The School Leaders Licensure Assessment (SLLA) measures whether entry-level education leaders have the standards-relevant knowledge believed necessary for competent professional practice. The 4-hour assessment is divided into 2 sections: Section I (2 hours 20 minutes) — 100 multiple-choice questions. Section II (1 hour 40 minutes) — 7 constructed-response questions call for written answers based on scenarios and sets of documents that an education leader may encounter. Each of these questions focus on a specific content area related to the standards addressed in ISLLC 2008.
In answering the questions, candidates are required to analyze situations and data, propose appropriate courses of action and provide rationales for their proposals. Contents. Introduction to the SLLA The is a test that is used by several states in the USA to grant a credential to become a K-12 School Administrator, such as a principal, sometimes in lieu of a masters degree. It is administered by and is given three times each year. The test is based around the. The test is 4+ hours long.
There are both paper and computerized version of the test, but the paper versions are being phased out. ETS has some, and other material for sale. In California, the offers a course called that helps prepare a person for the test.
Generac 6500 owners manual. This class includes the ETS material as part of its fees. This class is highly recommended. This page will contain some of the information from that class, and some thoughts from myself, and hopefully others who have taken the SLLA and passed.
As with all Wikiversity pages, no copyrighted material should be copied here, and this page should definitely not contain any actual questions from the tests. Cheating is unethical, and illegal. Given how the test is structured, I firmly believe that you can not pass unless you know how to make good decisions as an administrator, and can analyze situations well. But even if you have these pieces of knowledge and skills, the SLLA also requires knowing what parts of your knowledge you should write. This is what I hope this page can help with, and also help give general tactical advice.
The potential test-taker should be aware that the examination does not prepare individuals to be successful entry-level administrators. Test-takers in California should carefully consider whether the cost and time savings are worth the risk of liability due to a poor understanding of California law, finance, and state accountability requirements (all of which are not covered on the SLLA). Parts of the SLLA The four-hour assessment is divided into two sections:.Section I (2 hours 20 minutes) — 100 multiple-choice questions. (worth 70%).Section II (1 hour 40 minutes) — Seven constructed-response questions call for written answers based on scenarios and sets of documents that an education leader may encounter. Each of these questions focuses on a specific content area related to the standards addressed in ISLLC 2008.
In answering the questions, candidates are required to analyze situations and data, propose appropriate courses of action, and provide rationales for their proposals. (worth 30%) A ten minute break between the multiple choice section and the structured response sections is provided. Cases and Documents The cases and documents both involve analyzing documents, and making decisions based upon these. Some of the type of documents can include:.
Schedules. Staff Evaluation Forms. Enrollment Data. Demographic Data. Standardized Testing Data.
Grade Information. Fact Sheets.
Newspaper Articles. Memos from teachers, staff, or supervisors. Letters from parents. Minutes from meetings.
School Improvement or Strategic Plans. Student Surveys. Financial Data Preparing for the SLLA It is highly recommended that you get as many sample questions as you can before the test, and the sample rubrics for the questions. If there is a class offered near you that talks about how to pass the test, take it!
Otherwise, get the SLLA prep materials from ETS. They're expensive, but worth it to pass the exam. They include many guidelines and sample answers. Sometimes, you can get the prep kit on eBay, or a used book store.
One of the best ways to use the sample questions is to answer them before looking at the rubric. Time yourself just as you would in the actual test. Then use the rubric to score your answer, and ask someone else to use the rubric to score your answer. (Make sure the other person doesn't see how you originally scored yourself) By doing the practice questions, you will also become familiar with the language of the test. Once you have composed practice questions, it seems wise to read the answers that earned 3 points, rather than the lower scoring, so the higher scoring recommendations and rater commentary will be in your mind. Pay particular attention to the comments in the study guide materials. What did the raters like about answers?
What was missing from others. This gives you ideas as to what should be included. Creating a formal study plan, and scheduling which days and times you will do which parts of your studying can be very beneficial. The ISSLC Standards The ISSLC Standards are what the SLLA is based upon.
Having a basic grasp of what the standards are can be helpful in passing the exam.
Student assessment data for a set of four 7th-grade language arts teachers at Middle School CDE have been compiled in the table below. The class size and composition is nearly equivalent for all four teachers. Year 3 is the current school year.
The principal of Middle School CDE has given you, the assistant principal, the task of analyzing the data presented in the table. Using this information, you are to create a summary for the principal with professional development recommendations about the 7th-grade language arts student achievement results. The summary should include:. identification of a data trend for each of the four teachers and an analysis of the overall data;. a summary of the data to support the selection of one teacher in need of focused professional development;. professional development related to the teacher’s area(s) in need of improvement in order for the teacher to develop targeted instructional strategies to improve student learning gains during;. a plan to monitor the implementation of the new instructional strategies in the teacher’s classroom.
School Leaders Licensure Assessment Study Guide Ebook
The question tests a school leaders knowledge of reasonable practices when faced with a problem that is multi-faceted, such as family and community structures. The best response would be to include all stakeholders in understanding the problem and coming up with a solution that involves the school, family and community. The correct answer is: D (4) Form a committee of teachers, parents, community members and students to look at possible causes and develop some action steps increase the attendance rate. The first month of school has ended and all the new teachers in your school are having discipline problems and are having a hard time maintaining control of their classes in order to provide effective instruction in the classrooms. All of these new teachers are aware of the lack of discipline in their classes, and are very concerned about the issue. They want to regain control of their classes, but they are not sure how to do this.
They come to you for help since you are the administrator in charge of discipline. What is your approach? A student initially reported that a 9th grade student is offering to sell other students some “weed”. The student reported that the student is showing other students the drug and is keeping it in a bag inside their sock. The student is searched, and the drug is found. The student informs you that they stole the drugs from their parents and then sold some to another student that morning. The student that bought the drugs is searched and nothing is found.
However, when his locker is searched you find the drug wrapped up in a bag and tucked in his backpack. As a School Administrator,What should your be response? While meeting with teachers at the beginning of the year to discuss professional goals, you notice that there seem to be three 'camps' of teachers: Content to maintain current pace: Most of these teachers are doing well, but you notice that they could be accepting more responsibility or adding new dimensions to their practice. High Flyers:These teachers set lofty goals and work hard to marshal energy and resources to attain them High goals, little chance: This small group sets goals that appear aggressive and ambitious but not attainable How would you address goal setting with your staff? The question focuses on a principal’s responsibility to support teachers who are not meeting their instructional responsibilities effectively and carry out a collective vision for the whole school. The correct answer is (C). Response (C) offers professional development that is developed collaboratively,sets goals specifically tailored to the school's needs.The correct answer is: Create a professional-development plan that centers on effective teaching strategies and high, attainable goals for everyone.
Jones, a first-year teacher, comes to the Principal's office regarding a conversation between herself, her department coordinator, and a parent. The parent was upset because of Ms. Jones' grading practices. The department coordinator told the parent that Ms. Jones was in the wrong and apologized for her actions.
Jones is distressed because her grading practices follow school guidelines and the coordinator spoke to the parent behind her back. How should the Principal best resolve this issue? This question tests the school leaders ability to identify and address a problem. It is important for the principal to create a shared vision for student success. Meeting with the involved parties allows for the faculty to create a shared vision for practices such as grading. The other options are one-sided and do not allow for creating a shared vision. The correct answer is: Hold a meeting with the coordinator and review proper leadership responsibilities.
Essential oils reference guide pdf. Then, hold a meeting with both the coordinator and the teacher to resolve the issue.
Allison Hoffman Kim Kenyon Julie Kubiak Kristen Merrell What does the text look like? Suggestions Part 2 Tips Test - 4 hours Section one - 2 hrs 20 min. 100 multiple choice Vision/Goals 12% Teaching/Learning 18% Managing the Organization 10% Collaborating w/Stakeholders 15% Ethics 15% Part one Most folks share they have enough time on this section to answer and then review again.
Note There are icons you can click above the question in order to mark it showing you want to come back to it later. Q1 - Vision/Goals (10 min).build consensus, motivate, 'change' Q2 - Data Analysis/Planning (20 min) (2 docs).research based plans, alignment, monitoring.
Time does not start until you 'click' it to begin. So take a moment to jot down any key word or times you need.Do not spend too much time on any question.Do not second guess yourself.Avoid generalities - be specific.
Get started. Preparation for School Leaders Licensure Assessment (SLLA) Dates: week of: 4/29, 6/8, 7/20, and 7/29 Cost: $425.00 E-book study guide: $22.95 Section Two-1 hr 40 min. 7 constructed response Educational System 10% Vision/Goals 8% Teaching/Learning 12%. Hint If you have time after taking this part of the test, you can jot down any notes on your scratch paper you believe might be of use on section two. Q6 - Internal Advocacy in district (12 min) (1 doc) Q7 - External Advocacy in community (12 min) (1 doc) Q3 - Q5 (45 min) (3 docs) 3 - Professional Culture.learning culture, closing gaps, consensus, team building 4 - Curriculum/Instruction.role of tech and assessments, instructional strategies 5 - Assessment/Accountability.mult.
Sources, on-going, support of teachers.You will have a locker. Bring minimal with you.Check-in - fill out form, show ID, raise sleeves, pant legs, turn out pockets, pass the 'wand' test - go in and have fun.Clock does not stop until end of part 1. You may then raise your hand for a restroom/stretch break. Upon return you will 'check-in' again.Review, study, and practice.
From: SLLA Crash Course (2017). With two complete Practice Tests. The School Leaders Licensure Assessment (SLLA) measures whether entry-level education leaders have the standards-relevant knowledge believed necessary for competent professional practice. This is a review session that I hold that documents what an education leader may encounter. Each of the questions in this powerpoint focus on a specific content area related to the standards addressed in ISLLC 2008. In answering the questions, candidates are required to analyze situations and data, propose appropriate courses of action and provide rationales for their proposals. School Leaders Licensure Assessment Review: From This Book: SLLA Crash Course (2017).
1. SLLA REVIEW SESSION School Leaders Licensure Assessment Preparation Wafa Hozien, Ph.D. Education Administration [email protected] Virginia State University. Getting Started Jigsaw Activity: In groups of two: Brainstorm key terms associated with the standard assigned to your group.