Transcript SLLA Test Prep - Dr. Tamerin Capellino

SLLA Test Prep
Session #2
November 2008
Dr. Tamerin Capellino
Test Prep Day #2 Overview
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Introductions
Review- Pop Quiz
Master Scheduling
More Test Taking Tips
Practice Questions
Reminders
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Next Test Date: January 10th
Score Report Mailing Date: February 12th
Registration Deadline: December 13th
Next Prep Session: December 10th
Pop Quiz
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SLLA stands for?
The SLLA is a ___ hrs long written test.
The SLLA is based on what standards?
You have ___ minutes per question when taking the
Evaluation of Actions I section of the test.
You have ___ minutes per question when taking the
Evaluation of Actions II section of the test.
The case studies are ____ long each.
What is the SLLA?
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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
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Evaluation of Actions I (1 hr)- Ten vignettes 6 minutes
each 20% of score
Evaluation of Actions II (1 hr)- Six vignettes 10 minutes
each 20% of score
Synthesis of Information and Problem Solving (2 hrs)- Two
case studies 1 hour each 30% of score
Analysis of Information and Decision Making (2 hrs)- Seven
documents approx. 17 minutes each 30% of score
ISLLC Standards for School Leaders
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National Standards for School Leaders used in
part or whole by many states
Standard 1: Vision
 Standard 2: School Culture
 Standard 3: Management
 Standard 4: Collaboration
 Standard 5: Professional Ethics
 Standard 6: Community Advocating
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Don’t need to have memorized!
Testing Tips
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“There is no such thing as a wrong answer”
Bullet your way to success!
Use the student/Parent/Staff/District/Community model
to address all stakeholders
Know and practice your pacing
Do not use state specific lingo (ex. CSTs and CLAD)
Be specific- do not say ‘professional development’, say
professional development in explicit direct instruction
Read the question carefully. Underline all areas to be
addressed.
Read all questions first. Start with the one you feel most
confident.
REMEMBER….You are the PRINCIPAL, not a
teacher!
Synthesis of Information and
Problem Solving (Module II)
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Both case studies in the Synthesis of
Information and Problem Solving section are
scored on a four-point scale, with 3 the highest
and 0 the lowest.
The two responses to the two questions are
treated as a single response for scoring purposes,
so only one score is assigned to each case.
Synthesis of Information and
Problem Solving Scenario
You are the newly assigned principal of James Madison
School, an elementary school with an excellent
reputation in the area, enriched programs in all grades,
and high level of parent participation. The district has
embarked on a major initiative in cooperative learning.
By and large, the school has experienced rapid growth
as a result of extensive real estate development in the
area. One change evident in the past five years is that a
much smaller proportion of the student population
now participates in lessons, classes, sports activities, and
other educational and personal opportunities outside
the scope of the school.
Synthesis of Information and
Problem Solving Scenario (cont)
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School Improvement Goals:
To improve implementation of cooperative learning
in all classrooms
 To improve achievement levels of all students in
basic skills in the core areas: reading, writing, and
mathematics
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Synthesis of Information and
Problem Solving Scenario (cont)
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Questions:
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Based on your understanding of learning and
teaching and larger educational issues, identify
and describe the broader challenges faced by
the school.
Evaluate the given school improvement plan in
terms of its strengths and weaknesses. Describe
the actions the principal should take to
implement the plan and elicit community
support.
Scoring Rubric
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Well developed analysis and synthesis of all
documents
Describe challenges faced by the school
Evaluation of Improvement Plan (strengths and
weaknesses)
Multiple ways to elicit community support
Multiple actions principal should take
Analysis of Information and
Decision Making (Module III)
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The seven exercises in the Analysis of
Information and Decision Making section are
scored on a three-point scale, with 2 the highest
possible score and 0 the lowest. The responses
to the two questions are associated with each
document are treated as a single response for
scoring purposes.
Approx. 17 minutes per response
Analysis of Information and
Decision Making
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The types of documents used in this module
may include:
Assessment data
 School improvement plans
 Budget information
 Schedules
 Staff allocations
 Curriculum information
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Analysis of Information and
Decision Making (Module III)
The table you have been provided with presents
enrollment data for students of different
backgrounds in a high school of nearly 1,200
students. Look at the table carefully and answer the
following questions.
Assume that the superintendent informed you of a
recently adopted Board goal to increase the academic
achievement of all students.
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What important patterns do you observe in the data?
Identify and describe at least three.
As principal of the high school, what additional
information would you want? How would you obtain this
information?
Scoring Rubric
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In order to achieve a score of 2, the response
specifically cites the three important patterns observed
(Asian Population and AP course enrollment, males in
AP classes, Black population and basic math, etc.) and
thoroughly addresses the additional information needed
such as:
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Grades
Standardized test score information
% of students entering 4 year universities
How students are placed.
Explains how the information would be obtained.
Questions???
Next Meeting
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Date: December 10th, 2008
Time: 3:30-5:30pm
Agenda:
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More practice questions
Key content knowledge
Last minute advice
Other??