Study Guide
Field 280 Superintendent: Subtest II
Sample Written Performance Assignments
The following materials contain:
- Sample test directions for the written performance assignments
- Sample written performance assignments
- Examples of strong responses to the written performance assignments
- The scoring rubric
Sample Test Directions for Written Performance Assignments
This section of the test consists of two performance assignments: a Principal Evaluation and a Fiscal and Operational Management Assignment. Your response to each assignment should be of sufficient length to cover the topic in depth (500–800 words). You should use your time to plan, write, review, and edit your responses to the assignments.
Read each assignment carefully before you begin to type. Think about how you will organize each of your responses. You may use the erasable sheets to make notes, write an outline, or otherwise prepare your responses. However, your score on each assignment will be based solely on the version of your response typed in the on-screen response box presented with the assignment.
As a whole, your responses must demonstrate an understanding of the knowledge and skills of the field. In your responses to the assignments, you are expected to demonstrate the depth of your understanding of the content area through your ability to apply your knowledge and skills rather than merely to recite factual information.
Your response to each assignment will be evaluated on the basis of the following criteria:
PURPOSE: the extent to which the response achieves the purpose of the assignment
CONTENT KNOWLEDGE: accuracy and appropriateness in the application of content knowledge
SUPPORT: quality and relevance of supporting details
RATIONALE: soundness of argument in relation to the assigned topic
The performance assignments are intended to assess content knowledge and skills, not writing ability. However, your responses must be communicated clearly enough to permit scorers to make a valid evaluation of your responses according to the criteria listed above. Your responses should be written for an audience of educators in this field. The final versions of your responses should conform to the conventions of edited American English. Your written responses must be your original work, written in your own words, and not copied or paraphrased from some other work.
Be sure to write about the assigned topics. You may not use any reference materials during the test. Remember to review your work and make any changes you think will improve your responses.
Sample Written Performance Assignment 1
Use the data provided to complete the task that follows.
You are in your second year as the superintendent of the Big Sky School District. You are completing your annual evaluation of district principals and, in preparation for an upcoming summative conference with the principal of Maddon Elementary School (Kâ5), you are reviewing data and other information about the principal's performance.
Write an analysis of approximately 500â800 words in which you analyze the data provided. In your analysis:
- identify one potential strength indicated by the data, and explain how you would build on the strength you identified to promote the principal's overall effectiveness as a school leader;
- identify an issue that would be important to address to improve the principal's effectiveness as a school leader, and explain why that issue is important;
- describe two actions you would recommend to promote the principal's effectiveness; and
- for each action you described, explain why that action would be effective in promoting the principal's professional growth.
| Percentage (%) of School Population | Last Year | Current Year | |||
|---|---|---|---|---|---|
| Reading (%) | Math (%) | Reading (%) | Math (%) | ||
| Female | 51 | 71 | 75 | 72 | 77 |
| Male | 49 | 72 | 74 | 71 | 77 |
| Grade 3 | 16 | 68 | 71 | 69 | 72 |
| Grade 4 | 15 | 74 | 73 | 74 | 75 |
| Grade 5 | 15 | 72 | 70 | 75 | 70 |
| Economically Disadvantaged | 24 | 60 | 59 | 58 | 57 |
| English Language Learners | 22 | 55 | 62 | 58 | 62 |
| Students with Disabilities | 10 | 16 | 18 | 17 | 18 |
| Migrant | 18 | 50 | 51 | 49 | 49 |
| Survey Question | Grade Level (%) | |||||
|---|---|---|---|---|---|---|
| K | 1 | 2 | 3 | 4 | 5 | |
| 1. The staff at my child's school are respectful and caring. | 85 | 88 | 89 | 81 | 75 | 70 |
| 2. My child is safe at school. | 90 | 88 | 85 | 86 | 80 | 68 |
| 3. My child's school has high expectations for academic achievement. | 89 | 80 | 78 | 70 | 71 | 69 |
| 4. My child's school program prepares my child to be on track for college or a career. | 80 | 73 | 74 | 80 | 75 | 77 |
| 5. The teacher(s) at my child's school inform(s) me of my child's progress. | 95 | 92 | 90 | 93 | 90 | 89 |
| 6. My child likes going to school. | 96 | 94 | 90 | 91 | 82 | 71 |
| 7. My child's school values my opinion. | 94 | 90 | 90 | 88 | 87 | 84 |
| 8. My child's school has partnerships with community organizations that benefit my child. | 72 | 70 | 71 | 65 | 62 | 58 |
| Leadership Standard | Satisfactory (S) / No Progress (NP) | Possible Points | Points |
|---|---|---|---|
| Shared Vision | S | 15 | 12 |
| Learning/Instruction | NP | 15 | 10 |
| Management | NP | 10 | 5 |
| Collaboration | S | 10 | 7 |
| Professionalism | S | 5 | 4 |
| Education system | S | 5 | 4 |
| Grade Level | 2 Years Ago (%) | Last Year (%) |
|---|---|---|
| Kindergarten | 92 | 93 |
| 1 | 94 | 94 |
| 2 | 90 | 91 |
| 3 | 89 | 89 |
| 4 | 86 | 85 |
| 5 | 81 | 82 |
| Grade Level | Ineffective | Developing | Effective | Highly Effective |
|---|---|---|---|---|
| Kindergarten | 0 | 2 | 2 | 1 |
| 1 | 1 | 1 | 3 | 1 |
| 2 | 1 | 2 | 1 | 2 |
| 3 | 0 | 0 | 3 | 2 |
| 4 | 0 | 3 | 1 | 1 |
| 5 | 1 | 2 | 2 | 0 |
Sample Response for Written Performance Assignment 1: Score Point 4
Big Sky School District
Strength
A strength of Maddon Elementary School is that they appear to have consistent or slightly improving reading and math scores across grade levels. The percentage of students meeting or exceeding state standards has increased slightly (1-3%) at every grade level, except for grade 4 reading and grade 5 math, which remained flat (74% and 70%, respectively). In our meeting, I would want to note consistent scores and probe reasons why the principal believes the school is able to maintain an at/above grade level achievement of 70% of the students. I would also ask her to share reasons why she thinks performance is steady in both subject areas, as well as subgroup performance (Economically Disadvantaged, English Language Learners, and Students with Disabilities) which are also maintaining consistent performance in both reading and math. It would be helpful to know what staff development efforts have occurred. Has the principal and her leadership team provided training in instructional strategies, curriculum alignment, or staffing changes in reading and math?
Also, teacher evaluation ratings show 13 teachers rated as ineffective or developing, while 19 teachers are rated as effective or highly effective, giving a possible internal source of teacher leaders. Thus, I would want to know what efforts have been made to enlist the support of these effective/highly effective teachers as a means of improving the ineffective or developing teachers.
An Issue to Address to Improve the Principal's Effectiveness
As suggested, the two-year comparison scores show consistent performance across both reading and math (68-75% meeting/exceeding standards). However, subgroup performance lags. Twenty four percent of the school population is economically disadvantaged and 22% are designated English Language Learners. This year, only 58% of economically disadvantaged students met/exceeded Reading standards and only 57% in math. Similarly, only 55% of ELL students met/exceeded standards in reading and 62% in math. Although performance is steady across subject areas, subgroup performance lags more than 10% behind the performance of all students. A school with "steady" performance for all students and lagging performance for subgroups requires improvement.
As suggested above, there are 13 teachers rated as ineffective or developing and 7 of these teachers are in grades K-2. Scores in grade 3, the grade that follows the less effective teachers, are the lowest in the school. Grades K-2 are foundational years - this, coupled with the Instructional Leadership Rating indicating the principal made No Progress in the areas of Shared Vision and Learning/Instruction, suggest little has been accomplished to generate momentum for the much needed academic improvement. This lack of growth must be addressed.
Two Actions
Since this is my second year as superintendent, I would know the reasons for the Principal's Instructional Leadership Rating, provided in Table 3. We would need to review the ratings and have a serious conversation about what it would take to improve reading and math scores, especially for subgroups. The principal must develop a staff development plan to share the expertise of the staff identified as effective/highly effective. This plan would identify teacher coaches and a peer support program, a staff development schedule, and monitoring/evaluation cycle. The plan should identify the team that will outline effective teaching strategies and interventions, and include development and implementation of formative assessments to track ongoing student progress. The plan should include how district program specialists (such as ELL and Migrant Coordinators) will be used and how parents will be included. The Parent Survey indicates the lowest levels of support for the statement, "My child's school has high expectations for academic achievement." Clearly, there is a need to address this perception in the effort to improve reading and math scores.
With 24% of the school identified as Economically Disadvantaged and 18% as Migrant, I would also need to contact regional support resources that may help the principal effect a substantial change. The Arizona Department of Education Migrant Education Program provides broader services. There are onsite protocols available online to provide staff development of agency referral services that may be used by our central office team to support the site's training.
The bottom line is there needs to be a plan of support for the principal and site staff, with ongoing monitoring of benchmark indicators of success or the need to modify the implementation of the plan. Through weekly meetings with the ASC, I would keep abreast of the school progress. In addition, I would schedule quarterly meetings with the principal to review data such as district benchmark measures, and program reviews to monitor the school's progress.
Why the Actions Would be Effective
There is some strength to build upon, given the identification of effective/highly effective teachers and consistent achievement in reading and math. A plan that includes focused support for the development of a common vision, strategies for sharing and developing teacher skills, planned interventions for any student not achieving benchmarks, and consistent monitoring of ongoing student achievement is key. This multi-pronged plan should result in increased skills for teachers and students.
Sample Written Performance Assignment 2
Use the information below to complete the task that follows.
You recently became the superintendent of a large suburban school district. Most of the district's schools are operating at capacity. Six weeks before the beginning of the school year, one of the district's middle schools had a major fire. The damage was extensive and even the areas that were not damaged by fire or water had major smoke damage. Estimates indicate that required repairs may take several months to complete. You decide that students and staff from the damaged middle school will have to be relocated to other district schools prior to the start of the school year.
Write a response of approximately 500â800 words about relocating students and staff from the damaged middle school to other district schools. In your response:
- describe two important issues you should consider in the development of a plan for relocating students and staff from the damaged middle school to other district schools;
- for each issue, describe one action you would take to address the issue, and explain why each action would be effective in addressing the issue you described;
- identify individuals or groups you would involve in developing a plan for relocating students and staff from the damaged middle school to other district schools, and explain why the involvement of the identified individuals or groups would be helpful; and
- identify one piece of data or other information you should collect and analyze as you develop a plan for relocating students and staff from the damaged middle school to other district schools, and explain why the data or information you identified would be helpful in developing an effective plan.
Sample Response for Written Performance Assignment 2: Score Point 4
Middle School Fire
Two Important Issues
A major fire at a middle school six weeks before the before the beginning of the school year and the need to relocate students in an impacted district is a cause for immediate action for a new superintendent. It can also trigger angst in the broader school community if not handled efficiently.
The most important issue is the identification of the team to develop the plan. The team must include district office staff representing public information, budget, human resources, transportation, maintenance, food services, as well as parent and community representatives. This team must coordinate the individual pieces that fit together to respond to the damage. The Public Information Officer must be charged with keeping parents and the community informed via newspapers, public meetings, and social media. The site administrator will work closely with the team to keep staff informed of the district's progress and expectations. The district's Maintenance and Operations Director and Director of Fiscal Services will need to investigate costs and feasibility of portable housing, increased personnel costs involved in moving/providing furniture and supplies, and resources for repair costs. Human resources must be involved to determine potential staffing requirements due to reconfiguration needs. Transportation will need to evaluate busing routes and capacity when district enrollment boundaries are temporarily altered. Once the initial site assessment has been completed, Maintenance must identify staff and resources needed, whether or not outside services will be required, and expected timelines for repairs. And finally, food services will be responsible for ensuring students are provided with breakfast and lunch at the new sites as required by law. The Board will need to be continuously updated as the plan is developed and implemented.
In addition to the importance of efficiently developing the plan, a second issue is to quickly determine the district capacity to implement the plan, and potential resources to increase capacity to do so. It is unlikely that current budget, personnel, space, and resources levels are sufficient. External sources must be quickly identified and secured. Is there emergency housing funding available through the Arizona Department of Education? Do neighboring districts have portable classrooms available they are not using? Are there community spaces temporarily available, such as regional recreational facilities than can be temporarily staged as classrooms? Is there internal district, external district, and/or public transportation that can be tapped? As specific needs are identified in the planning process, it is essential to concurrently identify resources to help. Thinking "outside the box" will be required.
One Action for Each
Identify a Team and Develop a Plan - As a new superintendent, I will call an emergency meeting of representatives to review the established district emergency protocols and communication procedures. Each member must immediately identify and contact those essential actions and timelines. Members will be given an electronic template for reporting efficient daily updates to me and the team will meet biweekly to communicate progress. The central planning group must also use this template with their respective team members who report directly to each of them. Rapid communication and coordination will be essential.
Increase District Response Capacity - The Directors of Operations and Fiscal Services will be charged with contacting the Arizona Department of Education to investigate emergency housing and response funding, as well as neighboring districts to see if there are unused portable classrooms available. The Public Information Officer must investigate regional resources, such as recreational facilities that may be temporarily reconstituted as classrooms. I will contact regional superintendents as county resources, as well as meet with all site principals to consider how their schools may need to be reconfigured to house students. I will also meet weekly with parent and community representatives to maintain communication. In addition, the district's website will be updated daily by the Technology Department, providing the latest information about parent resources, the district's status, current status, timelines and student placement.
Individuals and Groups to Involve
The need for an immediate emergency response provides an opportunity for me, as a new superintendent, to quickly learn about the culture and district needs. In addition to the groups listed above, students are key stakeholders. My contact with parents and community groups will support communication with students, but more is needed. I would schedule town hall meetings with parents and students to share ongoing plans and timelines. I want students to understand what will be happening, know changes will be temporary and be reassured that a solid plan is in place. This strategy will help manage rumors and angst.
One Piece of Data or Other Information
A critical piece of data or other information needed is the answer to the question "What happened?" Investigating how the fire happened will help us understand safety and security issues that may need to be addressed. No one wants to experience a crisis. However, by examining the cause and response, we can reduce the possibility of it happening again. And as a result, the entire school community will have a sense of reassurance of a safe environment for students.
Scoring Rubric
Performance Characteristics
The following characteristics guide the scoring of responses to the written performance assignment(s).
| Purpose | The extent to which the response achieves the purpose of the assignment. |
|---|---|
| Content Knowledge | Accuracy and appropriateness in the application of content knowledge. |
| Support | Quality and relevance of supporting details. |
| Rationale | Soundness of argument in relation to the assigned topic. |
Scoring Scale
The scoring scale below, which is related to the performance characteristics for the tests, is used by scorers in assigning scores to responses to the written performance assignment(s).
| Score Point | Score Point Description |
|---|---|
| 4 | The "4" response reflects a thorough knowledge and understanding of the content.
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| 3 | The "3" response reflects an adequate knowledge and understanding of the content.
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| 2 | The "2" response reflects a limited knowledge and understanding of the content.
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| 1 | The "1" response reflects a weak knowledge and understanding of the content.
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| U | The response is unscorable because it is unrelated to the assigned topic, illegible, primarily in a language other than English, not of sufficient length to score, or merely a repetition of the assignment. |
| B | The response is blank. |