Study Guide
Field 180 Superintendent: Subtest I
Sample Written Performance Assignments
The following materials contain:
- Sample test directions for the written performance assignments
- Two sample written performance assignments
- Two 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 Stakeholder Relationships Assignment and a District Data 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
QUALITY: 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 information below to complete the task that follows.
You recently became the superintendent of a school district whose school board has three newly elected members. The new board members are eager and have a number of ideas about changes the district should make to achieve its goal of improving student achievement. However, during early sessions with the board, it becomes apparent that the new members' ideas were not well-received by more experienced members. The new members responded by pushing harder for their ideas. Heated disagreements erupted more than once and now decisions about the most minor procedural issues have become contentious. The growing dysfunction of the board was evident in its first public meeting when board members interrupted other members and were openly critical of one another. You recognize the need for the board to work together with a common focus on student achievement and decide to take immediate steps to address this issue.
Write a response of approximately 500–800 words about how to help the board work together with a common focus on student achievement. In your response:
- explain why it is important to help the board work together with a common focus on student achievement;
- identify individuals or groups you would involve in the effort to help the board work together with a common focus on student achievement, and explain why the inclusion of the individuals or groups you identified would be helpful;
- identify two issues to consider in developing a plan to help the board work together with a common focus on student achievement;
- for each issue, describe one action you would take to address that issue, and explain why each action would be effective in addressing the issue you identified; and
- describe one potential challenge you could face in your efforts to help the board work together with a common focus on student achievement, and explain how you would work through the challenge you described.
Sample Response for Written Performance Assignment 1: Score Point 4
Disruptive Board
Importance of a Common Focus
Striving to work in the best interests of students can sometimes bring out passionate differences in those who are providing support. Probably no one feels the pressure more than members of school boards who have been elected by their community to ensure the best educational experience possible for its children. Through their combined efforts, the governing team of the superintendent and the members of the board should make informed decisions that result in a collaborative learning environment. A divided board can lead to a district in upheaval, hampering good decision making.
Involving Others
A change in board members along with the hiring of a new superintendent can be the perfect time to leverage the energy of new members with the assurance and experience of the seasoned representatives. A wise superintendent works closely with the board to consider ways in which they might grow, rather than demand changes. Thus, a first step in helping an unfocused board work together in support of students would be to have an conversation with the Board President, regarding his/her perception of the history of the board dynamics. However, decision making must be transparent and laws directing the manner in which board members can gather to make decisions must be strictly followed. Therefore, a special Study Session, where the full board could discuss how to develop a common approach, would allow for the board to have a focused discussion on a single topic, without the pressures of other looming matters that might be on the agenda. It also creates a forum where everyone can be assured their interests will still be a part of the decision-making.
Two Issues
In developing a plan to help the board work together with a common focus, there must first be a vision that every person on the governing team (board members and superintendent) will be honored and respected for his or her role and knowledge, much as the board would expect of their staff and district community. Beginning with respectful behaviors it would be important to initially come to an agreement about the normative behaviors that would guide any discussions. Some of these might already be available in the Board Policies regarding their meetings, but they might also include matters such as not interrupting others or not making personal attacks that stifle discussions.
In addition, support for school boards often includes training. Because of board dynamics, any plan that seeks training assistance for this governing team should include an understanding that it would only involve facilitators who are experienced and respected for their work with school boards. Additionally, the facilitator would need to be neutral, in that he/she would not be a district employee who might be perceived as having special relationships with any member of the board that might influence his/her work or expected outcomes.
Actions to Address the Issues
In all probability, the board members would want to represent their desire to work in harmony with others. They are no doubt aware of their disruptive behaviors, and will accommodate a reasonable process to help them move away from personal attacks. A straightforward approach to developing normatives (norms) for behavior(s) would be for the superintendent to lead the board in first brainstorming and then narrowing the “norms” to those considered most essential. A number of organizations, including the Arizona School Boards Association (ASBA) have excellent models for developing “norms” or rules for guiding group behaviors. The group commitment to the "norms" will have the effect of calming the climate of their discussions and also allow for accountability as they work within their agreed upon conventions.
Developing their commitment to becoming a team that will work together in the interest of the students will take some soul-searching and deep conversations best managed by others. This is especially important for those in elected positions, whose groups re-form with every election or filling of a vacancy. The ASBA, a well-respected organization in Arizona, offers in-district training that is tailored for school boards. For example, their "Leadership Team Transition Workshop," is specifically designed to help newly formed teams develop protocols for communication and working together. As the new superintendent, I would utilize this resource. Having an experienced, neutral facilitator will enable every member of the team to be heard and respected, and will pull together the bigger and sometimes disparate visions of the individuals.
Potential Challenge
A potential challenge that might surface is a member of the board who determinedly ignores the efforts to bring the group to a common focus. Strong board presidents will often have the skills to gently move a board member back to the agreed upon behaviors. However, disgruntled board members need a forum and they might well find them in unexpected places. It would behoove the superintendent, with the knowledge of the board president, to meet regularly and independently with those who have disparate perspectives to better understand the issues and to consider approaches that might be reflective of the full interests of the board.
Sample Written Performance Assignment 2
Use the data provided to complete the task that follows.
You have been hired as the new superintendent of the Bridwell School District, which serves students in grades pre–K–12. You are new to the area and, in preparation for your new position, you are reviewing data and other information about the district.
Write an analysis of approximately 500–800 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;
- identify a student learning issue suggested by the data that is important to address, and explain why that issue is important;
- describe one approach you would use to learn more about the nature or cause(s) of the student learning issue you identified, and explain why the approach you described would be effective in gaining the desired information;
- describe one strategy you and/or your staff should include in plans to help address the identified student learning issue, and explain why the strategy you described would be effective in helping address the identified issue; and
- identify one problem related to teacher effectiveness that is likely contributing to the student learning issue you identified, and describe one action you would take to address the teacher effectiveness problem you identified.
| District | Arizona | |||||
|---|---|---|---|---|---|---|
| Subject | 3 Years Ago (%) | 2 Years Ago (%) | Last Year (%) | 3 Years Ago (%) | 2 Years Ago (%) | Last Year (%) |
| Reading | 56 | 58 | 61 | 80 | 81 | 83 |
| Mathematics | 50 | 54 | 57 | 60 | 62 | 61 |
| Writing | 60 | 60 | 61 | 69 | 70 | 70 |
| Science | 34 | 36 | 39 | 40 | 40 | 42 |
| Percentage (%) of District Population | 3 Years Ago | 2 Years Ago | Last Year | ||||
|---|---|---|---|---|---|---|---|
| Reading (%) | Math (%) | Reading (%) | Math (%) | Reading (%) | Math (%) | ||
| Female | 48 | 57 | 48 | 59 | 52 | 62 | 55 |
| Male | 52 | 53 | 51 | 58 | 60 | 61 | 62 |
| Grade 3 | 8 | 59 | 50 | 60 | 55 | 64 | 61 |
| Grade 4 | 7 | 58 | 50 | 58 | 56 | 60 | 60 |
| Grade 5 | 8 | 55 | 59 | 58 | 60 | 59 | 62 |
| Grade 6 | 9 | 49 | 47 | 52 | 50 | 57 | 56 |
| Grade 7 | 7 | 55 | 52 | 57 | 57 | 59 | 58 |
| Grade 8 | 8 | 57 | 50 | 59 | 54 | 60 | 58 |
| Grade 9+ | 30 | 61 | 51 | 61 | 54 | 62 | 54 |
| Economically Disadvantaged | 60 | 51 | 52 | 52 | 55 | 59 | 53 |
| English Language Learners | 34 | 48 | 50 | 47 | 51 | 47 | 51 |
| Students with Disabilities | 11 | 16 | 15 | 18 | 16 | 18 | 19 |
| Migrant | 5 | 38 | 34 | 38 | 36 | 39 | 39 |
| District | Arizona | |
|---|---|---|
| Attendance Rate | 88% | 94% |
| Four-Year Cohort Graduation Rate | 70% | 77% |
| District | Arizona | |
|---|---|---|
| SAT Composite Score | 1270 | 1551 |
| SAT Writing ONLY Score | 420 | 502 |
| SAT Math ONLY Score | 430 | 528 |
| SAT Critical Reading ONLY Score | 420 | 521 |
| ACT Composite Score | 18 | 20 |
Sample Response for Written Performance Assignment 2: Score Point 4
Bridwell School District
Potential Strength
After analyzing the data, it is clear that the math test scores have improved from three years ago. The Standardized Testing and Report Results for all students indicates an increase of 7% in math. The results by student group data indicate that all grade levels have improved in math, with test score percentiles increasing significantly for grades 3 (+11%), 4 (+10%), 6 (+9%), and 8 (+8%). These improving math skills could be utilized in addressing the district's low performance in science.
Student Learning Issues
While interesting, data are only simplistic indicators of what is happening at the moment of collection. There are several learning issues that need to be further investigated. To begin with, the percentage of students meeting/exceeding standards in all subjects is lower than state averages. And, the lowest of the three-year span occurs in science. Sadly, only 39% of district students last year met or exceeded standards in science, 12 points lower than state scores. This could suggest there are issues with the qualifications of the science teachers, curriculum, training, or pacing.
Approach to Learn More About Nature of Cause
A straightforward place to begin to learn more is to examine the district's science and math programs. I would review previous board reports and presentations regarding student achievement and discuss plans with my regular, weekly meetings with the Board President and union representatives. I would want to review the achievement data with central office staff, and designate the Assistant Superintendent of Curriculum (ASC) as the lead. The ASC would be charged with gathering information from site administrators and parent advisory groups on what they perceive to be the strengths and needs of the science and math programs, and regularly reporting progress to me. It will be important to consider recent curriculum adoptions and ongoing staff development and whether regional support is available, such as neighboring districts, local universities, and/or resources from the Arizona Department of Education. The ASC must also train site administrators to effectively supervise and evaluate effective teaching in science, and work with curriculum teams to meet with science and math departments to do similar fact finding and data gathering. Questions to be answered include, have there been recent efforts in math that account for the increase? If so, might these be replicated, and how? I suggest this approach because, as a new superintendent new to the area, it can be very intimidating for classroom teachers to have their initial meeting with the superintendent focus on lagging scores. Enlisting the support of district office staff and site administrators is key.
One Strategy
It would be important to pull the information together, both from our district's more successful reading and writing programs, and the fact finding from the science and math programs.
In conjunction with the curriculum staff, we would begin by focusing on science and form a district science committee, with science teacher leaders and administrators from every site, parents, and central office staff. This team would analyze the data, dissect the findings, and begin to look for patterns and trends, including investigation of recent successful efforts in math that inform future plans. We would need to develop an initial framework upon which site staff will build their internal review of curriculum alignment, instructional materials and strategies used, professional development needs, resources such as technology and equipment, formative assessment, and periodic benchmark indicators. Teacher leaders can be identified who can provide coaching, staff development, and demonstration lessons. All of this would need to be presented to the Board, to keep them informed of the data analysis, results from fact finding, and initial plans. It would be particularly helpful for them to be aware of the need for structured program analysis, as well as possible future developments that might lead to requests for funds or training materials.
Identify One Problem with Teacher Effectiveness and Action to Address
This level of scrutiny may be unfamiliar to district teachers, and some science teachers might feel defensive about their subject area being scrutinized. However, the district's students are in crisis. High levels of achievement can be the entree to college and a technically-prepared workforce that results in better paying jobs. Arizona's College and Career Ready Standards provide the framework for strengthening our students' skills. Our students are entitled to be fully prepared when they leave our district. With only 39% meeting or exceeding state standards, this is not happening.
This message needs to be made clear to teachers. They need to be reassured by me, their site administrators and their union leadership that it is not their competency being questioned. Rather, it is the program, resources, and training they are provided to help make high levels of achievement happen. The relative success in math is evidence they can help students achieve higher levels of success. Having them or their representative be a part of the planning, implementation and followup creates a better environment of trust and understanding that results in a program that should result in higher levels of student achievement.
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. |