Study Guide
Test Design and Test Objectives
Field 180: Superintendent Subtest I
Field 280: Superintendent Subtest II
Test Overview
| Format | Computer-based test (CBT) |
|---|---|
| Number of Questions | 50 selected-response questions and 2 written performance assignments per subtest |
| Time | 3 hours and 30 minutes per subtest (does not include 15-minute CBT tutorial) |
| Passing Score | 240 per subtest |
Pie chart of approximate test weighting outlined in the table below.
Subtest I Test Objectives
| Subareas | Range of Objectives | Approximate Test Proportions | |
|---|---|---|---|
| I | Visionary Leadership, Collaboration, and Educational Contexts | 01–02 | 50% |
| II | Culture of Achievement and Instructional Leadership | 03–04 | 50% |
| Total Proportion | 100% | ||
Subarea I–Visionary Leadership, Collaboration, and Educational Contexts
Objective 0001: Understand how to develop and implement a shared district vision, mission, and goals, and plans to promote continuous and sustainable improvement in student learning and achievement. (ISLLC 2008 – Standard 1) (Professional Standards for Educational Leaders 2015 – Standards 1, 10)
For example:- analyzing the purposes of a district vision and mission and procedures for collaboratively developing and implementing a shared vision, mission, and goals promoting high levels of student learning and effective instructional practice
- applying knowledge of how to engage diverse stakeholder groups in developing and implementing a district vision, incorporate diverse perspectives into the vision, and build a shared sense of commitment to and ownership of the vision
- demonstrating knowledge of the role of the superintendent in developing, articulating, and implementing a district vision
- demonstrating knowledge of potential barriers to achieving a district vision and how to strategically address barriers
- applying knowledge of how a district vision drives planning and decision making about goals, programs, practices, and resource utilization
- demonstrating knowledge of how to collect and use relevant data to develop goals aligned with the district vision, assess organizational effectiveness, and promote organizational learning
- demonstrating knowledge of how to work with the district governing board and other stakeholders to create and implement plans to achieve 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
Objective 0002: Understand the political, social, economic, and cultural contexts of education and how to use effective communication and collaboration skills to build constructive relationships with members of the district governing board and other stakeholders inside and outside the district. (ISLLC 2008 – Standards 4, 6) (Professional Standards for Educational Leaders 2015 – Standards 5, 8)
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 appropriately to these contexts
- analyzing the influences of political, social, economic, and cultural factors on families, communities, staff, students, and the educational environment
- demonstrating knowledge of how current and emerging issues, trends, and initiatives 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, state, and federal levels for policies, resources, laws, programs, family needs, and practices that promote student learning and educational equity
- demonstrating knowledge of public school governance in Arizona and how to work effectively with members of the district governing board and other decision makers at all levels to increase their understanding of issues affecting district schools 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), networking, and interpersonal and communication skills appropriate in various contexts relevant to the role of the superintendent
- applying knowledge of how to nurture a sense of approachability and build collaborative relationships with members of the district governing board, teachers and other personnel, students, advisory councils, families, businesses/enterprises, tribal leaders, and diverse community stakeholders
- 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 district programs and goals
- demonstrating knowledge of the benefits of parent/guardian participation in schools and strategies for increasing the involvement of parents/guardians in their children's education
- applying knowledge of how to build consensus and collaborate 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
Subarea II–Culture of Achievement and Instructional Leadership
Objective 0003: Understand how to develop, support, and sustain educational cultures and environments that are conducive to student learning and professional growth for all staff. (ISLLC 2008 – Standards 2, 4) (Professional Standards for Educational Leaders 2015 – Standards 2, 3, 5, 7)
For example:- demonstrating knowledge of how to nurture and sustain a districtwide culture of trust, success, and shared accountability in which all stakeholders share a commitment to high expectations for all students, the pursuit of academic excellence, and placing children at the center of education
- demonstrating knowledge of how to establish rigorous academic goals and priorities; ensure that teachers, administrators, and other staff set high academic and behavior expectations for every student; and ensure that students are consistently engaged in learning
- applying knowledge of how to evaluate learning environments and support the development of personalized, motivating, safe, supportive, affirming, inclusive, and equitable learning environments that are responsive to and respectful of student diversity, enhance students' enjoyment of learning, ensure each student's active membership in the school community, promote the ability of students to participate in multiple cultural environments, and support achievement for every student
- applying knowledge of how to ensure equity of access to social capital and institutional support and how to attack issues of student marginalization; deficit-based schooling; and limiting assumptions about students based on gender, race, class, and special status
- demonstrating knowledge of how to lead the development, implementation, and evaluation of effective and culturally responsive behavior management approaches, student codes of conduct, and practices and procedures for preventing bullying and other forms of misconduct
- demonstrating knowledge of how to guide school and district 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 of collective efficacy that encourages continuous learning and collaboration by principals, teachers, and other staff; staff leadership; and a shared commitment to the district's vision, mission, values, and goals
- applying knowledge of how to develop and facilitate job-embedded, standards-based professional development that improves learning for all students, including allocating time and other resources to support learning and collaboration for all personnel
- demonstrating knowledge of how to promote and facilitate ongoing collaborative efforts to analyze relevant student data and formulate plans for improved teaching and learning
- applying knowledge of how to develop a learning community in which teamwork, reflection, conversation, sharing, openness, and problem solving about student learning and achievement are aligned to instructional goals and priorities
- identifying strategies for encouraging leadership, initiative, innovation, and self-reflection among all personnel; providing emotional support to teachers and other professional staff; and encouraging a healthy work-life balance
- demonstrating knowledge of resources and practices, including reflection and feedback from others, to promote one's own ongoing professional development and learning
Objective 0004: 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 2008 – Standard 2) (Professional Standards for Educational Leaders 2015 – Standards 2, 3, 4)
For example:- applying knowledge of how to plan, organize, supervise, monitor, and support a rigorous, standards-based, and data-driven instructional program based on research-supported best practices for curriculum, instruction, and assessment that promotes the preparation of students to live productively in and contribute to the diverse cultural contexts of a global society
- demonstrating knowledge of factors to consider in developing a district instructional program (e.g., academic standards, student characteristics and needs, authenticity and relevance, cultural congruence, consistency in curriculum and instruction throughout the grade levels) and procedures for supervising and allocating resources to sustain the instructional program
- applying knowledge of instructional methods and best practices, such as data-driven differentiation and intervention and strengths-based approaches to learning and teaching, to meet diverse student needs and promote success for every student
- applying knowledge of student assessment that reflects understandings of child development and standards of measurement and how to guide the use of achievement data to evaluate student performance, identify instructional strengths and needs, define gaps between current outcomes and goals, analyze differences between individuals and groups of students, and design school and district programs to improve learning for every student
- applying knowledge of classroom observations and the use of observation results and student data to evaluate the quality of teaching
- demonstrating knowledge of the role of principal evaluation in continuous school improvement
- demonstrating knowledge of educational accountability, the importance and implications of accountability for schools and districts, the role of assessment in accountability, and procedures for establishing and monitoring 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 organizational factors (e.g., staffing patterns, schedules, student grouping practices) on student achievement and ways to adjust these factors to achieve goals for learning
Pie chart of approximate test weighting outlined in the table below.
Subtest II Test Objectives
| Subareas | Range of Objectives | Approximate Test Proportions | |
|---|---|---|---|
| III | Organizational and Human Resource Management | 05–06 | 50% |
| IV | Fiscal and Operational Management and Legal/Ethical Guidelines | 07–08 | 50% |
| Total Proportion | 100% | ||
Subarea III–Organizational and Human Resource Management
Objective 0005: Understand principles and practices of organizational management that support district improvement and help ensure success for every student. (ISLLC 2008 – Standard 3) (Professional Standards for Educational Leaders 2015 – Standards 9, 10)
For example:- applying knowledge of districts and schools as systems and skills and strategies for managing the organization and its resources to ensure equity and continuous improvement
- applying knowledge of how to monitor and evaluate district practices and procedures to ensure that teacher, administrator, and organizational time is focused on supporting effective instruction and student learning
- demonstrating knowledge of data systems that provide actionable information and how to collect and use relevant data to identify organizational needs and priorities
- demonstrating knowledge of how to strategically address organizational challenges and capitalize on organizational strengths in achieving district goals
- applying knowledge of management skills and practices (e.g., group process, consensus building, communication, 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 organizational change; enable others to engage productively with change experiences; and navigate change in the midst of ambiguity and competing demands and interests
- demonstrating knowledge of how to use technological tools and systems to improve operations and support effective management of the organization (e.g., managing information, facilitating communication and collaboration)
Objective 0006: Understand principles and practices of human resource management that drive improvement in the effectiveness of building level administrators, teachers, and other staff and that help ensure success for every student. (ISLLC 2008 – Standards 2, 3) (Professional Standards for Educational Leaders 2015 – Standards 6, 10)
For example:- demonstrating knowledge of effective, equitable, and legal procedures for recruiting, hiring, assigning, retaining, evaluating, disciplining, and terminating personnel to support district goals and maximize achievement for all students
- applying knowledge of how to develop, implement, and evaluate effective induction and mentoring programs for new personnel
- applying knowledge of legal requirements and procedures for evaluating the performance of principals and teachers in Arizona and for using principal and teacher evaluation systems to promote student academic growth
- applying knowledge of how to use the evaluation process and relevant student data to provide principals, teachers, and other staff with ongoing, salient, informative, and actionable feedback and professional support and development focused on authentic problems and student outcomes
- demonstrating knowledge of how to work with principals and other staff to create professional growth plans that address individual needs and promote professional excellence
- demonstrating knowledge of various supervisory models (e.g., clinical, coaching) and techniques (e.g., conferencing, mentoring) and their use in improving teaching, learning, and school leadership and in empowering and motivating all staff
- demonstrating knowledge of how to delegate tasks and responsibilities appropriately, develop the capacity for distributed leadership, and provide formal and informal opportunities to mentor emerging leaders and promote leadership and growth
- analyzing issues related to equity, diversity, and fairness in human resource management
- applying knowledge of how to promote the understanding of all staff members' backgrounds and cultures
- demonstrating knowledge of policies, procedures, and contractual obligations related to human resource administration, including relevant state and federal laws and regulations (e.g., ADA, FMLA)
Subarea IV–Fiscal and Operational Management and Legal/Ethical Guidelines
Objective 0007: Understand fiscal and operational management and their use in promoting achievement of the district's educational goals. (ISLLC 2008 – Standard 3) (Professional Standards for Educational Leaders 2015 – Standard 9)
For example:- applying knowledge of the role of the superintendent as a steward of public funds; how to plan, manage, and monitor fiscal resources effectively, equitably, and in accordance with state and federal laws; and how to allocate and efficiently utilize these resources in alignment with district goals
- demonstrating knowledge of how to manage existing resources, engage in strategic long-term financial planning, and pursue new resources (e.g., grants, partnerships) to support district 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 district 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 state and federal legal requirements for ensuring the safe, efficient, and effective operation of district 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 schools and districts
- applying knowledge of how to allocate and use school facility space effectively and efficiently to meet program needs and make school facilities available as a resource to families and the community
Objective 0008: Understand state and federal laws, regulations, and judicial decisions affecting education in Arizona and ethical guidelines and behavior expectations for superintendents. (ISLLC 2008 – Standard 5) (Professional Standards for Educational Leaders 2015 – Standards 2, 9)
For example:- applying knowledge of student, staff, and parent/guardian rights, protections, and responsibilities under state and federal laws (e.g., due process, confidentiality, free speech, sexual harassment)
- applying knowledge of state and federal laws and regulations relevant to school administration in Arizona (e.g., mandatory reporting requirements, student supervision, liability, FERPA)
- applying knowledge of legal principles and practices for promoting equity in public schools
- applying knowledge of state and federal legal requirements for educating special populations of students (e.g., students with disabilities, English Language Learners, homeless, gifted)
- demonstrating knowledge of personal and professional ethics, including principles and guidelines for acting fairly, ethically, and with integrity
- demonstrating knowledge of acting with cultural competence and responsiveness in interactions, decision making, and practice
- demonstrating knowledge of expected superintendent behaviors in Arizona (e.g., ensuring accountability for the success of every student; modeling principles of self-awareness, reflective practice, transparency, and ethical behavior; a healthy work-life balance; maintaining visibility; safeguarding the values of democracy, equity, and diversity; considering the potential moral and legal consequences of decision making)