California Preliminary Administrative Credential Examination Practice Tests and PDFs

According to principles of adult learning, adults learn best in more informal formats rather than how children learn by following a formal curriculum. They prefer guidance and choices rather than directive instruction. Both children and adults learn by doing but active, hands-on participation is even more important for adult learning. Adults want to learn practical information they need and can use immediately in their work rather than theoretical concepts.

Of the options, choice B best describes activities that would put staff members into appropriate roles that would allow them to encounter new knowledge bases. Some of the other options listed include tasks that would be inappropriate to use as growing opportunities. For instance, choice A lists "lead curriculum planning committees," which would typically be reserved for a curriculum development specialist or potentially a department head. Secondly, choices C and D both involve activities that would not necessarily put the staff members into a position to learn new tasks, but only to ruminate on and practice information they already possess. The question asks for activities that would be particularly helpful for increasing the diversity of skill and knowledge bases, so the goal is to see a broader perspective on different aspects of the district and school. Participating in hiring screenings and interviews, attending district meetings, working on less-familiar projects, and helping other teachers with challenging parents all are likely to put a staff member into a place where they can glean new information about more aspects of the school.

When monitoring goal progress, it is important to examine data, not just identify whether tasks were completed. School leaders should establish regular intervals for reviewing the data related to the goals that have been set. For example, academic performance data may be reviewed according to grading periods whereas attendance data may be reviewed monthly. Electronic data management systems can be helpful however, automatic notifications for not meeting thresholds may not be received in a timely manner nor indicate whether goal progress is being met or exceeded unless the school leader intentionally reviews the data at regular intervals.

Teaching the same content across all classrooms at the same grade levels (a), and teaching content aligned with state and/or district assessments and standards (b) are characteristics of horizontal curriculum alignment. Teaching content that progresses through grade levels, incorporating scaffolding to prepare students for the next grade (d), is characteristic of vertical alignment. Teaching to minimize achievement gaps through standardizing education (c) is accomplished through both horizontal and vertical curriculum alignment.

School principals should remain objective when observing teachers, regardless of their tenure or contract status. An evaluation rubric for teacher assessment should be used fairly and objectively for all teachers. A principal should observe what assignments the teacher gives the students, whether they are actively implementing new strategies, and the overall classroom environment and culture.

Although each of these options could negatively impact the math performance goal, the loss of a math teacher directly impacts student learning and performance. Student performance in math is directly related to the quality of instruction that students receive in the classroom, meaning that the absence of a qualified math teacher for any length of time can be impactful. Additionally, the unexpected loss of a teacher can be a difficult obstacle to address in a timely manner. It is likely that losing a math teacher would negatively impact the goal.

Realizing the value of good PD, promoting teacher participation, and communicating PD benefits to key stakeholders (b) are characteristics of strong school leaders. Valuing ongoing learning and promoting continuous improvement, inquiry, collaboration, and problem solving (a) are characteristics of vibrant learning communities as professional development (PD) contexts. Human, financial, and temporal contributions, and assessments of allocation coordination and investment returns (c), are characteristics of sufficient resources and their effective use. Analyzing student data to identify proficiency standards, learning gaps, and assessment and behavioral results (d) is characteristic of rigorous data analysis by schools and districts.

A school leader cannot use their professional influence or position to solicit votes for a candidate on campus. Public school educators have a right to engage in the political process outside of school, but these activities cannot interfere with their job duties or cause a conflict of interest.

Among resource limitations, inadequate school counselor-to-student ratios are attributable to funding and budget cuts, not accountability mandates. Inadequate in-service development for new support staff is attributable to various factors, including cultural influences stigmatizing mental health issues, lowering their priority in schools; leadership and organizational deficits; and funding deficits, ineffective resource allocation, etc.—not accountability mandates. Inadequate school district mental health budgeting is not federally mandated for accountability. Federal accountability requirements have changed school counselor responsibilities from addressing student mental health to addressing student academic achievement reducing professional support services.

Effective professional development (PD) is student centered, not teacher centered, and requires active teacher involvement in the learning process. Job-embedded, school-based PD can be outside the school if it emerges from and contributes to classroom practices and teachers perceive it as part of their daily work it requires teachers to collaboratively problem solve (b). PD must be supported and ongoing: teachers must know and understand both underlying theories and their practical applications (c). PD must be part of district-supported, systematic reform, but school leaders should not let it cover new trends or fads that are unstudied, hence unsupported (d).