Section 1: About the TExES Principal as Instructional Leader Preparation Manual
The Purpose of this Preparation Manual
As a part of a comprehensive preparation program, the purpose of the TExES Principal as Instructional Leader examination (268) helps ensure candidates are prepared for the successful day-to-day responsibilities of a principal as an instructional leader in Texas schools.
This publication provides a comprehensive overview of the TExES Principal as Instructional Leader examination (268) to help educator preparation programs and candidates prepare for the exam.
Educator Preparation Programs
This publication can be used as a planning tool for educator preparation programs.
- Programs can use this document to help candidates understand all aspects of the exam, including the content covered, the key terms to know, and helpful test-taking strategies.
- Programs can use the framework, priority statements, and sample exam questions to assist with backward planning of curriculum and coursework.
- Programs can work to establish rigor and alignment in assignments, projects, and assessments to the framework, particularly the priority statements.
- Programs can use the information on content and weighting of the domains to design courses that focus on priority content and structure meaningful learning experiences to prepare candidates in each domain.
|Reflective Questions for Preparation Programs|
How are you ensuring candidates are aware, early in their preparation program, of the expectations of the principal assessment? How can this document support candidate understanding of the exam?
How do the practice questions provided in this manual align to each domain and competency in the framework and demonstrate the level of rigor expected of candidate performance?
The contexts present in practice questions are early childhood, elementary, middle school, high school, rural, urban, and suburban schools. What knowledge, skills, and mind-sets do candidates need within and across these contexts? How can you plan course development to address these needs?
What research-based best practices do you see in the practice questions and scenarios? How can you integrate the mind-sets, knowledge, and skills around these best practices into your program?
To what extent do the course syllabi in your preparation program ensure that assessments, projects, activities, and practicum experiences address each domain and competency in a rigorous, meaningful, and authentic manner?
To what extent do courses in your preparation program reflect the weight of the domains, prioritized statements, and instructional focus of the exam?
To what extent do practice questions reflect the day-to-day job of an instructional leader? How can your preparation program strengthen partnerships with school districts to provide candidates with authentic learning experiences?
Candidates Preparing to Take the Exam
This publication can be used as a planning tool for candidates preparing to take the exam.
- Candidates can deepen their understanding of the knowledge, skills, and mind-set that are key to being a successful school leader.
- Candidates can learn about the content assessed in the framework, particularly the priority statements.
- Candidates can gain familiarity with the question types and expectations, as well as use the practice questions to monitor their progress toward proficiency.
- Candidates can better understand the expectations and time allotted for the exam, including learning to manage their testing time.
- Candidates can enhance their understanding of constructed-response questions and expectations for scoring.
|Reflective Questions for Candidates|
What areas of the domains and competencies do you feel are your strengths? What areas of the framework do you need to focus on to ensure you are well prepared?
How can you use the practice questions in this manual to get a sense of the rigor and contexts you can expect on the exam?
How can you maximize the instructional experiences provided by your preparation program to obtain the knowledge and skills needed in each domain and competency? What additional reading and professional activities should you pursue?
In which of the following contexts do you need to broaden your understanding: early childhood, elementary, middle, and high school, urban, suburban, and rural school settings?
How are you planning to revisit this manual to monitor your progress?