Study Guide
Overview and Test Objectives
Field 139: Elementary and Secondary (PK–12) School Administrator
Test Overview
| Format | Computer-based test (CBT) |
|---|---|
| Number of Questions | 80 multiple-choice questions and 1 constructed-response assignment |
| Time | 3 hours and 45 minutes* |
*Does not include 15-minute CBT tutorial
Test Objectives
| Subarea | Range of Objectives | Approximate Test Weighting | |
|---|---|---|---|
| 1 | Visionary Leadership and Continuous School Improvement | 001 | 14 percent |
| 2 | Instructional Leadership, School Culture and Learning Environment, and Faculty Development | 002–004 | 27 percent |
| 3 | Organizational, Resource, and Operational Management and Legal Guidelines | 005–007 | 21 percent |
| 4 | Stakeholder and Community Relationships, Professional Norms, and Ethics | 008–009 | 18 percent |
| 5 | Educational Leadership | 010 | 20 percent |
Hover over each subarea for details of subtest content or see table above.
Sub area 1 14%, Sub area 2 27%, Sub area 3 21%, Sub area 4 18%, and Sub area 5 20%.
Subarea 1—Visionary Leadership and Continuous School Improvement
Objective 001—Apply knowledge of the collaborative process for the development and implementation of a school mission and vision that reflect core organizational values and priorities, and how to lead continuous school improvement processes that promote success and well-being for every student.
Includes:
- Apply knowledge of the purpose and characteristics of a school mission and vision and the role of the principal in developing, articulating, implementing, and communicating the mission and vision.
- Apply knowledge of processes for collaboratively developing and implementing a school mission and vision, including how to engage and involve school stakeholders, incorporate diverse perspectives, and build a shared sense of commitment to and ownership of the mission and vision.
- Apply knowledge of processes for ensuring the school mission and vision are actionable and reflect core values and priorities, including data use, digital citizenship, technology integration, equity, diversity, high levels of teaching and learning, and success for every student.
- Analyze potential barriers to achieving a school mission and vision and apply knowledge of how to lead collaborative efforts to address barriers.
- Demonstrate knowledge of research-based school improvement strategies and processes.
- Apply knowledge of how to develop evidence-informed, continuous, and sustainable school improvement plans.
- Apply knowledge of how to collect, analyze, and interpret data to identify school goals and to develop improvement plans that align with district plans and the school mission and vision.
- Apply knowledge of how to implement continuous, sustainable school improvement plans that include processes for diagnosis of school needs, plan design, implementation, and evaluation.
- Apply knowledge of how to monitor the implementation of school improvement plans, evaluate school progress, and revise plans as needed to promote continuous and sustainable improvement.
Subarea 2—Instructional Leadership, School Culture and Learning Environment, and Faculty Development
Objective 002—Apply knowledge of how to provide a comprehensive, coherent, and equitable curricular and instructional program using research-supported best practices in instruction and assessment that promote academic success for every student.
Includes:
- Apply knowledge of research-based best practices for leading academic and nonacademic curricular and instructional programs.
- Apply knowledge of how to plan, organize, implement, and monitor a high-quality, rigorous, coherent, and comprehensive curricular and instructional program, including consideration of academic standards, students' characteristics and needs, curriculum alignment, and technology integration.
- Apply knowledge of effective and equitable instructional practices, including the use of curriculum materials, technologies, and other resources, to improve teaching and learning, promote digital literacy, close achievement gaps, and promote success for every student.
- Apply knowledge of data-driven intervention and differentiated instructional strategies that promote equitable access to curriculum, high-quality learning, and academic success for all student populations.
- Apply knowledge of effective, culturally responsive, and accessible formal and informal assessment practices, including research-based formative and summative assessments of student learning.
- Apply knowledge of multiple strategies for developing teachers' capacity to improve instruction based on analysis of formal and informal assessment data, including guiding teachers to analyze assessment data, evaluate student performance, analyze differences between individual students and groups of students, and ensure that every student is able to access the curriculum and succeed academically.
- Apply knowledge of how to facilitate the appropriate, ethical, and collaborative use of quantitative and qualitative data to monitor and continuously improve curriculum, instruction, and assessment practices; define gaps between outcomes and goals; develop plans for improved teaching and learning; formulate action steps; and measure and communicate progress.
- Apply knowledge of strategies for building a coherent and equitable system of academic and nonacademic support services and ensuring coordination among curriculum, instructional and assessment practices, and support services.
- Apply knowledge of the effective and appropriate use of technologies and performance management systems to implement, monitor, and improve curriculum and instruction, teaching and learning, and instructional effectiveness.
Objective 003—Apply knowledge of how to build and sustain an inclusive, supportive school culture and learning environment focused on high expectations, equity, and achievement and well-being for every student.
Includes:
- Demonstrate knowledge of the dimensions and components of a positive school culture (e.g., safety, support, responsiveness, equity, inclusion, respect for diversity, commitment to high expectations).
- Apply knowledge of how to establish and sustain a supportive, inclusive school culture characterized by the shared commitment of all stakeholders to high academic and behavior expectations; equity; trusting, respectful interactions between students, parents/guardians, and school staff; and achievement and well-being for every student.
- Apply skills and strategies for establishing rigorous schoolwide academic goals and priorities, ensuring that teachers set and maintain high academic and behavior expectations for every student, and ensuring that all students are consistently engaged in learning.
- Apply knowledge of how to establish and sustain a safe, inclusive, motivating, and equitable learning environment that is culturally responsive and respectful of student diversity.
- Apply knowledge of how to establish procedures, norms, and values to cultivate equitable access to educational resources, support services, supportive relationships, technologies, and opportunities that support the success and well-being of every student and how to evaluate sources of inequality and bias in academic and nonacademic programs.
- Apply knowledge of how to develop, implement, monitor, and evaluate effective and equitable approaches to behavior management; strategies for promoting culturally responsive behavior support practices among school staff; and procedures for preventing and resolving conflict.
- Apply knowledge of how to cultivate and promote equitable, inclusive, and culturally responsive instructional practices among teachers, including using differentiated, content-based instruction and recognizing, celebrating, and incorporating diversity into academic and nonacademic programs.
- Apply knowledge of how to use research and data to design, cultivate, and evaluate aspects of a school's culture and learning environment and how to develop leadership strategies for change and improvement in these areas.
- Demonstrate knowledge of the political, social, economic, and cultural contexts of education; and apply knowledge of how these contexts affect a school culture and learning environment and how to respond to emerging trends that influence teaching and learning.
- Demonstrate knowledge of the influence of a school's culture and learning environment on students' success and well-being and apply knowledge of how to advocate for a supportive, inclusive, and equitable school culture and learning environment.
Objective 004—Apply knowledge of systems for supervising, supporting, and evaluating school staff performance and how to build a professional culture and provide professional development activities that help ensure success and well-being for every student.
Includes:
- Demonstrate knowledge of research-based supervisory models (e.g., coaching, mentoring), evaluation procedures, and professional learning for school personnel.
- Apply knowledge of how to conduct classroom observations, including developing familiarity with district policies on instructional expectations, and how to use observation results and student data to evaluate the quality of teaching.
- Apply knowledge of how to provide actionable feedback and support to teachers functioning at various levels to improve teaching and student learning and maximize the effective use of instructional time.
- Apply knowledge of research-based strategies for developing a professional culture of collaboration, communication, reflection, and trust that supports teacher leadership; continuous teacher learning and improvement; shared commitment to the school's mission, vision, and goals; and teacher retention and well-being, including the creation of professional learning communities focused on authentic problems and student outcomes.
- Apply knowledge of how to plan and implement effective induction and mentoring programs for new teachers, including teachers with alternative certification paths.
- Apply knowledge of how to work collaboratively with staff to create comprehensive, individualized professional growth plans that are aligned with school and district improvement plans and promote reflection, cultural responsiveness, digital literacy, school improvement, and student success.
- Apply knowledge of how to plan, implement, support, and evaluate professional development and learning opportunities that are effective, meet staff needs, align with curricula and improvement plans, and promote cultural responsiveness and digital literacy.
- Apply knowledge of strategies for cultivating and distributing leadership among school staff, including evaluating staff capacity, identifying the leadership capabilities of staff members, and engaging staff in leadership roles.
- Apply knowledge of strategies and procedures for monitoring teachers' growth and improvement.
- Apply knowledge of resources and activities for promoting one's own ongoing professional development and for remaining current on best practices in leadership, including using digital technology in ethical, appropriate ways to foster professional learning.
Subarea 3—Organizational, Resource, and Operational Management and Legal Guidelines
Objective 005—Apply knowledge of principles and practices of human resources and organizational management to develop the school's professional capacity, support continuous school improvement, and help ensure success and well-being for every student.
Includes:
- Apply knowledge of how to evaluate the school's staffing needs and collaboratively develop strategic plans to build the school's professional capacity based on student, school, and staff needs.
- Apply knowledge of effective, legal, and equitable practices for recruiting, selecting, hiring, assigning, and retaining school staff, including planning staff recruitment and selection that reflects the diversity of the student body.
- Apply knowledge of issues related to equity, diversity, and fairness in human resources management; legal and equitable practices for evaluating, disciplining, and dismissing school staff; and policies and procedures related to human resources administration, including collective bargaining obligations and relevant state and federal laws and regulations (e.g., FMLA, ADA).
- Analyze the effect of structural factors (e.g., staffing patterns, schedules, student grouping) on instructional equity and students' experiences and outcomes.
- Apply knowledge of how to use human resources and school structures (e.g., school time, facilities, master schedule) to ensure that teacher, administrator, and organizational time is focused on supporting high-quality instruction and student learning; maximize learning opportunities for every student; and achieve equitable outcomes for diverse student populations.
- Apply knowledge of skills and strategies for human resources and organizational management that promote collaboration; foster shared commitment to the school's mission, vision, and goals; and support continuous improvement.
- Apply knowledge of how to collect, analyze, and use relevant data to make decisions about organizational needs and priorities and how to monitor and evaluate school operations, practices, and systems for equity, effectiveness, and efficiency.
- Apply knowledge of how to develop and implement technology, management, communication, and operation systems, including using technologies to support organizational management and enhance learning.
- Apply knowledge of how to identify and analyze strategic and tactical challenges and how to initiate, manage, and evaluate change processes.
Objective 006—Apply knowledge of school-level governance; principles and practices for fiscal and resource management; and their use in promoting the achievement of educational goals and ensuring an efficient, equitable learning environment.
Includes:
- Demonstrate knowledge of school-level governance and the roles, responsibilities, and expectations of principals, including how to work effectively with district leaders and policy makers to achieve school goals.
- Apply knowledge of public school financing, including sources of funding, restrictions on the use of funds, and equity issues related to school funding.
- Apply knowledge of processes and procedures for collaboratively planning, managing, and monitoring equitable, multiyear school resourcing plans and annual budgets that are aligned with the school's priorities and goals, including using data to evaluate resource needs and complying with legal requirements.
- Apply knowledge of how to allocate, align, and utilize fiscal, material, and technological resources equitably and effectively to achieve immediate and long-term goals, sustain the educational program, support school improvement, and promote success and well-being for every student.
- Apply knowledge of procedures and strategies for managing school resources, advocating for resources, and acquiring new resources (e.g., grants, partnerships) to support school programs and improve student achievement.
- Apply knowledge of procedures for school financial record keeping and reporting, including legal requirements, and for ensuring effective internal controls to safeguard school financial operations.
- Apply knowledge of policies and procedures to ensure the efficient, effective operation of school facilities and equipment and how to allocate and use the school's facility space, technology, and other resources equitably to meet program needs, achieve school goals, and provide every student with access to instruction and support services.
- Apply knowledge of processes for gathering, synthesizing, and evaluating data related to school funding, budgeting, and resource allocation and alignment, including using relevant data to monitor the school budget.
Objective 007—Apply knowledge of laws, policies, regulations, and rules affecting education, including the legal and policy dimensions of school safety and emerging challenges.
Includes:
- Apply knowledge of laws and regulations related to school administration (e.g., reporting requirements, liability, security of digital information).
- Apply knowledge of local, state, and federal laws, policies, and regulations related to the rights and responsibilities of students, schools and school staff, and parents/guardians (e.g., due process, confidentiality, FERPA).
- Apply knowledge of local, state, and federal laws, policies, and regulations related to emerging challenges such as privacy, social media, bullying and cyberbullying, and harassment.
- Apply knowledge of legal requirements for educating students with exceptionalities, English learners, and other underserved or underrepresented populations (e.g., students who are at risk, students who are impacted by trauma).
- Apply knowledge of local, state, and federal laws, policies, and regulations related to diverse student populations, subgroups, and communities as well as the legal principles and practices for promoting equity in schools.
- Apply knowledge of procedures, practices, and legal requirements for ensuring student and staff welfare and safety; the safe operation of the school's facilities, equipment, and technology; and building security, including crisis planning and emergency management in the school setting.
- Apply knowledge of how to access current information on local, state, and federal laws, policies, and regulations and how to communicate information about school policies and procedures to students, school staff, parents/guardians, community members, and other stakeholders.
- Apply knowledge of processes and procedures for monitoring adherence to laws, rights, policies, and regulations and ensuring that laws, regulations, and policies are applied consistently, fairly, and equitably in all aspects of school operations.
Subarea 4—Stakeholder and Community Relationships, Professional Norms, and Ethics
Objective 008—Apply knowledge of how to build positive, productive relationships with parents/guardians and families, community members and partners, and other stakeholders to meet school goals and promote the success and well-being of every student.
Includes:
- Demonstrate knowledge of the role of families in supporting student learning both in and out of school and how community members, partner organizations, and other stakeholders within the community can support school improvement and student success.
- Apply knowledge of strategies for recognizing the funds of knowledge available within diverse families that can be accessed to enhance student learning, cultivating relationships with families, and engaging parents/guardians in their children's education.
- Apply knowledge of organizational practices that promote community engagement with the school and how to promote school staff's understanding and appreciation of diverse cultural, social, and intellectual resources within the community.
- Apply knowledge of how to cultivate, build, and sustain collaborative relationships between school staff, families and caregivers, and community members in support of student learning and success and how to include families and community members in school decision making.
- Apply knowledge of practices for identifying and mobilizing diverse community resources to improve school programs, accessing and integrating external resources into the school, and developing and sustaining productive relationships with diverse community partners.
- Apply knowledge of the importance and implications of social, cultural, economic, legal, and political contexts for effective communication and how to foster regular, two-way communication with families, diverse community members and partners, and other stakeholders.
- Apply knowledge of public information and media strategies for communicating various information about the school to families, community members and partners, and other stakeholders and skills for effective oral, written, and digital communication.
- Apply knowledge of how to participate in and respond to district, state, and national policy decisions that affect student learning; work effectively with stakeholders who have competing or conflicting perspectives; and advocate for diverse community interests and needs.
Objective 009—Apply knowledge of professional norms, ethical guidelines, and behavior expectations for principals and other educators that promote success and well-being for every student.
Includes:
- Apply knowledge of professional norms expected of educators and school administrators (e.g., reflective practice, integrity, competence, fairness, transparency, ethics, trust, digital citizenship, inclusiveness, the belief that every child can learn) that support student success and well-being.
- Apply knowledge of practices for cultivating professional norms among school staff and modeling and communicating professional norms to diverse stakeholders.
- Apply knowledge of personal priorities, practices, and behaviors that safeguard the values of democracy, equity, diversity, and social justice within and beyond the school community.
- Apply knowledge of management skills and practices (e.g., consensus building, conflict resolution, team building, distributed leadership) and their use in solving problems, making decisions, and promoting success and well-being for every student.
- Apply knowledge of personal and professional ethics, including principles and guidelines for acting fairly, ethically, and with integrity in various school leadership contexts.
- Apply knowledge of practices for evaluating the ethical dimensions of issues; considering the moral, ethical, and legal consequences of decision making; providing school staff with guidelines for ethical, legal decision making; and advocating for ethical decisions.
- Apply knowledge of how to formulate a school-level ethical leadership platform; model ethical practice; and cultivate ethical behavior in school staff, students, parents/guardians, community members, and other stakeholders.
Subarea 5—Educational Leadership
Objective 010—Analyze and interpret information about a school's instructional program, climate, and culture, including student achievement data, teacher information, and survey data, and describe a strategy to address school issues relevant to the analysis.
Includes:
- Analyze multiple sources of information to assess a school's organizational effectiveness.
- Identify a strength and an area of concern related to a school's educational program.
- Apply knowledge of how to develop plans that promote continuous and sustainable school improvement.
- Apply knowledge of how to implement and articulate the specific goals, action steps, and rationales that comprise a school improvement plan.
- Demonstrate knowledge of the role of stakeholders in continuous, sustainable school improvement and apply knowledge of strategies to promote collaboration and effective teaching and learning.