2020 Principals Test

®
181 Principal: Subtest I

281 Principal: Subtest II
This test is now delivered as a computer-based test.

See www.aepa.nesinc.com for current program information.
AZ-SG-FLD181&281-01
Readers should be advised that this study guide, including many of the
excerpts used herein, is protected by federal copyright law.
Copyright © 2014 Pearson Education, Inc. or its affiliate(s). All rights reserved.
Pearson, P.O. Box 226, Amherst, MA 01004
AEPA, Arizona Educator Proficiency Assessments, and the AEPA logo are trademarks of the
Arizona Department of Education and Pearson Education, Inc. or its affiliate(s).
Pearson and its logo are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its affiliate(s).
TABLE OF CONTENTS
Field 181: Principal: Subtest I
Field 281: Principal: Subtest II
PART 1: GENERAL INFORMATION ABOUT THE AEPA AND TEST PREPARATION

AN OVERVIEW OF THE AEPA........................................................................................... 1-1
Test Development Process
Characteristics of the AEPA
Test Administration
How AEPA Test Scores Are Computed and Reported
HOW TO PREPARE FOR THE TESTS ................................................................................... 1-3

Study the Test Objectives
Focus Your Studies
Identify Resources
Develop Study Techniques
Answer the Practice Questions
Review the Sample Answer Sheet and Written Response Booklet
Test Directions
Sample Answer Sheet
Sample Written Response Booklet
WHAT TO EXPECT THE DAY OF THE TEST ........................................................................ 1-12

The Morning of the Administration
At the Test Site
SAMPLE TEST OBJECTIVES AND QUESTIONS .................................................................. 1-13

Organization of the Test Objectives
Question Formats and Strategies
Selected-Response-Question Formats
Performance Assignment Formats
Evaluation of the Sample Written Performance Assignment Response
PART 2: FIELD-SPECIFIC INFORMATION

INTRODUCTION ................................................................................................................. 2-1
TEST OBJECTIVES .............................................................................................................. 2-2
SUBTEST I PRACTICE QUESTIONS .................................................................................... 2-10
SUBTEST I ANSWER KEY ................................................................................................... 2-33
SUBTEST II PRACTICE QUESTIONS................................................................................... 2-36
SUBTEST II ANSWER KEY.................................................................................................. 2-61
PREPARATION RESOURCES ............................................................................................... 2-64
PART 1:
GENERAL INFORMATION ABOUT
THE AEPA® AND TEST PREPARATION
Part 1 of this study guide is contained in a separate PDF file. Click the link below to view or
print this section:
General Information About the AEPA and Test Preparation

PART 2:
FIELD-SPECIFIC INFORMATION
INTRODUCTION
This section includes a list of the test objectives, practice questions, an answer key for the selected-response
questions, and a list of preparation resources.
Test objectives. As noted earlier, the test objectives are broad, conceptual statements that reflect the
knowledge, skills, and understanding an entry-level educator needs to practice effectively in Arizona schools.
The list of test objectives for each test field is the only source of information about what a specific test will
cover and therefore should be studied carefully.
Practice questions. The practice questions for the selected-response and performance assignment sections
included in this section are designed to give you an introduction to the nature of the questions included in the
AEPA tests. The practice questions represent the various types of questions you may expect to see on an actual
test; however, they are not designed to provide diagnostic information to help you identify specific areas of
individual strength or weakness or to predict your performance on the test as a whole.
When you answer the practice questions, you may wish to use the sample answer sheet and sample Written
Response Booklet provided in Part 1 to acquaint yourself with these materials. Use the answer key located
after the practice questions to check your answers. Sample responses are provided immediately following
each written performance assignment. The sample responses in this guide are for illustrative purposes only.
Your written response should be your original work, written in your own words, and not copied or
paraphrased from some other work.
To help you identify how the test objectives are measured, the objective statement to which the question
corresponds is listed in the answer key. When you are finished with the practice questions, you may wish to
go back and review the entire list of test objectives and descriptive statements for your test field.
Preparation resources. The list of preparation resources has been compiled to assist you in finding relevant
materials as you prepare to take Principal: Subtest I and Principal: Subtest II. This list is to be considered not
as complete, but as representative of the kinds of resources currently available. There may be other materials
that may be helpful to you in preparing to take the test.
You may also wish to consult a representative from an Arizona educator preparation program in your area
regarding other potential resources specific to this field. Keep in mind that the use of these materials does not
guarantee successful performance on the test.
Arizona Educator Proficiency Assessments Study Guide 2-1

TEST OBJECTIVES
181 PRINCIPAL: SUBTEST I
Range of Subtest TOTAL

Subarea Selected-response Items
Objectives Proportions ITEMS
I Visionary Leadership, 1–2 30% 25
Collaboration, and Educational
Contexts
II Fiscal and Operational 3–4 30% 25
Management and Legal/Ethical
Guidelines
Subtotal 60% 50
Subarea Constructed-response Items
I Visionary Leadership, 1–2 20% 1
Collaboration, and Educational
Contexts
II Fiscal and Operational 3–4 20% 1
Management and Legal/Ethical
Guidelines
Subtotal 40% 2
100% 52
281 PRINCIPAL: SUBTEST II

Subarea Selected-response Items
III Instructional and Organizational 5–8 60% 50
Leadership
Subarea Constructed-response Items
III Instructional and Organizational 5–8 40% 2
Leadership
100% 52
2-2 Arizona Educator Proficiency Assessments Study Guide

Principal
Subareas:
Visionary Leadership, Collaboration, and Educational Contexts
Fiscal and Operational Management and Legal/Ethical Guidelines
Instructional and Organizational Leadership
FIELD 181: PRINCIPAL: SUBTEST I
VISIONARY LEADERSHIP, COLLABORATION, AND EDUCATIONAL CONTEXTS
0001 Understand how to develop and implement a shared school vision and associated goals and plans to
promote continuous and sustainable improvement in student learning and achievement. (ISLLC Standard
1)
For example:
• analyzing the purposes of a school vision and mission and procedures for collaboratively
developing and implementing a shared vision and mission reflecting high levels of student learning
and effective instructional practice
• applying knowledge of how to engage diverse stakeholder groups in developing and implementing
a school vision, incorporate diverse perspectives into the vision, and build a shared sense of
commitment to and ownership of the vision
• analyzing the role of the principal in developing, articulating, and implementing a school vision
• demonstrating knowledge of potential barriers to achieving a vision and how to strategically address
barriers
• applying knowledge of how a school vision drives planning and informs decision making about
goals, programs, practices, and resource utilization
• demonstrating knowledge of skills and strategies for collecting and using relevant data to identify
goals aligned with the vision, assess organizational effectiveness, and promote organizational
learning
• demonstrating knowledge of skills and strategies for creating and implementing plans to achieve
defined goals and promote continuous and sustainable improvement
• applying knowledge of how to monitor and evaluate a plan's progress and effectiveness and revise
plans as needed to achieve goals

Principal
0002 Understand the political, social, economic, and cultural contexts of education and how to use effective
communication and collaboration skills to build positive, productive relationships with stakeholders inside
and outside the school. (ISLLC Standards 4, 6)
For example:
• demonstrating knowledge of political, social, economic, and cultural contexts of education at the
local, state, and federal levels that affect Arizona public schools and how to respond to and
influence these contexts
• analyzing the influences of political, social, economic, and cultural factors on families,
communities, students, and learning
• demonstrating knowledge of how current and emerging issues, trends, initiatives, and forces
influence teaching and learning, and how to adapt leadership strategies in response to these forces
• applying knowledge of how to serve as an effective advocate at the local, district, state, and national
levels for policies, laws, programs, and practices that promote student learning and educational
equity
• demonstrating knowledge of public school governance in Arizona and how to work effectively with
decision makers at the local, district, and state levels to increase their understanding of issues
affecting the school and to achieve educational goals
• demonstrating knowledge of community and media relations, public information strategies for
communicating different types of information to various audiences (e.g., families, community
partners), and interpersonal communication skills appropriate in various educational contexts
• applying knowledge of how to build collaborative relationships with school staff, advisory councils,
district governing bodies, families, businesses/enterprises, and community partners
• demonstrating knowledge of how to promote understanding, appreciation, and use of the
community's diverse cultural, social, and intellectual resources and how to mobilize community
resources in support of school programs and goals
• demonstrating knowledge of the benefits of parent/guardian participation in the school and
strategies for increasing the involvement of parents/guardians in their children's education
• applying knowledge of skills and strategies for consensus building, collaboration, and negotiation in
various educational contexts
• applying knowledge of how to respond to diverse community interests and needs and work
effectively with stakeholders who have competing or conflicting perspectives

Principal
FISCAL AND OPERATIONAL MANAGEMENT AND LEGAL/ETHICAL GUIDELINES
0003 Understand fiscal and operational management and their use in promoting achievement of the school's
educational goals. (ISLLC Standard 3)
For example:
• applying knowledge of how to plan, manage, and monitor school budgets effectively, legally, and
equitably, and how to allocate, align, and efficiently utilize fiscal resources
• demonstrating knowledge of how to manage resources and obtain new resources (e.g., grants,
partnerships) to support school programs and improve student achievement
• demonstrating knowledge of procedures for financial record keeping and reporting, including legal
requirements, and for ensuring effective internal controls to safeguard school financial operations
• demonstrating knowledge of public school financing in Arizona, including related equity issues,
sources of funding, and restrictions on the use of funds
• applying knowledge of procedures, practices, and legal requirements for ensuring the safe, efficient,
and effective operation of school facilities and equipment
• demonstrating knowledge of how to develop and implement plans and procedures for ensuring
student and staff safety and building security
• demonstrating knowledge of crisis planning and emergency management in the school setting
• applying knowledge of how to allocate and use school facility space effectively and efficiently to
meet program needs
0004 Understand laws, regulations, and judicial decisions affecting education in Arizona and ethical guidelines
and behavior expectations for principals. (ISLLC Standard 5)
For example:
• applying knowledge of student, staff, and parent/guardian rights, protections, and responsibilities
(e.g., due process, confidentiality, free speech, sexual harassment)
• applying knowledge of laws and regulations related to school administration in Arizona (e.g.,
reporting requirements, student supervision, liability)
• applying knowledge of legal principles and practices for promoting equity in Arizona schools
• applying knowledge of legal requirements for educating students with disabilities and students who
are English Language Learners
• demonstrating knowledge of personal and professional ethics, including principles and guidelines
for acting fairly, ethically, and with integrity
• demonstrating knowledge of expected principal behaviors in Arizona (e.g., ensuring accountability
for the success of every student; modeling principles of self-awareness, reflective practice,
transparency, and ethical behavior; safeguarding the values of democracy, equity, and diversity;
considering the potential moral and legal consequences of decision making)

Principal
FIELD 281: PRINCIPAL: SUBTEST II
INSTRUCTIONAL AND ORGANIZATIONAL LEADERSHIP
0005 Understand how to create and sustain a school culture and learning environment conducive to student
learning and staff professional growth. (ISLLC Standard 2)
For example:
• demonstrating knowledge of how to nurture and sustain a schoolwide culture of achievement in
which all stakeholders share a commitment to high expectations for all students, closing
achievement gaps, and pursuing academic and behavioral excellence
• demonstrating knowledge of how to establish rigorous academic goals and priorities, ensure that
teachers set high academic and behavior expectations for every student, and ensure that students
are consistently engaged in learning
• applying knowledge of how to create a personalized, motivating, safe, supportive, and equitable
learning environment that is responsive to and respectful of student diversity and that supports
achievement for every student
• identifying procedures for evaluating aspects of the learning environment and for using results to
guide continuous improvement
• demonstrating knowledge of how to develop, implement, and evaluate effective and equitable
behavior management approaches, student codes of conduct, and practices and procedures for
preventing bullying and other forms of conflict
• demonstrating knowledge of how to guide staff to build productive relationships with
parents/guardians and engage them in their children's learning
• applying knowledge of how to establish a strong professional culture that encourages continuous
teacher learning and collaboration; teacher leadership; and shared commitment to the school's
vision, mission, values, and goals

Principal
0006 Understand how to provide instructional leadership focused on effective teaching and learning and the use
of best instructional practices that promote academic success for every student. (ISLLC Standard 2)
For example:
• applying knowledge of how to plan, organize, drive, supervise, monitor, and support a rigorous,
standards-based, and coherent instructional program based on research-supported best practices for
curriculum, instruction, and assessment
• demonstrating knowledge of factors to consider in developing an instructional program (e.g.,
academic standards, student characteristics and needs) and procedures for supervising and
allocating resources to sustain the instructional program
• applying knowledge of instructional methods and practices, including data-driven differentiation
and intervention, to meet student needs, close achievement gaps, and promote success for every
student
• analyzing the implications of student diversity for teaching and learning, and identifying research-
supported practices for promoting achievement for students with diverse characteristics and needs
(e.g., English Language Learners; students with exceptionalities; students with diverse cultural,
language, and socioeconomic backgrounds)
• demonstrating knowledge of effective and appropriate classroom-based assessment practices (e.g.,
formative and summative assessments, multiple measures, aligned to learning targets, authentic)
• applying knowledge of how to facilitate effective collaborative efforts to analyze assessment results
and formulate plans for improved learning and achievement
• applying knowledge of how to use relevant quantitative and qualitative data to identify instructional
strengths and needs, define gaps between current outcomes and goals, formulate new action steps,
and design school programs to improve learning for every student
• demonstrating knowledge of educational accountability, the importance and implications of
accountability for the school, the role of assessment in accountability, and procedures for
establishing and monitoring school accountability systems
• demonstrating knowledge of how to use technology and information systems to enrich curriculum
and instruction, support student learning, and monitor instructional effectiveness
• analyzing the impact of structural factors (e.g., staffing patterns, schedules, student grouping
practices) on student achievement and ways to adjust these factors to achieve goals for learning

Principal
0007 Understand how to provide professional development opportunities and experiences that promote staff
growth and improve learning for every student. (ISLLC Standard 2)
For example:
• demonstrating knowledge of how to develop and facilitate job-embedded, standards-based
professional development that improves learning for all students, including allocating adequate time
and other resources to support staff learning and collaboration
• applying knowledge of how to create a professional learning community in which teamwork,
reflection, conversation, sharing, openness, and problem solving about student learning and
achievement are aligned to instructional goals and priorities
• demonstrating knowledge of skills and strategies for guiding teachers' use of achievement data to
evaluate student performance, analyze differences between individuals and groups of students, and
inform planning for improved teaching and learning
• applying knowledge of how to conduct classroom observations and use observation results and
student data to evaluate the quality of teaching and provide teachers with effective feedback aimed
at improving student learning and maximizing the effective use of instructional time
• applying knowledge of how to provide professional support and development focused on authentic
problems and student outcomes, integrate opportunities for continuous learning and professional
growth into the school environment, and engage staff in ongoing self-assessment
• demonstrating knowledge of various supervisory models (e.g., clinical, coaching) and techniques
(e.g., conferencing, mentoring) and their use in improving teaching and learning
• demonstrating knowledge of how to work with staff to create professional growth plans that address
individual needs and promote teaching excellence
• identifying strategies for encouraging teacher leadership, initiative, innovation, self-reflection, and
action research
• applying knowledge of resources and activities, including reflection and feedback from others, to
promote one's own ongoing professional development and learning

Principal
0008 Understand organizational and human resource management that supports school improvement and helps
ensure success for every student. (ISLLC Standard 3)
For example:
• applying knowledge of skills and strategies for managing the organization and its resources to
ensure equity and continuous improvement
• applying knowledge of how to monitor and evaluate school management systems and ensure that
teacher and organizational time is focused on supporting effective instruction and student learning
• demonstrating knowledge of how to collect and use relevant data to make decisions about
organizational needs and priorities and how to strategically address organizational barriers to
achieving school goals
• applying knowledge of management skills and practices (e.g., group process, consensus building,
conflict resolution, team building, distributed leadership) and their use in solving problems, making
decisions, and achieving success for every student
• applying knowledge of change processes and how to initiate, manage, and evaluate change in the
school environment
• demonstrating knowledge of how to use technological tools and systems to support effective
management of the organization (e.g., managing information, facilitating communication and
collaboration)
• demonstrating knowledge of effective, equitable, and legal procedures for recruiting, hiring,
assigning, retaining, evaluating, disciplining, and dismissing staff to support school goals and
maximize achievement for all students
• applying knowledge of how to develop, implement, and evaluate effective induction and mentoring
plans for new teachers
• analyzing issues related to equity, diversity, and fairness in human resource management
• applying knowledge of staff evaluation procedures and the use of staff evaluation systems that
differentiate the performance of staff functioning at different levels
• demonstrating knowledge of how to obtain, allocate, align, and efficiently utilize human resources
and develop the capacity for distributed leadership
• demonstrating knowledge of policies, procedures, and contractual obligations related to human
resource administration, including relevant state and federal laws and regulations (e.g., ADA,
FERPA, FMLA)

PRACTICE QUESTIONS
1. The goals that have been articulated for an elementary school include ensuring that all students
have equitable access to the curriculum. Which of the following approaches would best help the
principal evaluate how well this goal is being achieved?
A. interviewing students with varied backgrounds about their learning
B. evaluating coverage of diverse perspectives in curricular materials
C. examining disaggregated results from recent assessments
D. analyzing the cultural profile of the students in each classroom
2. A principal is working with staff to create and implement plans to achieve goals for improved
student learning. In this context, the principal would most appropriately encourage staff
members to conduct research into what other schools are doing as a way to facilitate which of
the following processes?
A. incorporating a variety of diverse perspectives into the school's planning efforts
B. interpreting assessment results to determine strengths and needs in the school's current
program
C. predicting likely impediments to achieving school goals and strategies for avoiding them
D. identifying effective action steps to remedy school issues identified through data analysis
3. A school's guidance counselors present the principal with a proposal for an innovative guidance
program that has been used successfully in a number of schools around the region and the
country. In making a decision about the proposal, the principal's first priority should be to
determine whether:
A. the new program would require additional funds beyond those already available to the
guidance program.
B. the new program would serve to reinforce and enhance the existing knowledge and skills of
guidance staff.
C. the new program's goals and activities are consistent with the school's current vision and
goals.
D. the new program would promote increased collaboration between guidance staff and other
school staff.

4. A district's new vision and goals state that students will be able to use a variety of technological
tools to promote their own learning. Principals throughout the district recognize that a significant
amount of new hardware, software, and teacher training will be needed for this initiative to be
successful and that funds currently available are entirely inadequate. Which of the following
strategies would likely be most effective and appropriate for the principals to use first in their
efforts to gain access to needed financial resources?
A. seeking out foundations and grants that provide funding to support this type of initiative
B. encouraging students' families to contact local officials about supporting the provision of
resources necessary to fund the initiative
C. asking local media outlets to publicize the initiative and the need for additional school funding
D. seeking the cooperation of the district's state representative in advocating for additional state
funding to support the initiative
5. A recently appointed principal must create a new vision for a school where student performance
on all academic measures has been declining for some time. The principal knows that the
current level of parent/guardian and community participation in the life of the school is very low,
as is overall stakeholder support for the school. The principal expects that creating and
implementing a new vision in this context will be challenging. Which of the following strategies
used by the principal would best help ensure that the new vision will have broad stakeholder
support?
A. sharing with constituents research-based information on the value of a school vision for
improving academic performance
B. creating multiple opportunities for individuals from diverse segments of the community to
participate in various stages of the visioning process
C. sharing with members of the school community clear, accurate information about the school's
current academic performance and its implications
D. creating a representative committee of school and community leaders to review and critique
draft versions of the new vision

6. Last year a principal led teachers in implementing a plan to incorporate a specific set of research-
based techniques into their instruction. The goal of the plan was to increase students' motivation
and engagement in learning. This year during classroom observations, the principal sees that a
few teachers have modified their use of the prescribed techniques in ways that depart somewhat
from the original guidelines. The principal can best respond by first:
A. providing retraining to those teachers who are not adhering to new techniques as they were
originally defined.
B. evaluating the effectiveness of the teachers' modifications to the new techniques in

addressing the school's improvement goals.
C. meeting with all teachers to reinforce the value of the new techniques and stress the
importance of consistent schoolwide implementation.
D. surveying teachers throughout the school to determine their views about the new techniques
and their efficacy.
7. A school last developed a vision over ten years ago, and the existing vision has not been used in
a significant way for many years. Following consultation with the district leadership, the school's
new principal decides to initiate the process of developing a new vision for the school. The
creation of a new vision can be expected to benefit the school most by:
A. facilitating the process of ensuring accountability for results.
B. reducing barriers to achieving positive school change.
C. providing a clear sense of direction for moving forward.
D. facilitating alignment of curriculum, instruction, and assessment.

8. A school is beginning the process of developing a new vision. A public meeting to kick off the
process includes attendees reflecting many groups in the community. The principal begins the
meeting with some introductory remarks and then gives attendees a brief form to complete
before initiating discussion. The form includes open-ended questions such as the following.
This activity is likely to be most effective in achieving which of the following goals?
A. helping attendees identify and clarify their core beliefs about education
B. promoting attendees' understanding of and commitment to the work ahead
C. encouraging attendees to challenge their current assumptions about the role of schools
D. providing attendees with a common philosophical framework to guide their participation
9. A middle school recently completed development of a mission statement that emphasizes the
role of the school in achieving a variety of important goals, such as "enabling students to become
confident, self-directed, lifelong learners" and "preparing students to participate actively as
responsible citizens in an ever-changing society." The principal can best facilitate achievement
of the goals in the mission statement by guiding stakeholders to take which of the following
actions first?
A. defining a set of specific, concrete objectives aimed at accomplishing each goal
B. determining strategies for addressing each goal in various content areas across the
curriculum
C. defining assessment procedures for measuring students' current performance in relation to

each goal
D. determining materials and resources related to each goal that are currently available in the
school

10. In providing direction for a vision development committee, a principal should emphasize the idea
that effective vision statements focus on:
A. celebrating the diversity of a community.
B. creating a sense of teamwork between teachers and students.
C. encouraging ongoing professional development.
D. developing high expectations for student learning.
11. Arizona's adoption of the Common Core Standards reflects most directly the state's
commitment to:
A. providing instruction that is culturally responsive and meets the diverse needs of all students.
B. ensuring that high school graduates have the knowledge and skills needed for college or
career success.
C. building collaborative relationships with other states to improve teaching and learning
outcomes.
D. implementing rigorous procedures for ensuring accountability for teachers, schools, and
districts.
12. An elementary school has been trying a new approach to math instruction during the past couple
of years, but the results have been disappointing. The principal is putting together a team to
consider this problem and identify possible solutions. At first, the team was going to include the
principal, an assistant principal, teachers from different grade levels, and the district math
coordinator. The principal then decided to include a representative group of parents/guardians
as well. Which of the following is likely to be the most important benefit of the principal's
decision?
A. expanding the range of perspectives and ideas that will be brought to the problem-solving
process
B. communicating to the school community the school's strong commitment to addressing the
math problem
C. encouraging the development of a team dynamic that is more positive, balanced, and
productive
D. increasing recognition among various school constituencies that school staff value their input
on education issues

13. In Arizona, a primary role of the State Board of Education is to:
A. determine how federal funds will be disbursed to each school district in the state.
B. monitor the implementation of school and district improvement plans.
C. set minimum curriculum and competency requirements for high school graduation.
D. establish rules and guidelines for student participation in special education programs.
14. The elementary school principals in a district note that kindergartners enter their schools with
significant disparities in their literacy backgrounds. Some children are already proficient readers,
while others have little or no prior experience with books. Which of the following actions taken by
district educators would best help ensure that all young children will have an equal opportunity to
be successful readers?
A. putting in place an early intervention program in which eligible students and their families
may participate
B. arranging for reading specialists to team with kindergarten teachers for daily reading
instruction
C. expanding the availability and use of computer-based literacy programs in kindergarten

classrooms
D. reorganizing the school day for targeted students to substantially expand their time available
for reading instruction
15. Following many discussions about disparities in educational results among the student groups in
a school, the principal announces plans to put in place new programs designed to address this
problem. During a meeting to share information about plans for change, many parents/guardians
and community members express anger and dismay upon learning that the new programs will
largely be funded at the expense of existing school programs. The principal can best respond by
emphasizing which of the following ideas?
A. In times of financial stress, everyone must be ready to compromise on their own priorities in
order to help those in need.
B. The entire community will reap significant benefits in the long run if all students are helped to
succeed in school.
C. School staff will make every effort to minimize waste and maximize efficiency in the delivery
of the new programs.
D. Fairness dictates that those students with the greatest academic weaknesses should receive
the greatest support.

16. The members of a site council have been sharply divided in their views on how to address an
important school issue, with three members holding one view and two members holding an
opposing view. Discussion on the issue has now reached an impasse. The principal can best try
to achieve consensus among council members by using which of the following approaches first?
A. summarizing the two options and using the defining elements of each of them to generate an
intermediate option
B. encouraging those holding the majority view to make their best case to the remaining two
members
C. maintaining a neutral position on the issue and helping the two sides identify common ground
D. prompting members on both sides to consider which option under consideration is in the best
interest of the school
17. A middle school principal would like to encourage greater participation by diverse groups in the
school's site-based planning and management. As a first step, which of the following actions by
the principal would most likely be effective in addressing this goal?
A. working with district officials to create districtwide policies that promote greater awareness of
diversity issues
B. creating a committee of diverse stakeholders to recommend and implement appropriate

strategies for this purpose
C. asking the president of the school's parent/guardian organization to recruit diverse volunteers
for advisory groups
D. writing an article for the district newsletter about the importance of promoting broad-based
community participation in school governance
18. A high school's "no pass, no play" policy requires that student athletes maintain a specified
minimum level of academic performance to participate in team sports. The principal is aware that
this policy has been increasingly ignored in recent years, and he wants to make sure that it is
enforced consistently in the future. He plans to ask the school's site council to address this issue
at an upcoming meeting. Which of the following best describes the principal's most appropriate
role in regard to the site council's deliberations on this issue?
A. speaking privately with various council members to build internal support for his position
B. impartially presenting the council with the pros and cons of returning to consistent
enforcement of the policy
C. helping the council members keep sight of the school's primary educational mission
D. discreetly providing assistance to stakeholders lobbying the council to reinvigorate the policy

19. A school principal could best use a press release to the local media to communicate about a
decision to:
A. establish a system of awards for recognizing outstanding student achievement in various

subjects.
B. grant permission to a larger than expected number of area families to homeschool their
children.
C. transfer substantial funds from one budget account to another to meet unforeseen needs.
D. change the school's guidelines regarding behaviors for which school faculty may be
disciplined.
20. In recent decades, which of the following factors has been most responsible for decisions to
place greater emphasis on developing students' problem-solving and decision-making skills
across the curriculum?
A. an increase in media influence
B. a change in occupational demands
C. an increase in educational accountability
D. a change in inclusion practices
21. A district's decision to realign several school attendance areas has significantly increased student
enrollment in one particular school, resulting in a need for more instructional space. Teachers at
the school, who are concerned about space issues and potential increases in class size, have
lobbied strongly to maintain the status quo as much as possible. The principal knows that much
space currently used for noninstructional activities will have to be turned into regular classroom
space. In responding to this challenge, the principal's most important initial priority should be to:
A. obtain approval from the superintendent or other appropriate district staff prior to reassigning
any instructional space within the building.
B. ensure that any changes in space utilization will not impair the school's ability to meet its
vision and goals for instruction and learning.
C. limit the space changes that are made to those that are likely to cause the least amount of
disruption to the school's teaching staff.
D. seek input from students' families regarding any concerns or ideas they may have regarding
the nature of the space changes to be made.

22. Each year, school districts and charter schools in Arizona are required to report their Average
Daily Membership (ADM) from the prior year. The information provided is used to help:
A. document teacher-student ratios.
B. determine state funding levels.
C. support educational accountability.
D. evaluate school attendance trends.
23. A school with significant funding problems and a severe shortage of high-quality technological
tools wants to increase its access to technological resources for teaching and learning. The
school's leadership can best promote achievement of this goal by taking which of the following
actions first?
A. employing various strategies to network with educators in more affluent and technologically
advanced schools
B. exploring potential partnerships with local businesses that may have an interest in supporting
the school
C. identifying cuts in other areas of the instructional program to offset expansion of funding for
technology
D. using newspapers and other local media to appeal to the public for assistance in raising
funds for the school
24. Which of the following actions is consistent with accepted school accounting procedures?
A. A school booster club that buys decorations for a school dance submits receipts and deducts
enough cash from ticket sales to cover expenses.
B. A special education teacher purchases a high-quality used computer for the school resource
room and then requests reimbursement after providing the office with a receipt.
C. A principal asks the district business manager to establish an account to handle small
everyday school expenditures such as postage stamps.
D. A school music director deposits proceeds from a concert's ticket sales into her own
checking account and then writes the school a check for the total amount received.

25. After receiving many complaints about various school maintenance issues, a principal decides to
initiate a review of current school maintenance practices. In conducting this review, the principal
should be aware that long-term maintenance of the physical plant is likely to be most cost
effective and least disruptive if school staff emphasize which of the following approaches?
A. avoiding expenditures until repair issues arise and then completing each repair as
expeditiously as possible
B. putting in place a program of scheduled preventive maintenance activities
C. completing minor repairs as soon as they are discovered and major repairs at the end of
each school year
D. implementing an end-of-semester inspection and maintenance system
26. In recent years, a school has had a poor record of compliance with safety requirements and
procedures. Which of the following actions by the new school principal would be most
appropriate and effective for promoting greater staff compliance in this area?
A. conducting periodic safety inspections and communicating results to staff
B. e-mailing staff with regular reminders regarding expectations related to school safety
C. increasing the frequency and severity of disciplinary actions for staff noncompliance
D. distributing research-based information to staff about aspects of safety that are a problem in
the school
27. A principal will be leading a team in updating the school's outdated emergency response plan so
that members of the school community will know what to do in case of a natural disaster or a
human-caused emergency situation. Which of the following steps would be most useful to take
first in this effort?
A. meeting with community leaders to identify individuals and resources available to assist the
school in various worst-case scenarios
B. reviewing the emergency plans of a sample of similar schools across the state and
comparing them with the school's current plan
C. soliciting information from local police, fire, and public health personnel about potential
school vulnerabilities and appropriate responses
D. researching each element of the school's current emergency plan to assess compliance with
relevant laws and regulations

28. Midway through the fiscal year, a middle school principal is informed that due to cutbacks in state
funding the school budget will be reduced by 15 percent. Which of the following would be the
most appropriate first step for the principal to take in responding to this unanticipated problem?
A. Organize a meeting with staff members to discuss which programs are most essential to the
school's mission.
B. Conduct a survey of students to determine which school services they value most and use
most frequently.
C. Investigate fund-raising options with the school's parent-teacher organization and other key
stakeholder groups.
D. Propose a preliminary revised budget that reduces funding for all programs and services by
an equal amount.
29. A parent volunteer group informs the principal that the group has raised over $5,000 for the
school library. When including this revenue in the budget, the principal should be aware that
these funds should be:
A. allocated entirely during the upcoming school year.
B. restricted in terms of their use.
C. held in a separate bank account.
D. overseen by the library-media specialist.
30. After a boiler explosion at a high school, the principal ensures that all facts about the accident are
conveyed to students, staff, and families as soon as they can be established. This is an
appropriate response on the principal's part mainly because it:
A. bolsters confidence among students, staff, and families in the ability of school personnel to
respond effectively to a crisis.
B. demonstrates school administrators' commitment to maintaining a safe educational

environment.
C. reduces the disruption to school activities likely to result from anxiety-inducing rumors about
the incident.
D. decreases the likelihood that students, staff, and/or families might pass along misinformation
to the media.

31. The Children's Internet Protection Act (CIPA) specifies that schools receiving certain federal
funds for Internet access must do which of the following?
A. maintain a system for tracking Web sites visited by students using school computers
B. adopt and enforce a policy to monitor the online activities of minors at the school
C. report suspected contact between students and potential Internet predators to federal
authorities
D. install firewalls to prevent unauthorized access to students' confidential records
32. Which of the following is the primary legal consideration for school staff when determining a
classroom assignment for a student with disabilities?
A. The student should be placed in whichever learning environment offers the greatest support
from appropriate special education professionals.
B. Any written request from the student's parent/guardian for a particular teacher or program
should be honored.
C. For at least a portion of each school day, the student should have direct access to a trained
specialist in his or her area(s) of need.
D. The student should be educated with nondisabled peers to the greatest extent appropriate
given his or her needs.
33. A school includes many students who have a first language other than English. Which of the
following is a right of these students according to federal law?
A. to have access to instructional materials in their first language
B. to have their language skills assessed in the language in which they are most proficient
C. to receive instruction that is comprehensible to them
D. to be placed in an educational setting with peers with the same language background, as
possible

34. A high school principal is meeting with a parent who is unhappy about instruction relating to world
religions that is included in her child's current social studies course. Which of the following
teacher practices described by the parent in regard to this content should be of most concern to
the principal on ethical grounds?
A. encouraging students to share information about their own religion with their classmates
B. presenting a particular religion as being especially worthy or valid as compared with others
C. leading student discussions aimed at contrasting the beliefs and traditions of different
religions
D. requiring all students to learn about religions other than their own even if they do not wish to
do so
35. Which of the following would best demonstrate a principal's commitment to ensuring the provision
of effective and equitable learning opportunities for all students?
A. prompting teachers' use of individualized standards and expectations for guiding instructional
planning
B. allocating financial resources to school programs in proportion to the number of students

served
C. incorporating individual and group background factors into decision making about students'
classroom placements
D. promoting teachers' development and use of skills for differentiating classroom instruction to
meet needs
36. Which of the following actions by a principal would most likely be considered unethical?
A. writing a letter of recommendation for a minimally competent staff member that fails to detail
negative aspects of the individual's performance
B. using office staff time to assist in creating education-related materials that will be marketed
online for personal gain
C. taking an opportunity at a public event to hold a private conversation about a school budget
concern with a member of the district school board
D. refusing to provide local journalists with any information they have requested about a student
who has been arrested for a serious crime

37. Which of the following situations most clearly illustrates a principal modeling principles of
transparency?
A. The principal carefully follows due process procedures in disciplining a student who has
committed a serious school offense.
B. The principal regularly submits required reports to the superintendent on the status of the
school budget and other matters.
C. The principal recruits representatives of a variety of stakeholder groups to participate in

developing a new school vision and mission.
D. The principal provides data and reasoning to justify a decision to eliminate funding for a
school program the following year.
38. Which of the following provisions of the U.S. Constitution has most often served as the primary
basis of constitutional rights suits against public educational institutions in the United States?
A. "No state shall . . . deprive any person of life, liberty, or property, without due process of law,
nor deny to any person within its jurisdiction the equal protection of the laws."
B. "The citizens of each state shall be entitled to all privileges and immunities of citizens in the
several states."
C. "Congress shall make no law . . . abridging the freedom of speech, or of the press; or the
right of the people peaceably to assemble, and to petition the government for a redress of
grievances."
D. "The powers not delegated to the United States by the Constitution, . . . are reserved to the
states respectively, or to the people."
39. It would be most important for a high school principal to work closely with the district's legal
advisor when developing a school policy to:
A. require all visitors to the school to check in at the main office.
B. suspend students who are caught smoking in the school.
C. require students who arrive late to school to serve a detention.
D. ban suggestive or offensive clothing from the school.

40. A high school principal receives a call from a prominent municipal leader who is upset about
several recent editorials in the school's student newspaper that were highly critical of local
officials. The municipal leader says the editorials were personally offensive and suggests that
the principal should enforce limits on the types of articles published in the school newspaper.
The principal could best respond by:
A. promising to work with the newspaper's faculty advisor to establish guidelines for the content
of editorials.
B. explaining that students' freedom of expression may be restricted only if it poses a

substantial risk of disrupting the learning process.
C. suggesting that the municipal leader contact the district governing board to discuss concerns
about the student newspaper.
D. offering to discuss the problem with the school site council at the council's next regularly
scheduled meeting.

Sample Directions for the Performance Assignments

FIELD 181 PRINCIPAL: SUBTEST I
This section of the test consists of two performance assignments: a Planning for Improved Student
Success Assignment and a Management Problem Solving Assignment. Your response to each
assignment should be of sufficient length to cover the topic in depth (500–800 words). You should
use your time to plan, write, review, and edit your responses to the assignments.
Read each assignment carefully before you begin to type. Think about how you will organize each
of your responses. You may use the erasable sheets to make notes, write an outline, or otherwise
prepare your responses. However, your score on each assignment will be based solely on the
version of your response typed in the on-screen response box presented with the
assignment.
As a whole, your responses must demonstrate an understanding of the knowledge and skills of the
field. In your responses to the assignments, you are expected to demonstrate the depth of your
understanding of the content area through your ability to apply your knowledge and skills rather
than merely to recite factual information.
Your response to each assignment will be evaluated on the basis of the following criteria:
PURPOSE: the extent to which the response achieves the purpose of the assignment
CONTENT KNOWLEDGE: accuracy and appropriateness in the application of content knowledge
SUPPORT: quality and relevance of supporting details
RATIONALE: soundness of argument in relation to the assigned topic
The performance assignments are intended to assess content knowledge and skills, not writing
ability. However, your responses must be communicated clearly enough to permit scorers to make
a valid evaluation of your responses according to the criteria listed above. Your responses should
be written for an audience of educators in this field. The final versions of your responses should
conform to the conventions of edited American English. Your written responses must be your
original work, written in your own words, and not copied or paraphrased from some other work.
Be sure to write about the assigned topics. You may not use any reference materials during the
test. Remember to review your work and make any changes you think will improve your responses.

Assignment 1: Planning for Improved Student Success
Use the information below to complete the task that follows.
You recently became the principal of an elementary school where a significant number of
students struggle to achieve standards on state assessments. Although teachers informally
monitor students' progress and have implemented various instructional strategies to address
what they perceive to be their students' needs, many students continue to struggle. The
superintendent of your district has told you that increasing teachers' use of data to guide
instructional decisions must be one of your top priorities.
Write a response of 500–800 words about developing and implementing a plan to increase
teachers' use of data to guide instructional decisions. In your response:
• explain why it is important to succeed in increasing teachers' use of data to guide instructional
decisions;
• describe how you would bring others into the process of developing a plan to increase
teachers' use of data to guide instructional decisions, and explain why the inclusion of others
as you described would be appropriate and helpful for achieving the goal of increasing
teachers' use of data to guide instructional decisions;
• describe two types of data and/or other information that should be collected and analyzed
before developing a plan to increase teachers' use of data to guide instructional decisions;
• explain why each type of data/information you described would be useful in developing the
plan;
• identify one issue related to teacher effectiveness that could be negatively impacting teachers'
use of data to guide instructional decisions; and
• describe one strategy you would use to address the teacher effectiveness issue you identified,
and explain why this strategy is likely to be effective.

Assignment 2: Management Problem Solving
You are a high school principal. Your school includes a large number of student clubs, each of
which receives a small stipend from the school each year. In many clubs, members supplement
the stipend by engaging in various fund-raising activities such as raffles and car washes. Each
club has its own student activity account at a local bank where funds are deposited and
withdrawn by the club's faculty advisor in cooperation with its student officers. A recent review of
the system indicates that financial record keeping by advisors is inadequate and sloppy, due at
least in part to a lack of clearly defined procedures and guidelines. Although there is no evidence
of wrongdoing, the district superintendent has asked you to investigate the situation and develop
a new system for keeping track of revenues and expenditures for student clubs.
Write a response of 500–800 words about developing a new system for keeping track of
revenues and expenditures for student clubs. In your response:
• identify stakeholders you would involve in developing a new system for handling funds for
student clubs, and explain why the stakeholders you identified should be involved;
• describe two criteria you would guide stakeholders to use to evaluate potential new
procedures for handling funds for student clubs, and explain the significance of each criterion
you described;
• describe two types of data and/or other information that should be collected and analyzed to
help identify new procedures for handling funds for student clubs, and explain how each type
of data and/or other information you described would be helpful; and
• identify one potential difficulty or challenge you would expect to encounter in implementing
new procedures for handling funds for student clubs, describe a strategy for addressing that
difficulty or challenge, and explain why you believe the strategy would be effective.

Performance Characteristics and Scoring Scale

for the Performance Assignments
Performance Characteristics:
Purpose The extent to which the response achieves the purpose of the assignment.
Content Knowledge Accuracy and appropriateness in the application of content knowledge.
Support Quality and relevance of supporting details.
Rationale Soundness of argument in relation to the assigned topic.
Scoring Scale:
Score
Score Point Description
Point
The "4" response reflects a thorough knowledge and understanding of the content.
4 •
•
The purpose of the assignment is fully achieved.
There is a substantial, accurate, and appropriate application of content knowledge.
• The supporting evidence is strong; there are high quality relevant examples.
• The response reflects an ably reasoned argument in relation to the assigned topic.
The "3" response reflects an adequate knowledge and understanding of the content.
3 •
•
The purpose of the assignment is largely achieved.
There is a generally accurate and appropriate application of content knowledge.
• The supporting evidence is adequate; there are some acceptable, relevant examples.
• The response reflects an adequately reasoned argument in relation to the assigned topic.
The "2" response reflects a limited knowledge and understanding of the content.
2 •
•
The purpose of the assignment is partially achieved.
There is a limited, possibly inaccurate or inappropriate application of content knowledge.
• The supporting evidence is limited; there are few relevant examples.
• The response reflects a limited, poorly reasoned argument in relation to the assigned topic.
The "1" response reflects a weak knowledge and understanding of the content.
1 •
•
The purpose of the assignment is not achieved.
There is little or no appropriate or accurate application of content knowledge.
• The supporting evidence, if present, is weak; there are few or no relevant examples.
• The response reflects little or no reasoning in relation to the assigned topic.
The response is unscorable because it is unrelated to the assigned topic, illegible, primarily in
U a language other than English, not of sufficient length to score, or merely a repetition of the
assignment.
B The response is blank.

Sample Responses to the Performance Assignments
Sample Score Point 4 Response to Assignment 1: Planning for Improved Student Success
It is important to succeed in increasing teachers’ use of data to guide instructional decisions for
several reasons. Teachers need to analyze data to identify strengths and needs in order to
differentiate instruction to meet students’ needs, close achievement gaps, and promote success for
all students. The data results guide teachers in monitoring progress in meeting standards, helping
to define appropriate enrichment programs, or identifying students for interventions. Data are used
to keep parents, staff, and the district informed on students’ progress.
I would use a multi-step approach in developing a plan to increase teachers’ use of data. First, I
would meet with other principals in my district to ascertain which assessments will generate the
most useful data to guide instruction, for instance a district developed assessment, assessments
that accompany the standards-based textbook adoptions, or formative and summative
assessments used for grading. I would then meet with grade-level teacher leaders to gain their
input, especially about how to increase teacher “buy-in” and their perception of the professional
development needs of the staff. Teachers will then need to be trained on the assessments to
ensure consistency in scoring and analyzing data. I will ask each grade level to set up a schedule
outlining what assessments need to be given and when results will be reported to staff and to
parents. Finally, I will meet with each grade level team to discuss results and brainstorm strategies
to improve student achievement.
The inclusion of others promotes support for the plan, ensures continuity, and builds collaborative
relationships among school staff members. Continuous teacher learning and collaboration shows
that we have a shared commitment to our school mission and goals. Involving others builds a sense
of teamwork and shared leadership for the success of our students.
Before developing a plan, we would analyze data from the Arizona Instrument to Measure
Standards (AIMS) to pinpoint strengths and weaknesses. Quantitative data are useful for
comparing the progress of students in various programs, across grade levels, and to other students
in our state, district, and school. To promote success for all students, data from English Language
Learners, students with exceptionalities, and various cultural and economic backgrounds need to
be analyzed separately. Longitudinal data can be examined to close achievement gaps from
elementary school to middle school to high school.
Another type of data we would analyze is results from our standards-based textbook assessments.
Teachers are mandated to teach the standards and these assessments measure progress in
meeting the standards and preparing students for AIMS. The data collected from this source would
be useful in developing the plan because gaps in achievement would be evident in individual
classes, across grade-levels, and as a whole school.
(continued)

Sample Score Point 4 Response to Assignment 1: Planning for Improved Student Success
(continued)
One issue related to teacher effectiveness that could negatively impact teachers’ use of data to
guide instructional decisions is teacher motivation. For this plan to succeed, all teachers need to
give the assessments, analyze the data, implement appropriate teaching strategies, and report the
results. This is time consuming and some teachers may perceive this plan as burdensome and they
may not be motivated to participate.
One strategy to address lack of teacher motivation or “buy-in” for this plan would be to include
teachers throughout the process. Teachers will have the opportunity to provide input in the decision
making process for selecting assessments, developing a timeline for assessment due dates, and
collaborating at grade-level meetings on strategies to differentiate instruction for their students.
Furthermore, I would schedule goal-setting meetings with each teacher. At these meetings, we will
discuss student data, what instructional strategies are being implemented, and progress towards
achieving the goals. It is important to have this conversation with teachers in order to reflect, share
ideas, and problem solve about student learning and achievement. Our meetings will be non-
threatening, foster professional growth and promote teaching excellence. I will meet with each
teacher throughout the year to monitor and evaluate the goals set at our initial meeting. We will
discuss the plan’s effectiveness and revise plans as needed to achieve each teacher’s goals. We
will also celebrate our success.
Meeting with each teacher is likely to be effective because the teacher will have a chance to ask
questions, clarify any misunderstandings, and set their own goals. By meeting with each teacher
multiple times throughout the school year, I let teachers know that I hold them accountable for their
goals. Participating in grade level meetings allows teachers to collaborate and learn from each
other. Reflection and feedback from others is essential for improving instruction. Our purpose is to
educate our students and this assessment plan will allow us to work together with clearly defined
goals and provide sustainable improvement in instruction to benefit our students.

Sample Score Point 4 Response to Assignment 2: Management Problem Solving
It is the principal’s responsibility to enforce procedures for financial record keeping and reporting.
The stakeholders that should be involved in developing a new system for handling funds for student
clubs include a representative from the district’s budget department, faculty advisors of student
clubs, student officers, parents, community members, and administrators.
Each stakeholder group will play a role in the new system. The budget department representative
will be aware of legal mandates and can advise the group on appropriate accounting procedures.
Faculty advisors of student clubs will be responsible for oversight of the new policies and
procedures. Student officers will be responsible for implementation and their input is critical. The
students will develop responsibility and lifelong skills regarding budgeting. Parent participation is
beneficial in supporting school programs and activities and engenders a deeper understanding and
appreciation of the school’s commitment to accurately monitor and track expenditures. Community
members, in particular businesses and enterprises, can provide insight into specific guidelines for
budget preparation, record keeping, and accountability. Administrators will be responsible for
providing feedback, monitoring progress, and evaluating the effectiveness of the new plan.
In evaluating potential new procedures for handling funds for student clubs, I would guide
stakeholders to examine two criteria: (1) laws and regulations, and (2) systems for monitoring
budgets and recording keeping. Following legal regulations is important to protect the school and
individuals handling finances. Stakeholders must maintain personal and professional ethics. It is
significant to include monitoring budgets and record keeping for accountability. Implementing
consistent procedures for financial record keeping and reporting will provide documentation in case
of any accusations of impropriety.
It would be helpful to examine the current policy and policies of other schools to determine
strengths and weaknesses. What is effective? What is confusing? Do they have written
procedures? Do the policies and procedures follow legal requirements? Would student officers be
able to implement the policy? What is the procedure for managing and monitoring budgets? The
information collected and analyzed from other policies is critical in developing the new policy
because it is a starting point for stakeholder discussions. In discussing the information,
communication is established, input is received and next steps can be decided upon after reviewing
other policies.
Another type of information that would be helpful is to investigate resources in our community. For
example, would a local bank be willing to work with students on how to create and manage a
budget? Is there a business or enterprise that would donate materials, such as software, to help us
implement our plan? It is important to utilize financial resources available to us to build positive
relationships with businesses in our community. This task can be delegated to parents or
community members. Collaborating increases parent and community involvement in support of our
school programs.
(continued)

Sample Score Point 4 Response to Assignment 2: Management Problem Solving (continued)
Resistance to change can be a potential challenge that may be encountered in implementing new
procedures. To address this difficulty, it is important to include stakeholders in all stages of policy
development. For instance, the principal can appoint a committee of stakeholders to research and
devise a plan, establish a timeline, delegate responsibilities, and provide the time and resources to
complete the task. Involving the stakeholders in the decision-making process is crucial to success
and will be a valuable learning experience for all involved. This collaborative strategy would be
effective because the stakeholders are taking responsibility and ownership for the project. This
strategy communicates to stakeholders that their input and ideas are appreciated. The new
systems and procedures will be the result of a joint effort.

ANSWER KEY
Question Correct
Objective
Number Response
1. C Understand how to develop and implement a shared school vision and associated goals
and plans to promote continuous and sustainable improvement in student learning and
achievement. (ISLLC Standard 1)
2. D Understand how to develop and implement a shared school vision and associated goals
4. A Understand how to develop and implement a shared school vision and associated goals
5. B Understand how to develop and implement a shared school vision and associated goals
6. B Understand how to develop and implement a shared school vision and associated goals
10. D Understand how to develop and implement a shared school vision and associated goals
11. B Understand the political, social, economic, and cultural contexts of education and how
to use effective communication and collaboration skills to build positive, productive
relationships with stakeholders inside and outside the school. (ISLLC Standards 4, 6)
12. A Understand the political, social, economic, and cultural contexts of education and how
13. C Understand the political, social, economic, and cultural contexts of education and how
(continued on next page)

Question Correct
Objective
Number Response
21. B Understand fiscal and operational management and their use in promoting
achievement of the school's educational goals. (ISLLC Standard 3)
24. C Understand fiscal and operational management and their use in promoting
26. A Understand fiscal and operational management and their use in promoting
28. A Understand fiscal and operational management and their use in promoting

Question Correct
Objective
Number Response
31. B Understand laws, regulations, and judicial decisions affecting education in Arizona and
ethical guidelines and behavior expectations for principals. (ISLLC Standard 5)
32. D Understand laws, regulations, and judicial decisions affecting education in Arizona and
33. C Understand laws, regulations, and judicial decisions affecting education in Arizona and
38. A Understand laws, regulations, and judicial decisions affecting education in Arizona and

PRACTICE QUESTIONS
1. A low-performing elementary school has a goal of increasing student performance in math and
reading by a defined amount. Students take district-mandated interim assessments in these
areas from time to time during the year as well as state assessments near the end of each year.
The school's new principal decides to have a large, brightly colored chart created that will be
used to graphically display changes in student performance in math and reading over time. The
chart will be placed in a prominent spot in front of the cafeteria. Which of the following is likely to
be the most significant benefit of the principal's decision to use the chart?
A. providing a continuous reminder to staff and students about the connection between daily
learning activities and test performance
B. making critical information about the school readily available to all members of the school
community
C. communicating to the entire school community the school's strong commitment to improved
student achievement
D. enhancing staff and student recognition of the important role of academic testing in the life of
the school
2. According to research, which of the following changes in a learning environment is likely to have
the greatest positive effect on students' attitudes and motivation regarding learning?
A. expanded use of high-quality computer-based instruction
B. increased focus on individual versus group activities
C. expanded availability of adults to provide assistance in the classroom
D. increased number of instructional formats employed by the teacher

3. An elementary school has developed a system where teachers provide the parents/guardians of
students with a monthly "learning bulletin" that contains information about what their children will
be studying in the coming month as well as a description of what families can do to support their
children's learning at home. The learning bulletins include, for example, tips for promoting
students' homework completion and strategies for reinforcing students' current learning during
everyday activities such as meal preparation and during games families can play together.
Inclusion of the learning bulletins in the school program is likely to be most effective in helping
achieve which of the following goals?
A. communicating to families that teachers can best fulfill their responsibilities when families are
willing to assist and support them
B. facilitating teachers' ability to address the full range of required curricular content within the
constraints of available class time
C. prompting families to view themselves as valued partners who can play an important role in
promoting students' school success
D. ensuring personalized, motivating, and equitable learning opportunities for students from
diverse backgrounds and family situations
4. A new principal in a low-performing school wants to eliminate some instructional practices

commonly used by teachers in the school and replace them with practices that have been shown
to be more effective at promoting student learning. After meeting with initial teacher resistance,
the principal finds research suggesting that teachers' readiness to learn and change often
depends in part on their confidence and self-esteem. In the situation described, the principal can
best apply this understanding by using which of the following approaches?
A. having the teachers assess their own needs and draw their own conclusions about new
teaching practices to improve their performance
B. introducing new teaching practices by involving the teachers in low-risk activities in small-
group settings
C. prompting the teachers to locate and read information about targeted new teaching practices
before asking them to try the practices themselves
D. creating a menu of new teaching practices for the teachers to incorporate independently at
their own pace

5. In reviewing the results of a school culture and climate survey administered to students, the
principal finds that ratings were particularly low in a section of the survey addressing students'
motivation and sense of being encouraged to achieve high standards of academic performance.
The principal can best follow up on this result by taking which of the following actions first?
A. analyzing students' grades and test scores to compare the students' perceptions with actual
performance trends
B. increasing informal observation of interactions among students to try to gain additional

insight into the low ratings
C. administering a similar survey to teachers to determine whether their ratings show a similar
pattern
D. soliciting input from school staff regarding likely reasons for the low student ratings and
possible solutions
6. The teachers in a school are assigned to teams that were established to enhance the school's
functioning and provide team members with various types of professional support. A key goal
driving the school at this time is to "set and achieve high academic and behavior expectations for
every student." In observing the teams, the principal can best ensure that they are striving to
meet this goal if team members are seen to focus most attention on exploring and addressing
which of the following questions?
A. How should we respond to students who experience difficulties in learning?
B. What skills and content are most important for our students to learn?
C. How can we ensure that behavior management approaches are equitably applied?
D. In what ways do our students' lives outside of school impact their performance?
7. Which of the following guidelines applied in developing a new student code of conduct for a
school or district would best help ensure the creation of an effective document?
A. Describe behavior expectations and consequences for infractions as precisely,

comprehensively, and concretely as possible.
B. Use the school or district vision as a blueprint for defining appropriate behavior expectations
and consequences to include in the code.
C. Define behavior expectations and consequences for infractions in ways that can
accommodate substantial flexibility and judgment in enforcing the code.
D. Emphasize behavior expectations and consequences for infractions that reflect as much as
possible students' experiences in their homes and community.

8. Although an elementary school has a good record of performance, the principal believes that
teaching and learning in the school could be improved. The principal decides that one way to
promote such improvement is to create a school environment that encourages innovation and
responsible risk taking among faculty. Which of the following strategies is likely to contribute
most to the development of this type of environment?
A. implementing a system for providing faculty with regular updates about current trends and
research in elementary education
B. giving faculty regular opportunities for collaborative problem solving and sustained support
for implementing workable solutions
C. allowing faculty considerable autonomy in selecting student learning goals and determining
how to achieve them in their classes
D. visiting classrooms regularly and offering faculty praise for what they are doing well and
suggestions for addressing observed needs
9. Which of the following observations made by a high school principal is most likely a sign that
there may be inequitable treatment of students in the school?
A. Elective classes in science and social studies tend to have half as many students as required
classes.
B. Content-area teachers tend not to modify instruction for English Language Learners and
instead deliver the same instruction to all students.
C. A large number of African American, American Indian, and Hispanic students participate in
fine arts classes.
D. Some students with special needs attend general classes throughout the entire school day,
while others attend a resource room for part of the day.
10. In which of the following circumstances would a principal be most justified in granting a teacher's
request that a student be removed from the classroom?
A. The teacher has determined that the student's classroom performance makes it highly
unlikely that the student will be eligible for promotion.
B. The student's unwillingness to complete assignments on time is having a negative effect on

the morale and motivation of other students.
C. The teacher has determined that the student's behavior seriously interferes with the teacher's
ability to communicate effectively with other students.
D. The student's unwillingness to participate in group activities creates an unfair amount of work
for the other members of the groups to which the student is assigned.

11. A principal has been hired to lead a school where assessment is not currently used to drive
instruction. The principal has a goal of creating an effective, data-driven instructional program.
Which of the following questions would be most important for the principal to address to help
make this goal a reality?
A. What types of student achievement issues in evidence at this school are best addressed
through data analysis?
B. How can adequate time for collaborative data analysis and discussion be built into teachers'
schedules?
C. How much flexibility should teachers have in determining when and how to use data analysis
to plan their own instruction?
D. What is the most effective way to involve a broad cross-section of school stakeholders in
data analysis activities?
12. A principal advises a new teacher to start making frequent use of various types of formative
assessment in addition to the end-of-unit tests the teacher already uses. The most important
advantage of the principal's recommended assessment approach is that it will:
A. give the teacher a larger number of data points for making his or her grading decisions.
B. promote a higher level of student motivation to master the content taught.
C. allow the teacher to monitor the effectiveness of his or her instruction on an ongoing basis.
D. provide each student with many opportunities to be a successful learner.
13. In a school where performance on state assessments is used to help enforce accountability, the
principal should be most concerned about which of the following issues?
A. Item formats used on most classroom tests differ substantially from those used on the state
assessments.
B. School staff have no access to the state assessments prior to the test administration dates.
C. Students have very limited opportunity to take practice tests to prepare for the state
assessments.
D. The curriculum taught in the school is not closely aligned with the content on the state
assessments.

14. According to research, which of the following would be the most likely outcome of a decision to
significantly increase the use of ability grouping for academic instruction within each classroom in
an elementary school?
A. Teachers will generally be able to teach the curriculum more quickly and efficiently to the
students in each group.
B. Teachers will tend to find it more challenging to organize and implement data-driven
differentiation and intervention.
C. Students will mostly perform at the level expected of them based on the group(s) to which
they are assigned.
D. Students will perceive the learning environment overall as more personalized and responsive
to their own strengths and needs.
15. High schools throughout a district are collaborating in creating a Web-based program of elective
courses. With this program, selected teachers from each high school will provide online elective
courses, and students attending any high school in the district may enroll in any of the courses.
Which of the following is likely to be the greatest advantage of the program?
A. maximizing curricular offerings in a cost-effective way
B. standardizing the presentation of instructional content across the district
C. exposing students to diverse peers and perspectives
D. promoting a districtwide sense of accountability regarding teaching and learning
16. In recent years, an elementary school has experienced a rapid increase in the proportion of
students who are English Language Learners. Most of these students spend part of each day in
English Language Learner (ELL) classes and part of the day in regular education classes.
Standardized test scores and report card grades indicate that the needs of most English
Language Learners are not currently being met. The school principal can best begin to address
the problem by:
A. requesting funds to increase the school's ELL staff and expand the amount of time English
Language Learners spend in ELL classes each day.
B. developing a system to facilitate classroom teachers' ability to communicate with the

administration about English Language Learners who are struggling.
C. surveying classroom teachers about their work with English Language Learners to identify
those most in need of relevant professional development.
D. forming grade-level teacher teams to analyze English Language Learners' classwork and test
results to identify specific areas of need.

17. During a review of a school's math curriculum, a committee of educators identifies and addresses
gaps in the current curriculum. Which of the following would most likely be the primary benefit of
this action?
A. helping teachers plan math instruction that is based on well-organized, clearly defined goals
and objectives
B. facilitating alignment between the learning materials students use in math and the instruction
they receive
C. helping ensure that instruction will be appropriate for students who have varied levels of
proficiency in math
D. ensuring that students acquire the prerequisite math knowledge and skills needed to benefit
from subsequent instruction
18. After reviewing student scores on a statewide assessment, a middle school principal determines
that a significant proportion of students from diverse cultural backgrounds are not benefiting fully
from the instruction they receive in their classes. The principal raises this concern in a faculty
meeting and then asks the teachers to generate a list of ideas for strategies they can use in their
classes to remedy the situation. Which of the following suggestions would be most appropriate
to include in the list?
A. Offer students flexibility in defining their own learning goals and determining how to achieve
them.
B. Divide students into groups based on prior performance and implement varied curricula that
reflect each group's strengths and needs.
C. Use examples that are likely to be familiar to all students to illustrate and clarify instructional
content.
D. Focus instruction on basic knowledge and gradually incorporate higher-level learning after
students master basic concepts.

19. On the most recent administration of the statewide assessment, a majority of fourth graders at an
elementary school scored far below the standards in math, and a majority scored at a level
approaching the standards in reading and writing. Which of the following steps would be most
useful for school staff to take first in analyzing these results?
A. Compare the fourth-grade test data with that of other elementary schools within the school
district to determine whether the problems are systemwide.
B. Review third-grade test data from the previous year to see whether there have been
significant changes in the performance of this group of students.
C. Compare the fourth-grade test data with the report card grades received by the school's
fourth graders during the school year.
D. Disaggregate the test data for the entire school to determine the performance and needs of
specific student groups.
20. After analyzing student assessment data, a middle school principal recommends to the school
site council that writing should be a focus for improvement during the next three years. The site
council agrees, and the principal appoints a committee of language arts teachers to investigate
potential writing programs for the school. After several weeks of reviewing various writing
programs, the committee presents its recommendation to the principal. In reviewing the
information, the principal realizes that the new program will require substantial changes in
instructional practices for many teachers. Which of the following steps would likely be most
effective for the principal to take in an effort to facilitate a smooth transition to the new program?
A. Request that teachers submit a weekly progress report to document their implementation of
the new program.
B. Have the committee develop a series of short-term goals for teachers to achieve during the
implementation of the new program.
C. Develop a plan for providing teachers with ongoing professional development during the
implementation of the new program.
D. Arrange for teachers to visit and observe classrooms in other schools that have already
implemented the new program.

21. A new principal conducts a time audit for one week, using a tablet computer to briefly describe
her activities during the previous hour, including both planned activities (e.g., meetings, teacher
observations) and unexpected interruptions (e.g., phone calls from parents/guardians). This
action is likely to be most effective for helping the principal:
A. identify barriers to her ability to implement high-priority leadership tasks.
B. recognize components of her daily routine that are most crucial for successful school
leadership.
C. gather concrete evidence for evaluating her current leadership approach.
D. define those leadership tasks she could most easily and effectively delegate to others in the
school.
22. The teachers in a school have just completed three hands-on workshops on instructional
strategies for meeting the needs of students who have learning disabilities. Which of the
following steps taken by the principal would best help ensure the teachers' effective use of these
strategies to promote increased achievement for the targeted student population?
A. creating teacher teams and allocating time for team members to observe and coach one
another on use of the strategies
B. having teachers debrief regularly with the principal on the strategies they are using and their
effects on their students with learning disabilities
C. supplementing information provided in the workshops with professional articles on practical

applications of the strategies
D. having special education staff in the school or district send teachers a weekly e-mail that
includes easy-to-implement tips for using the strategies
23. Last year a principal was assigned to lead a school with a history of poor student achievement.
The principal decided to try to address the situation in part by encouraging the development of a
professional learning community within the school. As a new school year begins, the principal
can best help evaluate the success of this effort by reflecting on the extent to which:
A. teachers' expressed goals for their own development reflect high standards of practice.
B. teachers' mastery of the content of their own subject area(s) has increased.
C. teachers are using inquiry and collaboration to improve their practice.
D. teachers show a willingness to expand their use of research-based instructional strategies.

24. In a clinical supervision context, the supervisor is most likely to:
A. use a teacher's self-assessment of his or her needs to guide decisions about appropriate
development experiences.
B. create opportunities for a teacher to learn and grow in a collaborative team context.
C. use observation and analysis to provide a teacher with feedback on aspects of performance
needing improvement.
D. focus on motivational or other personal issues that are affecting a teacher's effectiveness.
25. A principal wants to take steps to reverse a school trend toward declining writing scores on the
state assessment. The principal decides that one way to help achieve this goal would be to plan
appropriate professional development activities for school staff. Which of the following actions
would be most effective for initiating this planning?
A. examining data to determine particular writing skills needing improvement or subgroups of

students needing additional support
B. analyzing publicly available information about the kinds of questions and/or tasks included in
the state's writing assessment
C. surveying teaching staff about their current approaches to teaching writing and how they
incorporate writing into their classes
D. seeking information from the district language arts coordinator about high-quality resources
available to enhance writing instruction
26. A pre-observation conference between a principal and a teacher is most likely to promote an
effective observation process if it includes an emphasis on:
A. defining one or more particular areas of performance that will serve as a primary focus for
the observation.
B. reviewing the results of prior observations of the teacher and determining their current
relevance.
C. using a collaborative approach to design the checklist or other tool(s) the principal will use
during the observation.
D. exploring ways in which the lesson to be observed supports the school's vision, mission, and
goals.

27. Which of the following factors should play the greatest role in defining goals for a professional
growth plan for a beginning teacher?
A. annual school and district priorities for improvement
B. results of observations of the teacher's performance
C. types of development resources and support available for the teacher
D. teacher self-evaluation of needs in relation to state and district standards
28. While conducting classroom observations, a middle school principal notes that some teachers
are inadvertently behaving in discriminatory ways with students from particular groups (e.g.,
asking some students easier questions during class discussions, accepting work from some
students that does not meet standards). When meeting individually with these teachers, the
principal can best address this issue by taking which of the following actions first?
A. prompting the teachers to use self-reflection to identify and analyze their own problematic
behaviors
B. asking the teachers to describe the processes and criteria they use to evaluate the
performance of the students in their class
C. providing the teachers with concrete examples of the problematic patterns they are exhibiting
D. reviewing and discussing the antidiscrimination laws and policies that all teachers should use
to guide their interactions with students
29. A number of teachers at a middle school have expressed concern about their ability to provide
adequate and appropriate instruction for academically gifted students who are assigned to their
classes. In response, the principal has asked the district's gifted education coordinator to
organize periodic workshops to expand classroom teachers' knowledge and skills in this area.
The principal can best help ensure that the workshops will be successful in leading to improved
teacher performance in the classroom by taking which of the following additional actions?
A. implementing follow-up sessions that give teachers an opportunity to work together to

evaluate and discuss their efforts at implementing new approaches
B. arranging for a gifted education specialist to observe each teacher in the classroom after
each workshop and report back to the administration on additional needs
C. reviewing plans for the workshops before they occur to ensure an emphasis on knowledge
and procedures that have a foundation in current educational research
D. providing teachers with a written summary of the main points addressed in each workshop
and related ideas for improving their classroom instruction

30. A principal would like to support a teacher's professional growth by helping him become a
reflective practitioner. Which of the following questions about a lesson observed by the principal
would likely be most effective in facilitating the teacher's examination of his own instructional
practices?
A. How many students understood the material presented in the lesson by the end of the class
period?
B. When several students entered the classroom late from another class, how did you respond
to the disruption?
C. When students became confused during the lesson, what could you have done differently to
help them succeed?
D. How well did students participate in the review exercises at the beginning of the lesson?
31. An annual teacher evaluation system uses student performance on standardized tests as one
criterion for judging teacher performance. To implement the system effectively and equitably, it is
most important for school-level administrators to take into consideration the:
A. difficulty level of the standardized test(s) taken by each teacher's students.
B. number of students in the class(es) that each teacher is assigned to teach.
C. test scores achieved by each teacher's students in previous years.
D. scope and challenge of the curriculum each teacher is teaching.
32. A high school has been struggling with poor academic performance for some student groups as
well as high rates of teacher turnover. The primary goal of the school's new principal is to ensure
continuous academic improvement for all students. The principal can best help achieve this goal
if he begins by seeking information about which of the following?
A. actions that would improve job satisfaction for high-performing teachers and those with
strong potential
B. the extent to which teachers have a voice in determining the courses and students they are
assigned to teach
C. current teacher pay and benefits at the school in relation to pay and benefits in neighboring
schools and districts
D. workable strategies for increasing teacher autonomy in the classroom while still maintaining
a focus on vision achievement

33. A principal has overseen the creation of a comprehensive database that includes classroom test
and quiz scores, formative assessment results, scores from standardized tests, and report card
grades for the students in each class at each grade level. Teachers can easily access the
database for their grade level to enter new information and review existing information.
Teachers' use of this database on a regular basis is likely to be most effective for helping
accomplish which of the following goals?
A. strengthening teachers' sense of collective accountability
B. strengthening teachers' instructional decision making
C. facilitating ongoing evaluation of grade-level curricula
D. facilitating increased collaboration between teachers
34. A new principal in a school that has traditionally used a top-down management approach wants
to build the school's capacity for distributed leadership. The principal can best initiate efforts to
achieve this goal by providing teachers and other staff with opportunities to demonstrate and
enhance their ability to:
A. direct the efforts of others for the purpose of attaining specified aims.
B. create a variety of plans aligned with the school vision and goals.
C. engage collaboratively with colleagues and other school stakeholders.
D. adhere to various types of school protocols, schedules, and deadlines.
35. A superintendent has informed a newly hired high school principal that her primary goal must be
to reduce her school's very large achievement gap. In light of this goal, the principal should be
most concerned about which of the following practices at the school?
A. using a teacher evaluation system that allows teachers with poorly performing students to be
rated "satisfactory"
B. basing teacher hiring decisions more on prior classroom experience than on demographic
background factors
C. allowing teachers to determine through voting the school's professional development

emphases for each school year
D. giving teachers with the greatest seniority and experience first priority in selecting the
courses they wish to teach

36. After receiving word that the students in her school performed poorly on state-mandated
assessments, a school principal is preparing for a faculty meeting at which the assessment
results will be shared and discussed. The principal wishes to use the meeting to initiate changes
aimed at improving teaching and learning in the school. During the meeting, the principal can
best promote change by emphasizing which of the following ideas?
A. Student test scores are only one among many indicators of the quality of student learning
occurring at the school.
B. Responsibility for the test results is shared among many individuals and groups within the
educational community.
C. Statewide assessments are an effective means by which to ensure educator accountability

for student learning and achievement.
D. The test results offer valuable information school staff can use to identify and respond
positively to specific problem areas.
37. A principal is leading an initiative to improve the school's integration of technology into
instruction. The principal organizes a committee of teachers, specialists, parents/guardians, and
community members to develop a plan to achieve this goal. After the first few meetings, the
principal finds that little progress has been made and some committee members are losing
interest. Which of the following would be the most effective way for the principal to motivate
committee members to put in the time and effort necessary to ensure the success of the
initiative?
A. establishing a rotating chair to ensure that each committee member is responsible for
conducting one or more meetings
B. reminding committee members that they willingly agreed to serve on the committee and are
jointly responsible for its success
C. identifying manageable, short-term goals and tasks and giving each committee member
responsibility for achieving a specific goal or task
D. asking each committee member to develop and present to the rest of the group a set of
recommendations about what to include in a plan

38. The leader of an elementary school's parent/guardian organization tells the principal that a large
number of parents/guardians have expressed concern that teachers in the upper elementary
grades are not assigning enough meaningful homework. Which of the following would be the
best first step for the principal to take to address the concerns of these parents/guardians?
A. meeting individually with teachers to encourage them to provide students with more
challenging homework assignments
B. recommending that the site council work with faculty and staff to develop general homework
guidelines for each grade
C. creating a committee of teachers, parents/guardians, and staff to study the issue of

homework and make recommendations
D. suggesting that the parent/guardian organization prepare a report on the homework issue
and present it at an upcoming faculty meeting
39. After hiring a number of first-year teachers, a principal will use a mentoring program in which
each new teacher will be paired with a mentor teacher. The principal has arranged to provide the
mentors with training in their roles. The principal can best help ensure the success of the
mentoring program by taking which of the following additional actions?
A. allocating time and resources to support participants in establishing and maintaining their
mentoring relationships
B. arranging to participate in meetings between the new teachers and their mentors on an
occasional basis to monitor progress and problems
C. providing the mentors with available information about the educational and personal
backgrounds of the teachers they will be mentoring
D. planning regular meetings with the new teachers to obtain feedback on their mentors and the
status of their mentoring relationships
40. A school principal plans to recommend nonrenewal of a teacher's contract due to inadequate
performance over a prolonged period. The principal can best ensure that the recommendation
will lead to the action he or she desires by using which of the following strategies?
A. maintaining careful documentation of the teacher's poor performance and the school's efforts
to improve the performance
B. including with the recommendation a narrative highlighting specific incidents and events
representative of the teacher's inadequacies
C. soliciting support from other school staff who share the principal's concerns about the
teacher's performance
D. citing published educational research to show how the behaviors exhibited by the teacher
can be expected to affect students

Sample Directions for the Performance Assignments

FIELD 281 PRINCIPAL: SUBTEST II
This section of the test consists of two performance assignments: a School Data Assignment and a
Student Diversity Assignment. Your response to each assignment should be of sufficient length to
cover the topic in depth (500–800 words). You should use your time to plan, write, review, and edit
your responses to the assignments.
Read each assignment carefully before you begin to type. Think about how you will organize each
of your responses. You may use the erasable sheets to make notes, write an outline, or otherwise
prepare your responses. However, your score on each assignment will be based solely on the
version of your response typed in the on-screen response box presented with the
assignment.
As a whole, your responses must demonstrate an understanding of the knowledge and skills of the
field. In your responses to the assignments, you are expected to demonstrate the depth of your
understanding of the content area through your ability to apply your knowledge and skills rather
than merely to recite factual information.
Your response to each assignment will be evaluated on the basis of the following criteria:
PURPOSE: the extent to which the response achieves the purpose of the assignment
CONTENT KNOWLEDGE: accuracy and appropriateness in the application of content knowledge
SUPPORT: quality and relevance of supporting details
RATIONALE: soundness of argument in relation to the assigned topic
The performance assignments are intended to assess content knowledge and skills, not writing
ability. However, your responses must be communicated clearly enough to permit scorers to make
a valid evaluation of your responses according to the criteria listed above. Your responses should
be written for an audience of educators in this field. The final versions of your responses should
conform to the conventions of edited American English. Your written responses must be your
original work, written in your own words, and not copied or paraphrased from some other work.
Be sure to write about the assigned topics. You may not use any reference materials during the
test. Remember to review your work and make any changes you think will improve your
responses.

Assignment 1: School Data
You were recently appointed principal of Delmar High School. You currently work in another
region of the state, so your knowledge of the school and the local community is limited. Before
you arrive at Delmar, the central office in your new district sends you some information about the
school, including data derived from Delmar's most recent school report card.
State Test Results for Delmar High School
Standardized Testing and Reporting Results for all Students
Three-Year Comparison
This table displays the percent of students meeting or exceeding the state standards.

Assignment 1, cont.
Standardized Testing and Reporting Results, by Student Group
Three-Year Comparison
This table displays the percent of students, by group, meeting or exceeding the state standards.
Attendance and Graduation Rates, Last Year

Assignment 1, cont.
Task
Write an analysis of 500–800 words in which you analyze the data provided. In your analysis:
• identify one important issue related to student achievement and/or teacher effectiveness
suggested by the data, and explain why that issue is important;
• describe one approach you would use to learn more about the nature or cause(s) of the
identified issue, and explain why that approach would be useful;
• describe two strategies you and/or your staff should include in a plan to address the identified
issue; and
• explain why each strategy you described would be effective in helping address the identified
issue.

Assignment 2: Student Diversity
You are the new principal of a middle school that enrolls nearly 600 students. The school has a
culturally and ethnically diverse population of students, 30 percent of whom are from one
particular ethnic group. Soon after your arrival at the school, you learn that only 4 percent of the
students in the gifted and talented program are from this particular group. You are concerned
about this ethnic group's underrepresentation in the gifted and talented program.
Write a response of 500–800 words about efforts to increase the representation of students from
a particular ethnic group in the gifted and talented program. In your response:
• describe two reasons why it is important to increase the representation of students from a
particular ethnic group in the gifted and talented program;
• identify two types of data or other information that would be particularly helpful in initiating
planning to increase the representation of students from a particular ethnic group in the gifted
and talented program;
• explain why each type of data or other information you identified would be useful;
• identify stakeholders you would involve in helping address the problem of the
underrepresentation of students from a particular ethnic group in the gifted and talented
program, and explain how their involvement would be beneficial;
• identify one key problem involving teacher effectiveness that is likely contributing to the
underrepresentation of students from a particular ethnic group in the gifted and talented
program;
• describe one approach you would use to address the teacher effectiveness problem you
identified; and
• explain why the approach you described would be effective.

Performance Characteristics and Scoring Scale

for the Performance Assignments
Performance Characteristics:
Purpose The extent to which the response achieves the purpose of the assignment.
Content Knowledge Accuracy and appropriateness in the application of content knowledge.
Support Quality and relevance of supporting details.
Rationale Soundness of argument in relation to the assigned topic.
Scoring Scale:
Score
Score Point Description
Point
The "4" response reflects a thorough knowledge and understanding of the content.
4 •
•
The purpose of the assignment is fully achieved.
There is a substantial, accurate, and appropriate application of content knowledge.
• The supporting evidence is strong; there are high quality relevant examples.
• The response reflects an ably reasoned argument in relation to the assigned topic.
The "3" response reflects an adequate knowledge and understanding of the content.
3 •
•
The purpose of the assignment is largely achieved.
There is a generally accurate and appropriate application of content knowledge.
• The supporting evidence is adequate; there are some acceptable, relevant examples.
• The response reflects an adequately reasoned argument in relation to the assigned topic.
The "2" response reflects a limited knowledge and understanding of the content.
2 •
•
The purpose of the assignment is partially achieved.
There is a limited, possibly inaccurate or inappropriate application of content knowledge.
• The supporting evidence is limited; there are few relevant examples.
• The response reflects a limited, poorly reasoned argument in relation to the assigned topic.
The "1" response reflects a weak knowledge and understanding of the content.
1 •
•
The purpose of the assignment is not achieved.
There is little or no appropriate or accurate application of content knowledge.
• The supporting evidence, if present, is weak; there are few or no relevant examples.
• The response reflects little or no reasoning in relation to the assigned topic.
The response is unscorable because it is unrelated to the assigned topic, illegible, primarily in
U a language other than English, not of sufficient length to score, or merely a repetition of the
assignment.
B The response is blank.

Sample Score Point 4 Response to Assignment 1: School Data
One important issue related to student achievement and/or teacher effectiveness suggested by the
data is the consistently low test scores in mathematics at our school. Over the past three years, the
percentage of students meeting or exceeding the state standards ranged from 30% to 33%, well
below the district and state averages. Further, the data for student groups suggest that many
student groups have made minimal gains in mathematics over the past three years. In particular,
females, low income students, English Learners, students with disabilities, and migrant education
students are not making expected gains.
It is important to identify gaps between current outcomes in mathematics and future goals. The test
results guide continuous improvement. In order to close achievement gaps and improve learning, it
is critical to formulate an action plan based on students’ needs. The data analysis suggests where
the achievement gaps are in our school.
One approach to learn more about the low test scores in mathematics is to examine additional data
from district assessments and mathematics teachers' pacing guides to determine where the
students are struggling. Breaking the data down into smaller parts will help determine specific areas
of mathematics, such as computation or word problems, where improvement is needed. District
assessment data will be useful to see if students are in the appropriate mathematics classes based
on their skill levels and entrance criteria. Student readiness for specific mathematics courses may
be a factor influencing low test scores.
Examining the mathematics teachers' pacing and instruction is critical to determine if the content
addressed on the state test is taught before testing. Teaching the skills indicated in the standards
includes monitoring student progress in achieving mastery of the standards. Comparing similar
classes, such as pre-algebra, and the teachers’ pacing guides may yield useful information about
instructional consistency. The pacing guides may indicate if one teacher is further behind the others
and whether or not the teachers adequately review material and prepare students for testing. By
pinpointing the areas for improvement, an action plan can be developed.
One strategy to consider in developing a plan to address the issue of low mathematics scores is to
create an advisory committee. The members would include the principal, vice principal, district
curriculum specialist, the parent representative from the school site council, and the mathematics
teachers. The principal and chair of the Mathematics Department need to meet and analyze the
data in order to help the other members of the committee understand the specific areas where
students are struggling. Throughout the school year, the committee would meet to discuss student
progress and brainstorm possible solutions for closing the achievement gaps.
(continued)

Sample Score Point 4 Response to Assignment 1: School Data (continued)
This strategy would be effective because each member of the advisory committee will bring a
different perspective and possible solutions to address the issue. Administrators and mathematics
teachers working together toward a common goal--to promote success for every student--is a
powerful team. It is important to include the parent representative of the site council in order to keep
parents informed and solicit opinions. The advisory committee allows everyone to provide input, to
share and discuss ideas, and to investigate solutions. This process will lead to collaboration and an
increased sense of common purpose.
Another strategy that should be considered is to examine instructional staff and resources. Several
questions should be explored. Are mathematics teachers highly qualified? Do we have a large staff
turnover in mathematics? How frequently does the Mathematics Department meet to discuss
pacing, successful instructional practices and results from formative assessments? How are
students performing on benchmark tests and progressing towards meeting the standards? Are
teachers using the district approved curriculum? Through both formal and informal observations,
conferences with the mathematics teachers, and analysis of individual strengths and weaknesses,
the principal can determine teacher effectiveness.
This strategy will be effective in addressing low mathematics scores because teacher effectiveness
influences student learning. If teachers are ineffective, then support through mentoring,
collaborative meetings among other mathematics teachers, and other appropriate actions should be
provided. Teachers are on the frontline of closing achievement gaps.

Sample Score Point 4 Response to Assignment 2: Student Diversity
Arizona is a state with many culturally, linguistically and socioeconomically diverse gifted students.
It is important to increase the representation of students from a particular ethnic group in our gifted
and talented program for two reasons: (1) providing educational equity, and (2) eliminating potential
biases in the identification of students as gifted and talented.
As principal, I will be an advocate for educational equity. Students who are gifted or possess
advanced learning abilities do not always qualify for Gifted Education programs due to difficulty in
writing, speaking or understanding English. These students often come from backgrounds in which
a language other than English is primarily spoken. Students from underrepresented populations in
gifted education programs often share common characteristics such as mastery of skills and
concepts, high motivation, and creativity and sensitivity to the arts.
Generally, students who score at or above a specific percentile in any one of three areas (verbal,
nonverbal, or quantitative reasoning) on a nationally normed, State Board-approved test qualify for
gifted education services. However, there are many students who are gifted and talented who do
not meet this criterion. Using a single assessment for identification can exclude students who are
culturally and linguistically diverse. It is an issue of fairness.
Teachers are one source of information that would be helpful in initiating planning to increase the
representation of students from a particular ethnic group in the Gifted Education program. Teachers
can complete a simple checklist of gifted characteristics for all students. The checklist, coupled with
teacher observations and recommendations, will provide a preliminary list of students
recommended for further assessment. As appropriate, these students should be given the Bilingual
Verbal Ability Tests (BVAT) by a trained person. This assessment provides a measure of overall
verbal ability for bilingual individuals. The assessment is available in many languages, including
Spanish, Navajo, and Chinese. The data from this board approved assessment will be helpful in
identifying students from diverse linguistic backgrounds for the Gifted Education program.
Students can also be assessed using an instrument called DISCOVER (Discovering Intellectual
Strengths and Capabilities while Observing Varied Ethnic Responses). This assessment is
designed to identify gifted students from diverse ethnic and linguistic backgrounds. This
assessment provides data in verbal, non-verbal, and quantitative areas. It can be administered in a
group setting by a trained person. A profile of students’ strengths is generated to assist classroom
teachers in differentiating instruction. It is free from cultural and linguistic biases.
(continued)

Sample Score Point 4 Response to Assignment 2: Student Diversity (continued)
Parents, teachers, administrators, and community members are stakeholders who can help in
increasing the representation of students from a particular ethnic background in the Gifted
Education program. Parents can offer insight about non-academic characteristics of their children,
such as talent in music and art. Teachers’ observations, portfolios of students work, and
motivational factors are crucial for identifying overlooked gifted students. Administrators can offer
support by allocating funds for alternative testing, training, and resources for the school. Finally, the
community offers many cultural, social, and intellectual resources that we need to investigate in
support of our school programs and goals.
One key problem involving teacher effectiveness that is likely contributing to the
underrepresentation of students from a particular ethnic group in the Gifted Education program may
be teachers’ personal biases or preconceptions about certain groups of students. Teachers may be
unaware of the extent to which their experiences and cultural biases may be interfering with the
identification of students who, while gifted and talented, do not exhibit these traits when tested by
more traditional means.
To address this problem, I will foster collaborative partnerships with parents, teachers, staff, and
community members. I need to be a positive role model by promoting understanding and
appreciation for diversity. During staff meetings, we can discuss this issue and brainstorm ways to
involve parents and the community in the identification process. Teachers can work together during
grade level meetings to discuss potential students, strategies to differentiate instruction, and the
implementation of alternative forms of assessment. We can invite members of the community to
meetings to educate staff about outside resources available to our students. Together, we can work
to identify more students.
The collaborative approach is effective because parents, teachers, staff and community members
are working together for a common goal. Motivation is high when clear goals are stated and support
is provided. Working with stakeholders is a way to marshal a variety of resources and skills. The
collaborative approach increases communication and problem solving. Through such a process, we
are modeling democratic values of equity and fairness.

ANSWER KEY
Question Correct
Objective
Number Response
1. C Understand how to create and sustain a school culture and learning environment
conducive to student learning and staff professional growth. (ISLLC Standard 2)
2. A Understand how to create and sustain a school culture and learning environment
4. B Understand how to create and sustain a school culture and learning environment
5. D Understand how to create and sustain a school culture and learning environment
11. B Understand how to provide instructional leadership focused on effective teaching and
learning and the use of best instructional practices that promote academic success for
every student. (ISLLC Standard 2)
12. C Understand how to provide instructional leadership focused on effective teaching and
13. D Understand how to provide instructional leadership focused on effective teaching and
15. A Understand how to provide instructional leadership focused on effective teaching and

Question Correct
Objective
Number Response
19. B Understand how to provide instructional leadership focused on effective teaching and
21. A Understand how to provide professional development opportunities and experiences
that promote staff growth and improve learning for every student. (ISLLC Standard 2)
23. C Understand how to provide professional development opportunities and experiences
27. B Understand how to provide professional development opportunities and experiences
31. C Understand organizational and human resource management that supports school
improvement and helps ensure success for every student. (ISLLC Standard 3)
32. A Understand organizational and human resource management that supports school
33. B Understand organizational and human resource management that supports school

Question Correct
Objective
Number Response
35. D Understand organizational and human resource management that supports school
36. D Understand organizational and human resource management that supports school

PREPARATION RESOURCES
The resources listed below may help you prepare for the AEPA 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.
Journals
Educational Leadership, Association for Supervision and Curriculum Development
Principal, National Association of Elementary School Principals
Principal Leadership, National Association of Secondary School Principals
Other Resources
Bambrick-Santoyo, P. (2010). Driven by Data: A Practical Guide to Improve Instruction. San Francisco:
Jossey-Bass.
Cordeiro, P. A., and Cunningham, W. G. (2012). Educational Leadership: A Bridge to Improved Practice. Fifth
Edition. Boston: Pearson.
Danielson, C. (2007). Enhancing Professional Practice: A Framework for Teaching. Second Edition.
Alexandria, VA: Association for Supervision and Curriculum Development.
Fiore, D. J. (2010). School Community Relations. Third Edition. Larchmont, NY: Eye on Education.
Glatthorn, A. A., and Jailall, J. M. (2009). The Principal as Curriculum Leader: Shaping What is Taught and
Tested. Thousand Oaks, CA.: Corwin Press.
Glickman, C. D., Gordon, S. P., and Ross-Gordon, J. M. (2009). SuperVision and Instructional Leadership.
Eighth Edition. New York: Pearson.
Hall, G., and Hord, S. (2011). Implementing Change: Patterns, Principles and Potholes. Third Edition. New
York City: Pearson.
Howard, T. C. (2010). Why Race and Culture Matter in Schools: Closing the Achievement Gap in America's
Schools. New York City: Teachers College Press.
Imber, M., and van Geel, T. (2009). Education Law. Fourth Edition. New York: Routledge.
Kay, K., and Greenhill, V. (2012). The Leader's Guide to 21st Century Education: 7 Steps for Schools and
Districts. Boston: Pearson.
Kowalski, T. J. (2010). Public Relations in Schools. Fifth Edition. Upper Saddle River, NJ: Pearson.
Marzano, R., Waters, T., and McNulty, B. (2005). School Leadership That Works: From Research to Results.
Alexandria, VA: Association for Supervision and Curriculum Development.

Principal
Matthews, L. J., and Crow, G. M. (2010). The Principalship: New Roles in a Professional Learning Community.
Boston: Pearson
Picciano, A. G. (2010). Educational Leadership and Planning for Technology. Fifth Edition. Upper Saddle
River, NJ: Pearson.
Robbins, P. M., and Alvy, H. B. (2009). The Principal's Companion: Strategies for Making the Job Easier.
Third Edition. Thousand Oaks, CA: Corwin Press.
Spaulding, D. T., and Falco, J. (2012). Action Research for School Leaders. Boston: Pearson.
Webb, L. D., and Norton, M. S. (2008). Human Resources Administration: Personnel Issues and Needs in
Education. Fifth Edition. Upper Saddle River, NJ: Pearson.
Woolfolk-Hoy, A., and Kolter-Hoy, W. (2008). Instructional Leadership: A Research-Based Guide to Learning
in Schools. Third Edition. Boston: Pearson.
Zepeda, S. J. (2012). The Principal as Instructional Leader: A Practical Handbook. Third Edition. Larchmont,
NY: Eye on Education.
Online Sources
ASCD (formerly the Association for Supervision and Curriculum Development), http://www.ascd.org
Council of Chief State School Officers (CCSSO). (2008). Interstate School Leaders Licensure Consortium
(ISLLC) standards for school leaders,
http://www.ccsso.org/Resources/Publications/Educational_Leadership_Policy_Standards_ISLLC_2008_a
s_Adopted_by_the_National_Policy_Board_for_Educational_Administration.html
International Society for Technology in Education (ISTE). (2009). National Educational Technology Standards
for Administrators (NETS-A), http://www.iste.org/standards/nets-for-administrators/nets-for-
administrators-standards.aspx
National Association of Elementary School Principals, http://www.naesp.org
National Association of Secondary School Principals, http://www.nassp.org
The Partnership for 21st Century Skills. (2009). Framework for 21st century learning,
http://www.p21.org/overview/skills-framework

2020 Principals Test

Uploaded by

Copyright:

Available Formats

2020 Principals Test

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

2020 Principals Test

Uploaded by

Copyright:

Available Formats

®

181 Principal: Subtest I

This test is now delivered as a computer-based test.

PART 1: GENERAL INFORMATION ABOUT THE AEPA AND TEST PREPARATION

HOW TO PREPARE FOR THE TESTS ................................................................................... 1-3

WHAT TO EXPECT THE DAY OF THE TEST ........................................................................ 1-12

SAMPLE TEST OBJECTIVES AND QUESTIONS .................................................................. 1-13

PART 2: FIELD-SPECIFIC INFORMATION

General Information About the AEPA and Test Preparation

Arizona Educator Proficiency Assessments Study Guide 2-1

181 PRINCIPAL: SUBTEST I

Range of Subtest TOTAL

281 PRINCIPAL: SUBTEST II

Range of Subtest TOTAL

2-2 Arizona Educator Proficiency Assessments Study Guide

FIELD 181: PRINCIPAL: SUBTEST I

VISIONARY LEADERSHIP, COLLABORATION, AND EDUCATIONAL CONTEXTS

Arizona Educator Proficiency Assessments Study Guide 2-3

2-4 Arizona Educator Proficiency Assessments Study Guide

FISCAL AND OPERATIONAL MANAGEMENT AND LEGAL/ETHICAL GUIDELINES

Arizona Educator Proficiency Assessments Study Guide 2-5

FIELD 281: PRINCIPAL: SUBTEST II

INSTRUCTIONAL AND ORGANIZATIONAL LEADERSHIP

2-6 Arizona Educator Proficiency Assessments Study Guide

Arizona Educator Proficiency Assessments Study Guide 2-7

2-8 Arizona Educator Proficiency Assessments Study Guide

Arizona Educator Proficiency Assessments Study Guide 2-9

A. interviewing students with varied backgrounds about their learning

B. evaluating coverage of diverse perspectives in curricular materials

C. examining disaggregated results from recent assessments

D. analyzing the cultural profile of the students in each classroom

A. incorporating a variety of diverse perspectives into the school's planning efforts

2-10 Arizona Educator Proficiency Assessments Study Guide

Arizona Educator Proficiency Assessments Study Guide 2-11

B. evaluating the effectiveness of the teachers' modifications to the new techniques in

A. facilitating the process of ensuring accountability for results.

B. reducing barriers to achieving positive school change.

C. providing a clear sense of direction for moving forward.

D. facilitating alignment of curriculum, instruction, and assessment.

2-12 Arizona Educator Proficiency Assessments Study Guide

B. promoting attendees' understanding of and commitment to the work ahead

D. providing attendees with a common philosophical framework to guide their participation

A. defining a set of specific, concrete objectives aimed at accomplishing each goal

C. defining assessment procedures for measuring students' current performance in relation to

Arizona Educator Proficiency Assessments Study Guide 2-13

A. celebrating the diversity of a community.

B. creating a sense of teamwork between teachers and students.

C. encouraging ongoing professional development.

D. developing high expectations for student learning.

2-14 Arizona Educator Proficiency Assessments Study Guide

13. In Arizona, a primary role of the State Board of Education is to:

B. monitor the implementation of school and district improvement plans.

C. expanding the availability and use of computer-based literacy programs in kindergarten

Arizona Educator Proficiency Assessments Study Guide 2-15

B. creating a committee of diverse stakeholders to recommend and implement appropriate

2-16 Arizona Educator Proficiency Assessments Study Guide

A. establish a system of awards for recognizing outstanding student achievement in various

A. an increase in media influence

B. a change in occupational demands