment of the parents’ concerns is a strong communication strategy, it is not a means for reducing their objections. Option D is incorrect because, while this strategy does give the parents an opportunity to be heard, it does not minimize their opposition.

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Question Number

Competency Number


11 002 D Option D is correct because curriculum success is measured by student performance, and research has consistently shown that when parents are involved in their children’s education, children perform better, and have more positive feelings about school and themselves. Options A and B are incorrect because while they may help a parent increase understanding of the new curriculum, the most helpful strategy for ensuring success is for parents to engage with their children in mathematics on a regular basis. Option C is incorrect because teachers, who observe children within educational contexts and have access to multiple measures of performance, are able to monitor student progress more broadly and objectively.

Back to Question

12 006 B Option B is correct because the preparation of general education teachers focuses mainly on teaching general education students; many general education teachers benefit from strategies for meeting the needs of students in special education. Preparing teachers through professional development and increasing the support of the special education staff are ways that Ms. Winston can meet the need expressed by the teachers. Option A is incorrect because it appears that Ms. Winston is open to Mr. Carruthers’s concern and that he feels free to bring it to her attention. Options C and D are incorrect because neither are concerns expressed by Mr. Carruthers.

Back to Question


Question Number

Competency Number


13 003 A Option A is correct because the ARD committee is responsible for determining, evaluating, and changing a student’s placement. Options B, C and D are incorrect because by law, none of these are actions or conditions that govern a change in a student’s placement. Back to Question

14 003 B Option B is correct because students’ IEPs are the road maps that guide what and how teachers teach students who receive special education services. Confirming that teachers are in fact using the IEPs to plan and deliver instruction is the best way for Ms. Winston to ensure that students’ needs are being met. Option A is incorrect because teachers may or may not consult the resources in the library’s professional collection. Option C is incorrect because knowledge of the laws does not guarantee that the instruction that meets students’ need is being provided. Option D is incorrect because funding does not affect teachers’ responsibility to comply with the requirements of students’ IEPs. Back to Question

15 006 D Option D is correct because complying with the accommodation prescribed in a student’s IEP is not the teachers’ choice: failure to comply puts the teachers and the district at risk of sanction for noncompliance. Option A is incorrect because teachers are required to comply with the adaptations prescribed in a student’s IEP. Option B is incorrect because teacher concerns about the elements in a student’s IEP are best expressed to the Admission Review Dismissal (ARD) committee. Option C is incorrect because it is Ms. Winston’s responsibility to investigate and resolve issues of noncompliance with teachers. Back to Question


Question Number

Competency Number


16 007 C Option C is correct because the clearest evidence of inequality of instruction is the differences in scores between White students and those in the majority of identified student subgroups, commonly known as the achievement gap. Option A is incorrect because although the percentage of students receiving special education or gifted services is a factor to consider, the identification of students for special education or gifted services does not provide evidence of inequality of instruction as well as student test scores do. Options B and D are incorrect because the data are not provided in the TAPR report, so no conclusions can be drawn with respect to performance by gender or the assignment of teachers.

Back to Question

17 005 B Option B is correct because the largest and most consistent score difference between campus and state averages in academic performance is among the subgroup identified as economically disadvantaged. This supports a conclusion that socioeconomic status is exerting a greater influence than the other factors. Option A is incorrect because absentee rates at Grover are comparable to district and state averages. Option C is incorrect because the average level of experience of teachers at Grover is comparable to the campus and state levels. Option D is incorrect because the subgroups identified by ethnicity consistently score higher in almost all academic areas than students in the subgroup identified as economically disadvantaged.

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18 005 B Option B is correct because the improvement team is seeking professional development that will have the most impact on improving students' performance. Large-scale research has found that formative assessment is one of the most powerful methods for enhancing achievement across the disciplines. Developing teacher expertise in formative assessment will benefit the performance of students at all ability levels, in all subgroups, in all subjects, and will have more impact on student performance than a topic that addresses only the needs of a specific subgroup. Therefore, it should be the main focus of professional development for teachers. Option A is incorrect because students are performing adequately in postsecondary readiness and the use of blended learning does not necessarily result in improvement in this area. Option C is incorrect because there is no indication that gifted students are being under-identified. In fact, the number of students in the gifted program exceeds district percentages. Option D is incorrect because the report does not provide information on either the academic performance or social needs of highly mobile students.

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19 007 C Option C is correct because the answer to this question would provide valuable information to the committee. If retention criteria are applied equally and consistently, retention rates will be somewhat consistent among student groups and grade levels; however, there is a significant disparity between the retention rates of students in different grade levels when compared with district and state percentages. Option A is incorrect because class sizes in all grades are lower than both the campus and state averages, and grade levels with low class sizes have high rates of retention. The data in the report provide the answer to the question. Option B is incorrect because the data indicate that students in special education have retention rates that are comparable to if not lower than district and state percentages. Option D is incorrect because it would be difficult, if not impossible, to associate specific instructional strategies with specific teachers, and consequently, with the students of those teachers, given the multitude of possible strategies and the unlikelihood that a teacher uses one strategy exclusively. It is also questionable how valuable these data would be for the committee's purpose.

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20 006 A Option A is correct because the ethnicity of the teaching staff at Grover does not reflect the ethnicity of the student population. Research consistently supports that students from minority groups perform better in school and remain in school longer when they have teachers who share their sociological and cultural roots. Seeking teachers who reflect the minority population and whose presence will improve the performance of minority students is the action most likely to improve overall student success. Option B is incorrect because English-language learners (ELLs) represent a small percentage of the student population and as helpful as the additional paraprofessionals would be to those students, this action is unlikely to improve the success of the majority of the students. Option C is incorrect because the accountability report does not provide data to support the necessity of a disciplinary officer. Option D is incorrect because the school currently has a higher percentage of special education teachers on staff than both the district and the state.

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21 001 D Option D is correct because barriers related to gender, ethnicity, and disability frequently interfere with a campus’s ability to create an inclusive campus culture. It is the principal’s responsibility to take steps to overcome the barriers, such as providing targeted professional development. Options A, B and C are incorrect because promoting staff teamwork, developing a shared vision of the school’s mission, and ensuring state and federal compliance do not relate to the professional development topic identified by the principal.

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22 001 B Option B is correct because a vision is built on the core values of the campus and greater communities. Stakeholders cannot begin to craft a vision without first identifying what those values are. Option A is incorrect because although there is likely some commonality among visions, each campus vision should be unique to its campus. Options C and D are incorrect because aligning resources and developing a plan for the vision would not occur until after the vision is crafted.

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23 002 A Option A is correct because people are more likely to support a change if they have input in the decision-making process. The principal has proactively sought that input by appointing a committee, conducting a survey, and holding public meetings. Options B and C are incorrect because the principal’s actions better demonstrate an understanding of the importance of shared decision making. Option D is incorrect because the will of the majority may not align with the campus goals that are driving the changes the principal is proposing.

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24 002 B Option B is correct because teams work together to achieve a common goal. If team members are in conflict, they cannot go forward until attempts are made to resolve the conflict and gain consensus. The first attempt at gaining consensus is acknowledging a concern and opening a discussion. Option A is incorrect because the dissatisfied members have not expressed concern with the entire curriculum. This solution would also put the committee back to the beginning of their curriculum selection process. Option C is incorrect because timeliness does not take priority over the quality of the committee’s recommendation. Time taken to resolve the conflict and ensure that the committee can unilaterally support their recommendation is time well spent. Option D is incorrect because meeting with team members individually promotes division rather than consensus. Team members’ opinions should be heard and considered by all.

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25 003 D Option D is correct because the parents have voiced a strong concern about this situation and it is most important for the principal to listen to parents concerns and help them better understand University Interscholastic League (UIL) guidelines prior to taking any type of action. Option A is incorrect because the parents are not complaining about the tryout process, so an additional tryout would likely have the same outcome as the first. Option B is incorrect because having the parents meet with the coach is a more appropriate follow-up step after listening and broadening their understanding of the selection process of competitive programs. Option C is incorrect because Title IX is a law relating to gender equity in sports programs. Since the parents are not complaining about gender discrimination, advice from the Title IX coordinator would not be relevant.

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26 004 C Option C is correct because simulations engage students in experiences that challenge them to make sense of specific concepts and ideas and then apply their new knowledge in novel situations. The element of active experimentation inherent in simulations requires students to use the higher-order skills of analysis, synthesis, and evaluation. Option A is incorrect because simulations do not require the repetition of routines and procedures. Option B is incorrect because the application of workplace skills is not a general characteristic of simulations. Option D is incorrect because although simulations can be engaging, a simulation that simply engages students without developing their thinking skills would not serve the teacher’s instructional purpose.

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27 005 D Option D is correct because decisions about course offerings are generally made by a district’s curriculum committee, whose members will explore the feasibility of all aspects of the request. Option A is incorrect because the response shows no consideration of a valid request that may enhance course offerings for all students. Options B and C are incorrect because they bypass several steps in the procedures for adding a new course of study, procedures that would likely be directed by the curriculum committee.

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28 005 C Option C is correct because working collaboratively to analyze data would occur first. Option A is incorrect because teachers are unlikely to find admonishment motivating. Option B is incorrect because financial incentive is inappropriate because quality instruction is a requirement of a teacher’s job. Such an incentive would communicate that it is acceptable for teachers to offer anything less than quality instruction. Option D is incorrect because establishing goals and criteria for evaluating would be a later step in the process.

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29 005 C Option C is correct because an appropriate first step is assessing the extent to which the school’s existing services meet the needs of the new demographic groups. After the assessment, the school leadership team can proceed with strengthening areas of weakness or addressing gaps. Option A is incorrect because research supports that heterogeneous grouping is more conducive to improving student achievement than grouping students homogeneously. Options B and D are incorrect because student success is achieved by maintaining high standards for all students, not by offering a multiculturally themed unit or exempting students from challenging courses.

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30 005 C Option C is correct because using formative assessment during a study unit to identify areas for reteaching and retesting is a core element of mastery learning. Options A, B and D are incorrect because although the actions may enhance the effectiveness of mastery learning, they are not core elements of the model.

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31 006 A, B, D Options A, B and D are correct because surveys on teacher satisfaction consistently identify a lack of instructional resources, infrequent acknowledgment of teacher contributions, and exclusion from meaningful decision making as factors that reduce teacher morale. Any effort the school leadership makes to address these factors will likely result in improved morale. Option C is incorrect because teachers cite a lack of involvement in decision making as a reason for poor morale. Option E is incorrect because providing opportunities for teachers to collaborate, not compete, is likely to result in improved morale.

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32 007 A Option A is correct because the baseline data provided by assessing students before implementation of the new curriculum allows periodic and frequent comparison with the scores earned by students during the implementation. Growth can be demonstrated only by this comparison. Option B is incorrect because without a basis of comparison, the report card grades will be meaningless. Additionally, a new curriculum is unlikely to show results after such a short interval. Option C is incorrect because these data provide only a single data point and compare last year’s students to this year’s students. Option D is incorrect because, while qualitative input from stakeholders is helpful, the school is seeking objective data. Frequent student performance data better meet their needs.

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33 007 D Option D is correct because feedback from schools with open-campus plans will be a valuable addition to the information the committee has already gathered and may provide insight into practical aspects that research does not. Option A is incorrect because the committee has thus far gathered only preliminary information on the plans. There are several more steps, such as soliciting feedback and additional data, before endorsing a plan. Option B is incorrect because although input from students should be considered by the committee, it should not determine the committee’s recommendation. Option C is incorrect because pilots are meaningful only when they remain in place for a period of time. If any of the plans is unsuitable for the campus, a long pilot period may expose students to risk.

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34 008 A, D Options A and D are correct because using state and federal funds to support programs and justifying expenditures with data from student assessments are both financially responsible recommendations and retain the focus of the SBDM committee on campus matters. Options B, C and E are incorrect because they are all district-level decisions and are not within the SBDM committee's purview.

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35 008 B Option B is correct because the campus improvement committee should work in collaboration with the principal to develop the budget and take the necessary reduction into consideration. Option A is incorrect because across-the-board cuts would not take into consideration campus and district goals and focus initiatives. Option C is incorrect because the principal would notify the staff of the areas to be cut after the school improvement committee drafts the budget. Option D is incorrect because deciding which programs and services should be cut should be made in collaboration with the campus improvement committee.

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36 008 D Option D is correct because information about the benefits of the system will help teachers view the new system as an opportunity for improvement rather than an unwelcome change. Option A is incorrect because practicing with the system first may build confidence, but it does not build acceptance. Option B is incorrect because a student information system is complex, and it would be difficult and frustrating for teachers to use an experimental method to learn how to use it. Option C is incorrect because training by the system’s vendor may help teachers learn how to operate the system, but it does not build acceptance.

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37 008 B Option B is correct because a historical record of maintenance data that can be used to compare facilities or time periods will improve organizational management and justify costs for preventative maintenance. Option A is incorrect because emergency repairs will occur within a facility regardless of the data management system. Option C is incorrect because energy consumption by school staff is not affected by having a database of district maintenance. Option D is incorrect because while having an approved list of vendors is important, the purpose for the database is to justify costs associated with preventive maintenance.

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38 009 C Option C is correct because there are several aspects of energy efficiency, and a comprehensive audit will identify all problem areas and recommend appropriate remediation. Option A is incorrect because the heating and cooling system is only one aspect of energy efficiency, and the solution suggested will likely result in increased energy costs. Additionally, fans and heaters in classrooms can create a safety hazard. Option B is incorrect because custodians are not energy experts and may overlook areas of energy inefficiency that a comprehensive audit would reveal. Option D is incorrect because upgrading all the lights addresses only one aspect of energy efficiency and will not affect heating and cooling costs, which are the primary area of concern.

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39 009 B Option B is correct because the principal should personally monitor the condition of the building, using a tool such as a checklist to ensure thoroughness and to maintain a record of the observations. Option A is incorrect because this limits the principal’s awareness to only those issues the head custodian shares during the meeting. Option C is incorrect because this puts an additional responsibility on teachers and will depend on teachers’ individual assessments of acceptable and unacceptable building conditions. Option D is incorrect because the principal’s monitoring should be frequent and ongoing, not limited to the early weeks of each term.

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40 009 D Option D is correct because custodial, office and teaching staff are all responsible for executing the school's security plan, e.g., making sure doors are locked from the outside, following proper procedures for admitting visitors to the building, and alerting the office to unauthorized visitors. Options A and B are incorrect because these expenses are not justified until the measures in place have been deemed ineffective. At this point, the measures cannot be deemed ineffective because they have not been properly followed. Option C is incorrect because repeated reminders without action lose their meaning and the reminders may lead students to feel that they are constantly unsafe.

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Study Plan Sheet

STUDY PLAN

Content covered on test

How well do I know the content?

What material do I have for studying

this content?

What material do I need for studying

this content?

Where can I find the materials I need?

Dates planned for

study of content

Date Completed


Preparation Resources The resources listed below may help you prepare for the TExES test in this field. These preparation resources have been identified by content experts in the field to provide up-to-date information that relates to the field in general. You may wish to use current issues or editions to obtain information on specific topics for study and review. ORGANIZATIONS

American Educational Research Association 1430 K Street, NW Suite 1200 Washington, DC 20005 Association for Supervision and Curriculum Development 1703 North Beauregard Street Alexandria, VA 22311-1714 800-933-2723 Learning Forward 504 South Locust Street Oxford, OH 45056 800-727-7288 National Association of Elementary School Principals (NAESP) 1615 Duke Street Alexandria VA 22314 1-800-386-2377 National Association of Secondary School Principals (NASSP) 1904 Association Drive Reston VA 20191-1537 703-860-0200 Phi Delta Kappa International 320 W. Eighth Street, Suite 216 Bloomington, IN 47404 812-339-1156 Texas Association for Supervision and Curriculum Development 1601 Rio Grande, Suite 451 Austin, TX 78701 512-477-8200 Texas Association of School Administrators 406 E. 11th Street Austin, TX 78701 512-477-6361


Texas School Administrators’ Legal Digest 1601 Rio Grande, Suite 455 Austin, TX 78701 512-478-2113

JOURNALS AND PERIODICALS

ASCD Education Update, Association for Supervision and Curriculum Development.

Communicator, National Association of Elementary School Principals.

Educational Administration Quarterly, University Council for Educational

Administration.

Educational Leadership, Association for Supervision and Curriculum Development.

Educational Researcher, American Educational Research Association.

INSIGHT, Texas Association of School Administrators.

Instructional Leader, Texas Elementary Principals and Supervisors Association.

Newsleader, National Association of Secondary School Principals.

Phi Delta Kappan, Phi Delta Kappa.

Principal, National Association of Elementary School Principals.

Principal Leadership, National Association of Secondary School Principals.

OTHER RESOURCES

Aguilar, E. (2013). The art of coaching: Effective strategies for school transformation. San Francisco, Calif.: Jossey-Bass.

Bambrick-Santoyo, P. (2012). Leverage leadership: A practical guide to building exceptional schools. San Francisco, Calif.: Jossey-Bass.

Daresh, J. C. (2006). Beginning the principalship: A practical guide for new school leaders, Third Edition. Thousand Oaks, Calif.: Corwin Press.

Davis, S., Darling-Hammond, L., LaPointe, M., & Meyerson, D. (2005). School leadership study: Developing successful principals. Stanford, Calif.: Stanford University, Stanford Educational Leadership Institute.

Deal, T. E., & Peterson, K. D. (2009). Shaping school culture: Pitfalls, paradoxes and promises, Second Edition. San Francisco, Calif.: Jossey-Bass.

DuFour, R. & Marzano, R. J. (2011). Leaders of learning: How district, school, and classroom leaders improve student achievement. Bloomington, Ind.: Solution Tree Press.

Fullan, M. (2014). The principal: Three keys to maximizing impact. San Francisco, Calif.: Jossey-Bass.

Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2013). SuperVision and instructional leadership: A developmental approach, Ninth Edition. New York, N.Y.: Pearson Education.


Grogan, M. (Ed.) (2013). The Jossey-Bass reader on educational leadership, Third Edition. San Francisco, Calif.: Jossey-Bass.

Hodkinson, A. (2015). Key issues in special educational needs and inclusion, Second Edition. Thousand Oaks, Calif.: Sage.

Kowalski, T. J. (2011). Case studies on educational administration, Sixth Edition. Upper Saddle River, N.J.: Pearson.

Martin, L. E., Kragler, S., Quatroche, D. J., & Bauserman, K. L. (Eds.). (2015). Handbook of professional development in education: Successful models and practices, PreK–12. New York, N.Y.: The Guilford Press.

Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, Va.: Association for Supervision and Curriculum Development.

Marzano, R., Waters, T., & McNulty, B. (2005). School leadership that works. Alexandria, Va.: Association for Supervision and Curriculum Development.

McDonald, J. P. & The Cities and Schools Research Group. (2014). American school reform: What works, what fails, and why. Chicago, Ill.: University of Chicago.

McTighe, J. & Wiggins, G. (2013). Essential questions: Opening doors to student understanding. Alexandria, Va.: Association for Supervision and Curriculum Development.

Osborne, A.G. & Russo, C.J. (2014). Special education and the law: A guide for practitioners, Third Edition. Thousand Oaks, Calif.: Corwin.

Sadeghi, L. & Callahan, K. (Eds.). (2015). Educational leadership in action: A casebook for aspiring administrators. New York, N.Y.: Routledge.

Schlechty, P. C. (2011). Engaging students: The next level of working on the work. San Francisco, Calif.: Jossey-Bass.

Schlechty, P. C. (2009). Leading for learning: How to transform schools into learning organizations. San Francisco, Calif.: Jossey-Bass.

Schmoker, M. (2006). Results now: How we can achieve unprecedented improvements in teaching and learning. Alexandria, Va.: Association for Supervision and Curriculum Development.

Schmoker, M. (2011). Focus: Elevating the essentials to radically improve student learning. Alexandria, Va.: Association for Supervision and Curriculum Development.

Sergiovanni, T. J. (2007). Rethinking leadership: A collection of articles, Second Edition. Thousand Oaks, Calif.: Corwin Press.

Sergiovanni, T. J. (2005). Strengthening the heartbeat: Leading and learning together in schools. San Francisco, Calif.: Jossey-Bass.

Tschannen-Moran, M. (2014). Trust matters: Leadership for successful schools, Second Edition. San Francisco, Calif.: Jossey-Bass.

Ubben, G. C., Hughes, L. W., Norris, C. J. (2015). The principal: Creative leadership for excellence in schools, Eighth Edition. Upper Saddle River, N.J.: Pearson.

Walsh, J., Kemerer, F., & Maniotis, L. (2014). The educator’s guide to Texas school law, Eighth Edition. Austin, Texas: University of Texas Press.


Whitaker, T. (2002). What great principals do differently: Eighteen things that matter most, Second Edition. Larchmont, N.Y.: Eye on Education.

Wiggins, G. & McTighe, J. (2013). The understanding by design guide to creating high quality units. New York, N.Y.: Routledge.

Zepeda, S. J. (2013). The principal as instructional leader: A practical handbook, Third Edition. New York, N.Y.: Routledge.

ONLINE RESOURCES

Education Commission of the States — www.ecs.org

Education Law — Guide to Education Law — www.hg.org/edu.html

National Center on Educational Outcomes — www.cehd.umn.edu/nceo

Texas Administrative Code — www.sos.state.tx.us/tac/index.shtml

Texas Constitution and Statues/Texas Education Code — www.statutes.legis.state.tx.us

Texas Education Agency — www.tea.texas.gov

Texas Project FIRST — www.texasprojectfirst.org

U.S. Department of Education — www.ed.gov

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