Educational Administration Comprehensive Exam Process

Beginning Fall 2006

Beginning in Fall 2006 the Educational Administration Program Comprehensive Examination process will consist of two separate examinations: (1) PRAXIS II Subject Assessment consisting of Test Code 10410 Educational Leadership: Administration and Supervision and (2) Standards-Based Case Studies in School Leadership.

(1) The ETS Praxis II: Specialty Area Subject Assessment Test 10410 Educational Leadership: Administration and Supervision is intended to assess a candidate's knowledge of the functions of an administrator, including the background information needed to implement these functions. The test is designed to capture what is essential about the role of school leaders?what makes the difference in whether a school community can provide experiences that ensures all students succeed. The 120 multiple-choice questions cover five content areas: (A) Determining Educational Needs, (B) Curriculum Design and Instructional Improvement, (C) Staff Development and Program Evaluation, (D) School Management, and (E) Individual and Group Leadership Skills. The test questions are structured to measure knowledge and cognitive skills in application, analysis, synthesis, and evaluation as described in Bloom?s Taxonomy of Educational Objectives. This test is two hours in length. This is a nationally standardized test administered by Educational Testing Services (ETS). Candidates must register online at www.ets.org/praxis All tests dates are scheduled for Saturdays. The test has a registration deadline that is approximately one month prior to the day of the test. There is a fee for the test and a separate fee for the registration of the test. A test preparation guide for this exam is located at www.ets.org/praxis Further information on the test may be obtained from the FHSU Kelly Center (Picken Hall 308) or by telephoning (785062804401) or www.fhsu.edu/kellycenter

Test Dates
The ETS Praxis II: Specialty Area Subject Assessment Test 10410 Educational Leadership: Administration and Supervision will be administered at FHSU on designated Saturdays. Typically this test is administered twice in the Fall semester (September and November); twice in the Spring semester (January and April) ; and once in the Summer semester (August).

Free Test Preparation Guide
This portion of the comp exam process is a two hour test consisting of 120 multiple choice questions and is administered by the FHSU Kelly Center. There is a Free Test Preparation Guide available from ETS for the Praxis II: Subject Assessments--Educational Leadership: Administration & Supervision (10410). Go to the following link for The Praxis Series: Tests at a Glance http://www.ets.org/Media/Tests/PRAXIS/pdf/0410.pdf

(2) The Standards-Based Case Studies in School Leadership will consist of thought provoking, problem-based scenarios which will assess the effective practices of candidates in their role as a school principal. Candidates will be expected to address the Interstate School Leaders Licensure Consortium Standards (ISLLC) and apply the standards to real situations in the principal?s day-to-day professional life. The case studies are constructed to include general background on the school setting, several documents that further define the issues, and focused questions. Candidates will be expected to consider the ISLLC Standards and apply their understanding of the ISLLC Standards in their response. The test is four hours in length.

Test Dates
The Standards-Based Case Studies in School Leadership will be administered at FHSU once in the Fall semester (October); once in the Spring semester (March); and once in the Summer semester (June).

Free Test Preparation Guide
The comp exam administered by the Ed Admin Program is modeled after the ETS Licensure exam for School Leadership. We are calling this exam the "Standards-Based Case Studies in School Leadership".

For Free Test Preparation materials:

1. Go to: http://www.ets.org/
2. Under the listing for ?Tests? go to the ?Test Directory?.
3. Scroll down on the page until you reach: SLS?School Leadership Series
4. Click on The School Leadership Series link.
5. Under the Quick links go to: ?Free Test Preparation?.
6. Then click on School Leadership Licensure Assessment TAAG (PDF)

Standards-Based Case Studies in School Leadership

Comprehensive Examination Study Guide

Comprehensive Examination Modules

This comprehensive examination consists of three separate modules:

• Module I: Evaluation of Actions?Six Scenarios (1 hour)
• Module II: Synthesis of Information and Problem-Solving?One Case (1 hour)
• Module III: Analysis of Information and Decision Making ? Five Documents (2 hours)

The Comprehensive Examination is organized into three modules. All of the exercises require written responses and faculty will evaluate your responses using a rubric based on the Interstate School Leaders Licensure Consortium (ISLLC) standards. Each module is scored separately. The three sections are weighted accordingly:

Module I: Evaluation of Actions (33%).
Six scenarios make up this section of the examination. Each scenario presents a situation to be resolved based on teaching and learning issues which requires an analytical response. Read all six scenarios before beginning; answer the easiest ones first. You will be given a one-hour block of time to complete the six scenarios.

Module II: Synthesis of Information and Problem-Solving Case (33%).
This case involves issues of teaching and learning. For the case you are provided with a short description of the school and its community. You are then required to examine all documents that have been provided and select the relevant information from the documents to analyze and respond to the issue(s). You will be given a one-hour block of time to complete this case.

Module III: Analysis of Information and Decision Making (34%).
This module involves five documents typical of those encountered by school administrators. You will be given a two-hour block of time to analyze each document and provide an analytical response.

Tips for Completing the Comprehensive Exam

What follows are some general suggestions for preparing to take the comprehensive exam. Your Education Administration Program should help you to become familiar with the situations presented in the exam. Here are some other general suggestions.

1. Learn what material is on the test.
   1. Have a thorough understanding of the material on this exam. This comes through a review of your building leadership preparation and practicum experiences.
   2. All three modules on the exam require you to consider how you will integrate the content from your coursework. As you analyze each situation, consider the implications of finance, law, data analysis and assessment, special education, curriculum and instruction, supervision and evaluation, school and community relations, and leadership.
2. Get an understanding of the test.
   1. Review the ISLLC Standards.
   2. Understand how the exam is scored.
   3. Pay close attention to what is asked of you within each module. Your responses should demonstrate that you value student achievement.
   4. Refer to the Scoring Rubrics.
3. Have a plan.
   1. Read each module before beginning. Decide which scenarios or documents are easier for you and answer those items first. Be mindful that the scenarios and documents are not arranged in order of difficulty.
   2. Work quickly without rushing.
   3. Trust your ability and knowledge.
   4. Gather needed information provided in the scenario, case, or document and involve stakeholders in your solutions.
   5. Make sure you examine underlying causes, making comments and providing interpretation. You must show an understanding of the significance of the information provided.
4. Watch the time.
   1. Keep track of the time allowed for each section. Allow enough time to respond to each scenario, case or document in the module.
5. Follow helpful tips for test day.
   1. Get plenty of rest the night before. You can relax because you have done your planning the weeks before.
   2. Pace yourself and maintain stamina and focus in order to complete a challenging four-hour assessment.
   3. Make sure you address all components of each module.

Format for Writing Comprehensive Exam Answers

Each of your responses should be in the following format:

Section 1: Problem Identification and Data Analysis

• Identify "What do you know?" and "What do you need to know?" regarding this case.
• Based on the information you identified from "What do you know?" and "What do you need to know?", now clearly and succinctly identify the problem.
• Data Analysis: Be sure to reference specific data from the information provided in the case to demonstrate why you selected this as the problem.

Section 2: Develop a Plan of Action with Appropriate Strategies for Implementation

• Develop a plan of action with identified steps to solve the problem.
• Be sure to include appropriate strategies in your plan of action which you would implement

Section 3: Resolve Issues Based on promoting the success of all students

• Provide a resolution to the issue (s) by focusing on student learning.
• Be sure to refer to the data you extracted from the case as you provide your solution to the issue (s)

Section 4: Debrief the Problem?Reflect on what you have written

• What were you thinking, feeling and valuing as you responded to this problem?
• What issues are still unresolved or open to further investigation?

Hints:

• Use transition words that guide the reader through your thinking (e.g., first, second, third, next, then, etc.)
• Use specific examples, data, information, and models that you learned in your coursework to reinforce your answers.
• Integrate the ISLLC Standards throughout your responses

NOTE: Listed below are three examples that show how to document integration of the ISLLC Standards throughout your responses.

Example #1:

I think that the entire staff should be included in forming the schools goals to help move toward the vision of the principal. Standard One of the ISLLC Standards emphasizes the importance of ?development, articulation, implementation, and stewardship of a vision of learning?.

Example #2:

However, I believe to create an environment described in ISLLC Standard Two, ?a school culture and instructional program conducive to student learning and staff professional growth,? that insignificant decisions need to be made autocratically by the principal. These decisions will help to cut down on unneeded stress on teachers.

Example #3:

ISLLC Standard 5 is probably one of the hardest standards for most administrators to follow. Promoting success by acting with integrity, fairness and in an ethical manner can be very tough to do all of the time. I realize that each discipline problem varies, but the principal must try to stick to their own beliefs and hand down fair consequences to each student.

ISLLC STANDARDS

The Interstate School Leaders Licensure Consortium Standards (ISLLC)

(Full standards, including knowledge, dispositions, and performance dispositions, and performance descriptions are available at: www.ccsso.org/content/pdfs/isllcstd.pdf)

Standard 1: A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.

Standard 2: A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.

Standard 3: A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment.

Standard 4: A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.

Standard 5: A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner.

Standard 6: A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.

Important Administrative Values Tested in the Comprehensive Exam

Be aware of the following beliefs or points of reference from your course work and the ISLLC Standards as you are framing your responses to this exam:

1. Participatory Leadership

1. School leaders should be actively involved in the educational process.
2. The effective school leader takes an active role in all areas of education both inside and outside of the school building.
3. School leaders lead by example.
4. Team process is valued.

2. Shared Decision Making

1. School leaders should include all the stakeholders involved when deciding school matters (consult multiple stakeholders and use the collaborative process.)
2. School leaders seek the input of the teachers and staff within their building when making decisions.
3. Effective leaders are sensitive to diversity, recognize the viewpoint of multiple stakeholders, and make equitable decisions. According to the FHSU COET, "Diversity" is defined as follows:
   1. Differences among groups of people and individuals based on culture, ethnicity, race, socioeconomic status, gender, exceptionalities, language, migrant status, sexual orientation, and geographical area.

3. Problem Identification

1. School leaders should be able to effectively investigate, analyze, assess, and address problems as they arise within the educational context.
2. School leaders offer research-based solutions to problems as they arise.
3. School leaders understand the connections among causes, solutions, and school improvement.
4. School leaders are effective problem solvers.
5. School leaders know what information is needed and how to obtain it.

4. Interpretation of Data

1. Effective school leaders are able to analyze data and assess what the data are telling them.
2. Effective school leaders understand the complexity of problems and the interdependence of data.
3. School leaders use data to drive the decision-making process.
4. School leaders use data to identify areas of weakness within curriculum and / or instruction.
5. School leaders use data to help solve problems and to monitor progress.

5. Curriculum and Instruction

1. Effective school leaders are the instructional leaders within their building and are knowledgeable of instructional approaches.
2. School leaders are always looking to improve and update the curriculum.
3. School leaders look to implement research-based instructional methods into the classroom.
4. Effective school leaders understand the connection between instruction and discipline.

6. All Students Can Learn

1. Effective school leaders must believe that all students can learn but they may learn in different ways.
2. School leaders believe that all students have a right to a quality education.
3. School leaders consider the impact of decisions on students, maintain an instructional focus, and use instructional time wisely.

7. Other

1. Effective leaders value teachers and treat them with respect as professionals.
2. Effective leaders believe in comprehensive programs for professional development.
3. School leaders understand the importance of political support for what they do.
4. School leaders recognize the importance of both short- and long-term strategies.
5. School leaders recognize the importance of keeping everyone informed.

These types of belief systems, along with the ISLLC standards, give a glimpse of the values that program faculty possess and follow when reading test takers? responses. You will improve your chances of receiving a high score if you are able to construct your responses based on such core beliefs.

Rubric for Scoring the Comprehensive Examination

The scoring rubric for each module has a range from zero to two. It is vital to read and respond to each module carefully and thoughtfully.

A score of 0 involves a vague response.

• Omits most of the requested information to clearly articulate the issue(s).
• Does not identify the problem
• Lacks a well developed action plan and the identified steps to solve the problem
• Lacks appropriate strategies to assist with implementation of the action plan
• Does not provide resolution of the issue(s) based on promoting the success of all students
• Does not integrate the ISLLC standards
• Lacks understanding of teaching and learning issues.

A score of 1 indicates a limited and minimal response.

• Limited understanding and minimal response to the issues(s).
• Minimal problem identification
• An action plan is developed; however, it includes only a few of the identified steps to solve the problem
• Minimal appropriate strategies to assist with implementation of the action plan are included
• Minimal resolution of the issue(s) based on promoting the success of all students
• The ISLLC standards are relevant to the issues; however, they are minimally integrated
• Demonstrates a minimal understanding of teaching and learning issues.

A score of 2 basically ?nails? the response.

• The response is specific, well thought out, clear and convincing.
• Clearly identifies the problem.
• The well developed action plan includes identified steps to solve the problem
• Includes appropriate strategies that assist with implementation of the action plan
• Provides a detailed resolution of the issue(s) based on promoting the success of all students
• The ISLLC standards relevant to the issue(s) are thoroughly integrated
• Shows a thorough understanding of teaching and learning issues.