School Leaders Licensure Assessment Study Companion
The SLS Study CompanionSchool Leaders LicensureAssessment6990www.ets.org/sls
Welcome to the SLS Study CompanionWelcome to The SLS Study CompanionPrepare to Show What You KnowYou have been working to acquire the knowledge and skills you need for your teaching career. Now you areready to demonstrate your abilities by taking an S L S test.Using the S L S Study Companion is a smart way to prepare for the test so you can do your best on test day. Thisguide can help keep you on track and make the most efficient use of your study time.The Study Companion contains practical information and helpful tools, including: An overview of the S L S tests Specific information on the S L S test you are taking A template study plan Study topics Practice questions and explanations of correct answers Test-taking tips and strategies Frequently asked questions Links to more detailed informationSo where should you start? Begin by reviewing this guide in its entirety and note those sections that you needto revisit. Then you can create your own personalized study plan and schedule based on your individual needsand how much time you have before test day.Keep in mind that study habits are individual. There are many different ways to successfully prepare for yourtest. Some people study better on their own, while others prefer a group dynamic. You may have more energyearly in the day, but another test taker may concentrate better in the evening. So use this guide to develop theapproach that works best for you.Your teaching career begins with preparation. Good luck!Know What to ExpectWhich tests should I take?Each state or agency that uses the S L S tests sets its own requirements for which test or tests you must take forthe teaching area you wish to pursue.Before you register for a test, confirm your state or agency’s testing requirements at www.ets.org/sls/states.How are the S L S tests given?S L S tests are given on computer. Other formats are available for test takers approved for accommodations (seepage 57).The SLS Study Companion2
Welcome to the SLS Study CompanionWhat should I expect when taking the test on computer?When taking the test on computer, you can expect to be asked to provide proper identification at the testcenter. Once admitted, you will be given the opportunity to learn how the computer interface works (how toanswer questions, how to skip questions, how to go back to questions you skipped, etc.) before the testing timebegins. Watch the What to Expect on Test Day video to see what the experience is like.Where and when are the SLS tests offered?You can select the test center that is most convenient for you. The S L S tests are administered through aninternational network of test centers, which includes Prometric Testing Centers, some universities, and otherlocations throughout the world.Testing schedules may differ, so see the S L S Web site for more detailed test registration information at www.ets.org/sls/register.The SLS Study Companion3
Table of ContentsTable of ContentsThe S L S Study Companion guides you through the steps to success1. Learn About Your Test.5Learn about the specific test you will be taking2. F amiliarize Yourself with Test Questions. 14Become comfortable with the types of questions you’ll find on the SLS tests3. Practice with Sample Test Questions. 18Answer practice questions and find explanations for correct answers4. Determine Your Strategy for Success. 35Set clear goals and deadlines so your test preparation is focused and efficient5. Develop Your Study Plan. 38Develop a personalized study plan and schedule6. Review Study Topics. 42Review study topics with questions for discussion7. Review Smart Tips for Success. 55Follow test-taking tips developed by experts8. Check on Testing Accommodations. 57See if you qualify for accommodations to take the S L S test9. Do Your Best on Test Day. 58Get ready for test day so you will be calm and confident10. Understand Your Scores. 60Understand how tests are scored and how to interpret your test scoresAppendix: Other Questions You May Have . 62The SLS Study Companion4
Step 1: Learn About Your Test1. Learn About Your TestLearn about the specific test you will be takingSchool Leaders Licensure Assessment (6990)Test at a GlanceTest NameSchool Leaders Licensure AssessmentTest Code6990Time4 hours, divided into two separately timed sections: a 165-minuteselected-response section and a 75-minute constructed-response sectionNumber of QuestionsSection I: 120 selected-response questions (165 minutes)Section II: 4 constructed-response questions (75 minutes), calling for writtenanswers based on scenarios and sets of documents that an education leadermight encounterFormatSelected-response and constructed-response questionsTest DeliveryComputer deliveredContent CategoriesApproximateNumber ofQuestionsApproximatePercentage ofExaminationI.Strategic Leadership2013%II.Instructional Leadership2717%III. Climate and Cultural Leadership2213%IV. Ethical Leadership1912%V.1610%VI. Community Engagement Leadership1610%VII. Analysis Constructed Response (CR)425%IVIIIIVIVIVIIIOrganizational LeadershipAbout This TestThe School Leader Licensure Assessment (SLLA) is designed to measure the extent to which entry-level schoolleaders demonstrate the standards-relevant knowledge and skills necessary for competent professional practice.The content of the SLLA was defined by a national committee of expert practitioners and preparation facultyand confirmed by a national survey of the field.The School Leader Licensure Assessment is aligned with the Professional Standards for Educational Leaders(PSEL), developed by the National Policy Board for Educational Administration (NPBEA). These standards werepreviously known as the Interstate School Leaders Licensure Consortium (ISLLC) Standards.The four-hour testing time is divided into two separately timed sections. During this time, the test taker willrespond to the 120 selected-response questions and 4 constructed-response questions.This test may contain some questions that do not count toward your score.The SLS Study Companion5
Step 1: Learn About Your TestTest SpecificationsTest specifications in this chapter describe the knowledge and skills measured by the test. Study topics to helpyou prepare to answer test questions can be found on page 42.I. Strategic LeadershipA.B.Mission, vision, goals, and core valuesA school leader1. Understands how to develop an educationalmission for the school to promote theacademic success and well-being of eachstudent2. Understands how to analyze multiple sourcesof data about current practice beforedeveloping or revising the mission, vision, andgoalsa.b.selects appropriate school goals that arealigned with district goals and based ondataevaluates if the current mission, vision, andgoals are appropriate3. Understands how to implement a vision andgoals that reflect core values and are createdwith challenging and measureableexpectations for all students and educatorsa.determines if expectations are measurable,rigorous, and connected to the vision andgoalsb.develops goals that are specific,measurable, attainable, results driven, andtime boundc.identifies resources for developing themission, vision, and goals4. Knows how the vision and goals relate to local,state, and federal policies5. Understands how to model the school’smission, vision, and core values in all aspects ofleadershipThe SLS Study CompanionShared commitments to implement thevision and goalsA school leader1. Understands how to engage staff andcommunity members with diverseperspectives in implementing the vision andachieving goalsa.identifies strategies to engage internal andexternal communities with diverseperspectives to implement the vision andgoals2. Knows how to develop shared commitmentsand responsibilities among staff and thecommunity for selecting and carrying outeffective strategies to achieve the vision andgoalsa.b.builds consensusdevelops a plan to delegate responsibilities3. Knows how to determine and implementeffective strategies to evaluate progresstoward the vision and goals4. Knows how to communicate the shared visionand goals in ways that facilitate key faculty,staff, students, parents, and communitymembers’ ability to understand, support, andact on thema.C.Selects and assesses communicationstrategies for faculty, staff, students, parents,and community membersContinuous improvement toward thevision and goals1. Understands how to use and interpret multiplesources of data to conduct a needs analysis toidentify unique strengths, needs, gaps, andareas of improvement for students andteachers2. Knows how to use data-driven decisionmaking, research, and best practicessystematically to design and monitor plans,programs, and activities to achieve the visionand goals6
Step 1: Learn About Your Test3. Knows effective strategies to facilitate neededchangea.manages uncertainty and riskb.supports the needs of individuals during thechange processc.communicates the needs, process, andoutcomes of improvement effortsd.identifies and knows strategies to addressbarriers to achieving the vision and goals4. Knows how to engage staff, students, andcommunity in planning, implementing, andassessing programs and activities5. Understands the strategic planning process topromote alignment among all aspects of theschool organizationa.formulates appropriate critical questions tooutline processes and criteriab.uses relevant data and evidence-basedinquiry to formulate a planc.identifies and aligns resources, includingtechnology, to support and achieve themission, vision, goals and core valuesd.Professional development and buildingcapacityA school leader1. Knows how to develop and implement jobembedded, standards-based professionaldevelopment that meets the learning needs ofstudents and staffa.develops processes to support teachers’growth and student learningb.analyzes situations and recommendsappropriate teaching and learning practices2. Understands how to use data to provideongoing feedback to teachers that improvespractice and student learninga.develops a process to provide actionablefeedback (e.g. co-teaching, peer coaching,and classroom walk-throughs) to increaseteacher effectiveness and studentperformanceThe SLS Study Companionparticipates in collaborative data analysis(e.g., evaluates student work anddisaggregates test scores) to increaseteacher effectiveness and studentperformance3. Understands how to guide and monitorindividual teacher professional developmentplans and progress for continuousimprovement of teaching and learninga.identifies the professional developmentneeds of each teacherb.creates a professional development planc.monitors and assesses the effectiveness ofthe professional development plan4. Understands how to establish expectationsand provide opportunities for teachers tostrengthen their content knowledge, skills, andpractice to achieve intended outcomes forstudents5. Understands how to provide differentiatedprofessional development opportunities forfaculty and staffa.understands and provides a variety ofresources (e.g., seminars, book studies,workshops, mentoring, coaching) to supportjob-embedded professional learningb.develops and supports a culture ofcollaborative learning through a professionallearning communityengages faculty, staff, family and communitymembersII. Instructional LeadershipA.b.6. Knows how to develop the capacity of facultyand staffa.provides support and opportunities forteacher leadershipb.provides support and opportunities forleadership from other members of theschool community7. Understands how to promote a healthy worklife balance for self and others8. Understands his or her own learning andeffectiveness through self-reflection,professional development, and informal andformal peer collaboration9. Knows how to foster continuous improvementof personal and collective instructionalcapacity to achieve intended outcomes foreach student7
Step 1: Learn About Your TestB.Rigorous curriculum and instructionA school leader1. Understands how to strengthen teachers’knowledge of rigorous curriculum andstandards-based instructional programsa.creates a culture supporting rigor andrelevance in curriculum and instructionb.ensures collaborative schoolwide practicesand programs focus on a rigorouscurriculum and standards-based instructionto meet student and staff needs2. Understands how to work with teams,including teachers and other instructional staff,to analyze student work and monitor studentprogressa.collaboratively facilitates disaggregation ofdata to inform instructionb.provides time for collaborative discussion ofdata and instructional strategies3. Understands how to develop and implementcurricular and instructional programs to ensurestudent needs are meta.identifies student needsb.develops plans to meet and monitoridentified needs through appropriatecurricular and instructional practicesc.evaluates the effectiveness of instructionalprograms4. Knows how to align rigorous curriculum andinstruction horizontally and vertically to ensureconsistency and coherencea.engages in constructive discussions withinthe school and with feeder schoolsb.engages in ongoing development withfeeder schools to ensure consistency andcoherence of curriculum5. Understands how to assure alignment ofcurriculum and instruction, studentassessments, program evaluation methods,and professional development with contentstandardsa.analyzes school improvement plans toensure these elements are met and linkedtogether systematically6. Understands how to assist teachers withdifferentiated teaching strategies, curricularmaterials, educational technologies, and otherresourcesThe SLS Study Companion7. Knows how to work with faculty and staff toevaluate emerging educational trends and useresearch findings for school improvement8. Knows how to identify and use research-basedand evidence-based strategies and practices inways that close opportunity and achievementgaps9. Understands how to conduct frequentclassroom visits, walk-throughs, andobservations to provide constructive,meaningful, actionable feedback that supportsthe development of faculty and staff10. Understands how to promote the effectiveuse of technology in teaching and learningC.a.provides students with access to technologytools that enhance learning and support thecurriculumb.supports teachers in the use of technologyin instruction and assessment of studentlearningAssessment and accountabilityA school leader1. Understands how to use assessment andaccountability systems to improve the qualityof teaching and learning for each studenta.facilitates ongoing analyses of data aboutthe performance of subgroups and allstudents to improve instructional programs2. Understands how to analyze multiple sourcesof data, including formative and summativeassessmentsa.uses data to evaluate student learning,effective teaching, and program qualityb.provides timely feedback to teachers,students, and parents3. Knows how to analyze, interpret, andcommunicate data to the school communityabout progress being made toward the visionand goals4. Knows how to support teachers indevelopment of appropriate classroomassessments that are aligned with the school’scurriculum and provides meaningful feedbackfor student performance and instructionalpurposesa.develops a plan that providesopportunities for collaboration andfeedback about classroom assessments8
Step 1: Learn About Your Test5. Knows how to use valid assessments that areconsistent with knowledge of child learningand development and technical standards ofmeasurementa.understands the different types ofassessmentsb.uses assessments appropriately to evaluateand maximize student learningb.3. Understands how to ensure that each studenthas equitable access to effective teachers,learning opportunities, academic and socialsupport, cocurricular programs, and otherresources for student successa.III.Climate and Culture LeadershipA.Community of care and support forteachers of care and support for teachersA school leader1. Knows how to create opportunities and a safeenvironment in which the faculty and staffexamine and express their beliefs, ideas, values,and practices about teaching and learning2. Knows how to provide opportunities forteachers to take appropriate risks for improvingteaching and learning3. Knows how to create structures andprocedures that provide time and resources fora collaborative teaching and learningcommunitya.promotes shared responsibility andaccountability within the teaching andlearning community4. Understands how to empower and motivateteachers and staff to improve their professionalpractice and focus on continuous learning andimprovement5. Understands how to hold faculty and staffaccountable for a safe and supportive climate6. Knows how to promote a healthy work-lifebalance for self and others7. Understands how to develop and supportopen, productive, caring, and trusting workingrelationshipsB.Equity and cultural responsivenessa.identifies opportunity gaps4. Understands how to implement policies andpractices that address student misconduct in apositive, fair, and unbiased mannera.conducts legal, fair, and timely investigationsb.analyzes disaggregated discipline incidentdatac.protects privacy, rights, and due process5. Knows how to confront and alter institutionalbiases toward protected social groups (e.g.,race, class, culture and language, gender andsexual orientation, and special status studentsor students with disabilities) to promote eachstudent’s academic success and well-beinga.identifies and alters systems of practicethat perpetuate inequitiesb.eliminates marginalizationc.avoids practices of deficit-based schooling6. Understands how to develop a sharedunderstanding of and commitment tomaintaining high standards for all studentsand closing achievement gapsa.creates a culture of high expectations for allstudentsb.identifies achievement gapsc.develops plans to reduce gaps7. Understands how to act with culturalcompetence and responsiveness ininteractions, decision making, and practicea.displays openness to change and differencesb.communicates cultural competence tofaculty and staffc.investigates reports of inequityd.engages people from different social groups(e.g., race, class, culture and language,gender and sexual orientation, and specialstatus students or students with disabilities)A school leader1. Understands that each student should betreated fairly, respectfully, and with anunderstanding of students’ culture and context2. Knows how to recognize, respect, and employeach student’s strengths, diversity, and cultureas assets for teaching and learningintegrates the cultures and languages of theschool community into the school’s learningenvironmentensures the use of culturally relevantcurriculum and instructional strategiesThe SLS Study Companion9
Step 1: Learn About Your Test8. Understands how to address matters of equityand cultural responsiveness in all aspects ofleadership9. Understands the traditions and cultural historyof the schoo
School Leaders Licensure Assessment (6990) Test at a Glance Test Name School Leaders Licensure Assessment Test Code 6990 Time 4 hours, divided into two separately timed sections: a 165-minute selected-response section and a 75-minute constructed-response section Number of Questions Section I: 120 selected-response questions (165 minutes)
6 The School Leaders Licensure Assessment The School Leaders Licensure Assessment (SLLA) measures whether entry-level education leaders have the standards-relevant knowledge believed necessary for competent professional pr
1 March 3, 2017 Virginia Department of Education P. O. Box 2120 Richmond, Virginia 23218-2120 ASSESSMENT REQUIREMENTS FOR VIRGINIA LICENSURE To review the requirements for licensure, please refer to the Licensure Regulations for School Personnel that may be accessed at the
The licensure exam used by the largest number of states is the School Leaders Licensure Assessment (SLLA), administered by the Educational Testing Service (ETS). The SLLA is used by 14 states and the District of Columbia. The SLLA was revised in 2018 and aligned with the Professional S
4. Passing score on the Communication and Literacy Skills test of the Massachusetts Tests for Educator Licensure (MTEL) 5. Passing score on the ABE subject matter test of the MTEL 4) Licensure Requirements 1. Demonstration of the relevant professional standards for route to licensure via a performance assessment (Attachment B)
Title 7: Education Part 4: Guidelines for Mississippi Educator Licensure K-12 GUIDELINES FOR MISSISSIPPI EDUCATOR LICENSURE K-12 MISSISSIPPI DEPARTMENT OF EDUCATION DIVISION OF EDUCATOR LICENSURE 359 NORTH WEST STREET JACKSON, MISSISSIPPI 39201 CAREY M. WRIGHT, ED.D. STATE SUPERINTENDENT OF EDUCATION July 2020
PROFESSIONAL LICENSURE DISCLOSURE . Background- Lincoln Memorial University offers several programs leading to professional licensure within the State of Tennessee. Lincoln Memorial University also offers the ASN and BSN in Kentucky and Florida, which can lead to professional licensure in those states.
Oklahoma State Department of Education Full (Subject-Matter) Competencies for Licensure and Certification Page 1 AGRICULTURAL EDUCATION The candidate for licensure and certification shall possess the competencies specified in (A) through (F). (A) Agricultural Business/Marketing. The candidate for licensure and certification understands the
A CENSUS LIST OF WOOL ALIENS FOUND IN BRITAIN, 1946-1960 221 A CENSUS LIST OF WOOL ALIENS FOUND IN BRITAIN, 1946-1960 Compiled by J. E. LOUSLEY Plants introduced into Britain by the woollen industry have attracted increasing interest from field botanists in recent years and this follows a long period of neglect. Early in the present century Ida M. Hayward, assisted by G. C. Druce, made a .
