Transcript SLLA Test Prep - Dr. Tamerin Capellino

California League of High Schools
Annual Conference
Dr. Tamerin Capellino
 What
is the SLLA?
 ISLLC
Standards
 Test Taking
 Practice
 Next
Tips
Questions
steps
 National
 Student
University
Advisor
 Assistant
Principal
 Principal
 University
of La Verne
A candidate for the Preliminary Administrative
Services Credential must complete one of the
following:

•
•
•

A valid Clear Teaching Credential
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
Have a minimum of 3 years of successful, full-time
experience in public schools, nonpublic schools, or
private schools of equivalent status.
AND……
 Commission
approved program of
professional preparation, or
 Commission
approved internship
program, or
 Passing
score on the SLLA (1010 “old
version”)
• 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

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 out of 200

Pass Rate: Approximately 80%

Used by other states as part of their credential
program.

New version created. California is the only state
using the old version as they are in the process of
creating their own test for admin certification.



Certificate of Eligibility for Administrative Services
(until you secure administrative employment)
Preliminary Administrative Credential (once you
secure your first administrative position; good for 5
years) * Previously called Tier I
Professional Clear Administrative Services
Credential-requires completion of a mentoring
program, portfolio, and/or coursework
*Previously called Tier II
Standard 1: Vision
Standard 2: School Culture
Standard 3: Management
Standard 4: Collaboration
Standard 5: Professional Ethics
Standard 6: Community Advocating
You don’t need to have these memorized!

“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, etc.

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!
Students
Parents
Staff
District/Community
It is early December and the students in and
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.
 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
• suggesting some alternative activity for the student
• examining the content of the concert to determine its
appropriateness for all students.
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.

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 student to help the student confront and
begin to solve the problem
involving other appropriate staff members to address possible
causes/reasons for failure
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.
 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.
 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.
 The
types of documents used in this module
may include:
• Assessment data
• School improvement plans
• Budget information
• Schedules
• Staff allocations
• Curriculum information


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.
What important patterns do you observe in the
data? Identify and describe at least three.
2. As principal of the high school, what additional
information would you want? How would you
obtain this information?
1.

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:
•
•
•
•

Grades
Standardized test score information
% of students entering 4 year universities
How students are placed.
Explains how the information would be obtained.
 Next Test
Date: May 8th, 2010
 Registration
 Score
Deadline: April 16th, 2010
Report Mailing Date: June 8th, 2010
 Prepare
a solid resume
 What
leadership experiences have I
already had?
 What
 Treat
experiences do I need to get?
everyone as if they will be on your
interview panel.
 Master’s
Degree (Required/preferred by some
districts)
 Varied
Leadership Experiences (Coordinator,
Department Chair, Teacher on Special
Assignment, etc.)
 Well
 Solid
developed resume
letters of recommendation that address
your leadership ability, not teaching ability.
 Master
Schedule
 Curriculum (Curriculum Councils, Department
Meetings)
 Discipline/Attendance (Shadow admin,
familiarize yourself with Ed code and Board
Policy)
 Testing (proctor, testing committee, etc.)
 Safety (Safe School Plan, Drills, etc.)
 Budget (SSC, Site Plan, etc.)
 Leadership Positions/Roles
 Specialized Training (AVID, PLC, EL, AP, etc.)
 For
more information or to download
handouts go to the Leadership Series tab
at:
drtamerincapellino.weebly.com
 California
Education Code
http://www.leginfo.ca.gov/calaw.html
 Association of California School
Administrators
http://www.acsa.org/
 California Department of Education
http://www.cde.ca.gov/
 California Commission on Teacher
Credentialing
http://www.ctc.ca.gov/