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Study Guide

Field 181: Principal: Subtest I
Sample Written Performance Assignments

The following materials contain:

Sample Test Directions for Written Performance Assignment

This section of the test consists of two performance assignments: a Planning for Improved Student Success Assignment and a Management Problem Solving 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: Planning for Improved Student Success

Use the information below to complete the task that follows.

You recently became the principal of an elementary school where a significant number of students struggle to achieve standards on state assessments. Although teachers informally monitor students' progress and have implemented various instructional strategies to address what they perceive to be their students' needs, many students continue to struggle. The superintendent of your district has told you that increasing teachers' use of data to guide instructional decisions must be one of your top priorities.

Write a response of 500–800 words about developing and implementing a plan to increase teachers' use of data to guide instructional decisions. In your response:

Sample Response for Written Performance Assignment 1: Score Point 4

Planning for Improved Student Success

It is important to succeed in increasing teachers’ use of data to guide instructional decisions for several reasons. Teachers need to analyze data to identify strengths and needs in order to differentiate instruction to meet students’ needs, close achievement gaps, and promote success for all students. The data results guide teachers in monitoring progress in meeting standards, helping to define appropriate enrichment programs, or identifying students for interventions. Data are used to keep parents, staff, and the district informed on students’ progress.

I would use a multi-step approach in developing a plan to increase teachers’ use of data. First, I would meet with other principals in my district to ascertain which assessments will generate the most useful data to guide instruction, for instance a district developed assessment, assessments that accompany the standards-based textbook adoptions, or formative and summative assessments used for grading. I would then meet with grade-level teacher leaders to gain their input, especially about how to increase teacher “buy-in” and their perception of the professional development needs of the staff. Teachers will then need to be trained on the assessments to ensure consistency in scoring and analyzing data. I will ask each grade level to set up a schedule outlining what assessments need to be given and when results will be reported to staff and to parents. Finally, I will meet with each grade level team to discuss results and brainstorm strategies to improve student achievement.

The inclusion of others promotes support for the plan, ensures continuity, and builds collaborative relationships among school staff members. Continuous teacher learning and collaboration shows that we have a shared commitment to our school mission and goals. Involving others builds a sense of teamwork and shared leadership for the success of our students.

Before developing a plan, we would analyze data from the Arizona Instrument to Measure Standards (AIMS) to pinpoint strengths and weaknesses. Quantitative data are useful for comparing the progress of students in various programs, across grade levels, and to other students in our state, district, and school. To promote success for all students, data from English Language Learners, students with exceptionalities, and various cultural and economic backgrounds need to be analyzed separately. Longitudinal data can be examined to close achievement gaps from elementary school to middle school to high school.

Another type of data we would analyze is results from our standards-based textbook assessments. Teachers are mandated to teach the standards and these assessments measure progress in meeting the standards and preparing students for AIMS. The data collected from this source would be useful in developing the plan because gaps in achievement would be evident in individual classes, across grade-levels, and as a whole school.

One issue related to teacher effectiveness that could negatively impact teachers’ use of data to guide instructional decisions is teacher motivation. For this plan to succeed, all teachers need to give the assessments, analyze the data, implement appropriate teaching strategies, and report the results. This is time consuming and some teachers may perceive this plan as burdensome and they may not be motivated to participate.

One strategy to address lack of teacher motivation or “buy-in” for this plan would be to include teachers throughout the process. Teachers will have the opportunity to provide input in the decision making process for selecting assessments, developing a timeline for assessment due dates, and collaborating at grade-level meetings on strategies to differentiate instruction for their students. Furthermore, I would schedule goal-setting meetings with each teacher. At these meetings, we will discuss student data, what instructional strategies are being implemented, and progress towards achieving the goals. It is important to have this conversation with teachers in order to reflect, share ideas, and problem solve about student learning and achievement. Our meetings will be nonthreatening, foster professional growth and promote teaching excellence. I will meet with each teacher throughout the year to monitor and evaluate the goals set at our initial meeting. We will discuss the plan’s effectiveness and revise plans as needed to achieve each teacher’s goals. We will also celebrate our success.

Meeting with each teacher is likely to be effective because the teacher will have a chance to ask questions, clarify any misunderstandings, and set their own goals. By meeting with each teacher multiple times throughout the school year, I let teachers know that I hold them accountable for their goals. Participating in grade level meetings allows teachers to collaborate and learn from each other. Reflection and feedback from others is essential for improving instruction. Our purpose is to educate our students and this assessment plan will allow us to work together with clearly defined goals and provide sustainable improvement in instruction to benefit our students.

Sample Written Performance Assignment 2: Management Problem Solving

Use the information below to complete the task that follows.

You are a high school principal. Your school includes a large number of student clubs, each of which receives a small stipend from the school each year. In many clubs, members supplement the stipend by engaging in various fund-raising activities such as raffles and car washes. Each club has its own student activity account at a local bank where funds are deposited and withdrawn by the club's faculty advisor in cooperation with its student officers. A recent review of the system indicates that financial record keeping by advisors is inadequate and sloppy, due at least in part to a lack of clearly defined procedures and guidelines. Although there is no evidence of wrongdoing, the district superintendent has asked you to investigate the situation and develop a new system for keeping track of revenues and expenditures for student clubs.

Write a response of 500–800 words about developing a new system for keeping track of revenues and expenditures for student clubs. In your response:

Sample Response for Written Performance Assignment 2: Score Point 4

Management Problem Solving

It is the principal’s responsibility to enforce procedures for financial record keeping and reporting. The stakeholders that should be involved in developing a new system for handling funds for student clubs include a representative from the district’s budget department, faculty advisors of student clubs, student officers, parents, community members, and administrators.

Each stakeholder group will play a role in the new system. The budget department representative will be aware of legal mandates and can advise the group on appropriate accounting procedures. Faculty advisors of student clubs will be responsible for oversight of the new policies and procedures. Student officers will be responsible for implementation and their input is critical. The students will develop responsibility and lifelong skills regarding budgeting. Parent participation is beneficial in supporting school programs and activities and engenders a deeper understanding and appreciation of the school’s commitment to accurately monitor and track expenditures. Community members, in particular businesses and enterprises, can provide insight into specific guidelines for budget preparation, record keeping, and accountability. Administrators will be responsible for providing feedback, monitoring progress, and evaluating the effectiveness of the new plan.

In evaluating potential new procedures for handling funds for student clubs, I would guide stakeholders to examine two criteria: (1) laws and regulations, and (2) systems for monitoring budgets and recording keeping. Following legal regulations is important to protect the school and individuals handling finances. Stakeholders must maintain personal and professional ethics. It is significant to include monitoring budgets and record keeping for accountability. Implementing consistent procedures for financial record keeping and reporting will provide documentation in case of any accusations of impropriety.

It would be helpful to examine the current policy and policies of other schools to determine strengths and weaknesses. What is effective? What is confusing? Do they have written procedures? Do the policies and procedures follow legal requirements? Would student officers be able to implement the policy? What is the procedure for managing and monitoring budgets? The information collected and analyzed from other policies is critical in developing the new policy because it is a starting point for stakeholder discussions. In discussing the information, communication is established, input is received and next steps can be decided upon after reviewing other policies.

Another type of information that would be helpful is to investigate resources in our community. For example, would a local bank be willing to work with students on how to create and manage a budget? Is there a business or enterprise that would donate materials, such as software, to help us implement our plan? It is important to utilize financial resources available to us to build positive relationships with businesses in our community. This task can be delegated to parents or community members. Collaborating increases parent and community involvement in support of our school programs.

Resistance to change can be a potential challenge that may be encountered in implementing new procedures. To address this difficulty, it is important to include stakeholders in all stages of policy development. For instance, the principal can appoint a committee of stakeholders to research and devise a plan, establish a timeline, delegate responsibilities, and provide the time and resources to complete the task. Involving the stakeholders in the decision-making process is crucial to success and will be a valuable learning experience for all involved. This collaborative strategy would be effective because the stakeholders are taking responsibility and ownership for the project. This strategy communicates to stakeholders that their input and ideas are appreciated. The new systems and procedures will be the result of a joint effort.

Scoring Rubric

Performance Characteristics

The following characteristics guide the scoring of responses to the written performance assignment(s).

Performance Characteristics
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 Scale with description for each score point.
Score Point Score Point Description
4 The "4" response reflects a thorough knowledge and understanding of the content.
  • The purpose of the assignment is fully achieved.
  • There is a substantial, accurate, and appropriate application of content knowledge.
  • The supporting evidence is strong; there are high quality relevant examples.
  • The response reflects an ably reasoned argument in relation to the assigned topic.
3 The "3" response reflects an adequate knowledge and understanding of the content.
  • The purpose of the assignment is largely achieved.
  • There is a generally accurate and appropriate application of content knowledge.
  • The supporting evidence is adequate; there are some acceptable, relevant examples.
  • The response reflects an adequately reasoned argument in relation to the assigned topic.
2 The "2" response reflects a limited knowledge and understanding of the content.
  • The purpose of the assignment is partially achieved.
  • There is a limited, possibly inaccurate or inappropriate application of content knowledge.
  • The supporting evidence is limited; there are few relevant examples.
  • The response reflects a limited, poorly reasoned argument in relation to the assigned topic.
1 The "1" response reflects a weak knowledge and understanding of the content.
  • The purpose of the assignment is not achieved.
  • There is little or no appropriate or accurate application of content knowledge.
  • The supporting evidence, if present, is weak; there are few or no relevant examples.
  • The response reflects little or no reasoning in relation to the assigned topic.
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.