1. SLLA Test Prep November 2008 Dr. Tamerin Capellino

2. Test Prep Day #1 Overview Introductions Introductions What is the SLLA? What is the SLLA? ISLLC Standards ISLLC Standards Test Taking Tips Test Taking Tips Practice Questions Practice Questions

3. My Story National University National University Student Advisor Student Advisor Assistant Principal Assistant Principal Principal Principal University of La Verne University of La Verne

4. What is the SLLA? The SLLA measures whether entry-level principals and other school leaders have the standards-relevant knowledge believed necessary for competent professional practice. The SLLA measures whether entry-level principals and other school leaders have the standards-relevant knowledge believed necessary for competent professional practice. 6 hour written assessment 6 hour written assessment Evaluation of Actions I (1 hr)- Ten vignettes Evaluation of Actions I (1 hr)- Ten vignettes Evaluation of Actions II (1 hr)- Six vignettes Evaluation of Actions II (1 hr)- Six vignettes Synthesis of Information and problem Solving (2 hrs)- Two case studies Synthesis of Information and problem Solving (2 hrs)- Two case studies Analysis of Information and Decision making (2 hrs)- Seven documents Analysis of Information and Decision making (2 hrs)- Seven documents

5. SLLA (cont.) Developed to address administration shortage in the state of California and to make the credentialing process easier for out of state candidates. Developed to address administration shortage in the state of California and to make the credentialing process easier for out of state candidates. Passing Score: 173 Passing Score: 173 Pass Rate: Approximately 80% Pass Rate: Approximately 80% Used by other states as part of their credential program. Used by other states as part of their credential program.

6. What do I get if I pass? Certificate of Eligibility for Administrative Services (until you secure administrative employment) Certificate of Eligibility for Administrative Services (until you secure administrative employment) Preliminary Administrative Credential (once secure your first administrative position; good for 5 years) Preliminary Administrative Credential (once secure your first administrative position; good for 5 years) * Used to be called Tier I * Used to be called Tier I Professional Clear Administrative Services Credential- requires completion of a mentoring program, portfolio, and/or coursework *Used to be called Tier II. Professional Clear Administrative Services Credential- requires completion of a mentoring program, portfolio, and/or coursework *Used to be called Tier II.

7. Credential Requirements (CA) A candidate for the Preliminary Administrative Services Credential must complete one of the following: A candidate for the Preliminary Administrative Services Credential must complete one of the following: A valid Clear Teaching Credential requiring a baccalaureate degree and a program of professional preparation, student teaching; A valid Clear Teaching Credential requiring a baccalaureate degree and a program of professional preparation, student teaching; A California Designated Subjects Teaching Credential; or A California Designated Subjects Teaching Credential; or A California Services Credential in Pupil Personnel Service, Health Services, Library Media Teaching services, or Clinical or Rehabilitative Services which requires a bachelor's degree and preparation with field practice. A California Services Credential in Pupil Personnel Service, Health Services, Library Media Teaching services, or Clinical or Rehabilitative Services which requires a bachelor's degree and preparation with field practice. The candidate must also: The candidate must also: Achieve a passing score on the California Basic Educational Skills Test (CBEST); and Achieve a passing score on the California Basic Educational Skills Test (CBEST); and Have a minimum of 3 years of successful, full-time experience in public schools, nonpublic schools, or private schools of equivalent status. Have a minimum of 3 years of successful, full-time experience in public schools, nonpublic schools, or private schools of equivalent status. Have an offer of employment as a school administrator from a school district. (An individual who has completed requirements one through four but does not have an offer of employment may apply for a Certificate of Eligibility which verifies completion of all requirements for the Preliminary Administrative Services Credential and authorizes the holder to seek employment). Have an offer of employment as a school administrator from a school district. (An individual who has completed requirements one through four but does not have an offer of employment may apply for a Certificate of Eligibility which verifies completion of all requirements for the Preliminary Administrative Services Credential and authorizes the holder to seek employment).

8. Not Required but Suggested for Employment Master’s Degree (Required/preferred by some districts) Master’s Degree (Required/preferred by some districts) Varied Leadership Experiences (Coordinator, Department Chair, Teacher on Special Assignment, etc.) Varied Leadership Experiences (Coordinator, Department Chair, Teacher on Special Assignment, etc.) Well developed resume Well developed resume Solid letters of recommendation that address your leadership ability Solid letters of recommendation that address your leadership ability

9. ISLLC Standards for School Leaders National Standards for School Leaders used in part or whole by many states National Standards for School Leaders used in part or whole by many states Standard 1: Vision Standard 1: Vision Standard 2: School Culture Standard 2: School Culture Standard 3: Management Standard 3: Management Standard 4: Collaboration Standard 4: Collaboration Standard 5: Professional Ethics Standard 5: Professional Ethics Standard 6: Community Advocating Standard 6: Community Advocating Don’t need to have memorized! Don’t need to have memorized!

10. Today’s Testing Tips “There is no such thing as a wrong answer” “There is no such thing as a wrong answer” Bullet your way to success! Bullet your way to success! Use the Student/Parent/Staff/District/Community model to address all stakeholders Use the Student/Parent/Staff/District/Community model to address all stakeholders

11. Evaluation of Actions: Section I It is early December and the students in an elementary school are practicing for the annual holiday concert. A parent phones the school to insist that her child not be required to sing any of the Christmas songs. The principal excuses the student from participation in the music practice. Do you agree with the principal's action? Give a rationale, citing factors that are relevant to a principal's decisions in such situations. It is early December and the students in an elementary school are practicing for the annual holiday concert. A parent phones the school to insist that her child not be required to sing any of the Christmas songs. The principal excuses the student from participation in the music practice. Do you agree with the principal's action? Give a rationale, citing factors that are relevant to a principal's decisions in such situations.

12. Scoring Rubric In order to achieve a score of 2, the response specifically cites the civil and/or religious rights of the parent/student, and includes at least one of the following: In order to achieve a score of 2, the response specifically cites the civil and/or religious rights of the parent/student, and includes at least one of the following: meeting with the parent and student to discuss the objection meeting with the parent and student to discuss the objection suggesting some alternative activity for the student suggesting some alternative activity for the student examining the content of the concert to determine its appropriateness for all students. examining the content of the concert to determine its appropriateness for all students.

13. Evaluation of Actions II Evaluation of Actions: Section II contains six longer vignettes. Each presents a dilemma based on teaching and learning issues. The test taker is asked a focused analytical question. The response requires the test taker to balance competing claims for resources, prioritize actions, articulate the instructional issues raised by the situation, explain instructional and curricular strategies appropriate in responding to the situation, and discuss the situation's instructional implications. Evaluation of Actions: Section II contains six longer vignettes. Each presents a dilemma based on teaching and learning issues. The test taker is asked a focused analytical question. The response requires the test taker to balance competing claims for resources, prioritize actions, articulate the instructional issues raised by the situation, explain instructional and curricular strategies appropriate in responding to the situation, and discuss the situation's instructional implications.

14. Evaluation of Actions II (10 minutes) In March a high school senior presents a letter from his mother requesting, contrary to the school policy, that he be allowed to drop physics, because he is failing class. He is also failing several other classes, but does not need to pass physics to graduate. The principal consults with the student's counselor. They all concur that the student could be passing all his courses, including physics, if he worked harder. However, the principal persuaded by the parent's argument, that the stress of physics is adversely affecting her son, authorizes the student to drop the course. In March a high school senior presents a letter from his mother requesting, contrary to the school policy, that he be allowed to drop physics, because he is failing class. He is also failing several other classes, but does not need to pass physics to graduate. The principal consults with the student's counselor. They all concur that the student could be passing all his courses, including physics, if he worked harder. However, the principal persuaded by the parent's argument, that the stress of physics is adversely affecting her son, authorizes the student to drop the course. Evaluate the principal's course actions from the point of view of teaching and learning. Evaluate the principal's course actions from the point of view of teaching and learning.

15. Scoring Rubric In order to achieve a score of 2, the candidate's response must be primarily concerned with what is in the best interest of the particular student. In addition, the response cites any two of the following: In order to achieve a score of 2, the candidate's response must be primarily concerned with what is in the best interest of the particular student. In addition, the response cites any two of the following: conferencing with the parent who may have essential information about the student conferencing with the parent who may have essential information about the student conferencing with the student to help the student confront and begin to solve the problem conferencing with the student to help the student confront and begin to solve the problem involving other appropriate staff members to address possible causes/reasons for failure involving other appropriate staff members to address possible causes/reasons for failure generating a plan of action that will provide support to the student generating a plan of action that will provide support to the student working toward parent/student cooperation with the school, and their acceptance of responsibility for achieving passing grades in all other courses. working toward parent/student cooperation with the school, and their acceptance of responsibility for achieving passing grades in all other courses.

16. Questions???

17. Next Meeting Date: November 19 th, 2008 Date: November 19 th, 2008 Time: 3:30-5:30pm Time: 3:30-5:30pm Agenda: Agenda: More practice questions More practice questions Key content knowledge Key content knowledge Pacing yourself during the test Pacing yourself during the test Other?? 0- Other?? 0-