Candidates enrolled in the principal preparation program will demonstrate knowledge and skills on comprehensive examinations referenced to the standards set forth by SBEC for principal preparation.

Candidates will demonstrate mastery of knowledge and skills on the principal preparation program comprehensive examination which addresses the Texas principal Competencies as determined by SBEC and course content.

The comprehensive examination and rubric were developed by principal preparation program faculty. The examination includes content from several courses (ASE 532- Administration and Organization of Public Schools, ASE 671-Role of  the Principal, ASE 572-Public School Law, ASE 678-Building Capacity for Teaching and Learning, ASE 679-Program Evaluation for School Improvement, ASE 586- Special Populations and Special Programs). The course content is paired to create 5 scenario- based questions to which students respond.

The rubric for the examination is based on a scale of 1-3 (1-failed "below expectations response, 2-passed "meets expectations", and 3-passed "target expectations").

Candidates who score 1-fail must retake the sections of the examination that they failed until they have passed to earn a minimum score of 2- passed.

100% of candidates will score 2 or 3 on the comprehensive examination during the first administration.

One third of the students who took the comprehensive examination this academic year were required to retake the exam to earn a score of 2 or 3.

Specific weaknesses appeared in students' responses to the questions for ASE 679 Program Evaluation for School Improvement, ASE 572 School Law, and ASE 678 Building Capacity for Teaching and Learning. The faculty has determined that there is a disconnect in what is taught in the course content and the test questions. These problems emerged due to incomplete efforts to improve the course content and align assessments to the new course content. In addition, inconsistent use of the rubric designed to grade the exam may also be an issue that needs attention.

1. The comprehensive examination questions are being revised to replicate the format of the TExES Principal test (multiple choice questions which address clustered decision sets based on real-world situations).
2. Alignment of course content, Texas principal competencies and the comprehensive examination are in progress.

Certain knowledge and skills are requisite for becoming an effective public school principal.

Candidates will demonstrate knowledge and skills associated with being an effective principal as conceptualized in the Texas Administrative Code and SBEC.

As required by the Texas Education Code, 21.048, successful performance on educator certification examinations is required for the issuance of a Texas educator certificate. The TExES Principal test is criterion referenced. It is designed to measure the knowledge and skills delineated in the Principal test framework, which is based on the 9 Principal standards that are listed in the Texas Administrative Code Title 19, Part VII, Chapter 241.

The TExES Principal test is a selected-response, or multiple-choice, test designed to measure the requisite knowledge and skills that a beginning Texas principal must possess. This test includes both individual and stand-alone items that are arranged in clustered decision sets based on real-world situations faced by school principals and assistant principals in elementary, middle, or high school settings.

Committees of Texas educators and interested citizens guide the development of the TExES tests by participating in each stage of the test development process. These working committees are comprised of Texas educators from public and charter schools, faculty from educator preparation programs, education service enter staff, representatives from professional educator organizations, content experts, the business community, and parents. The committees are balanced in terms of position, affiliation, years of experience, ethnicity, gender, and geographical diversity. The committee membership is rotated during the development process so that numerous Texas stakeholders may be actively involved.

70% of candidates will pass the TExES Principal test within one year of their graduation from the principal preparation program.

The TExES Principal examination is administered 4 times per year (October, February, April, and June). The April 2010 results indicated that 57% of the candidates passed the test for this administration. The total number of students tested was 58. Many of the students who tested during this administration were repeat test takers. During the  and February 2010 administration 62% of the candidates passed the test.

Students' TExES scores indicate that they experienced the most difficulty with the concepts tested in Domain II: Instructional Leadership of the assessment, which accounts for 44% of the total score. Specific areas of weakness in students' responses are in indicators 004 and 006. Learning for indicators 004 and 006 should take place in ASE 572 School Law, ASE 678 Building Capacity for Teaching and Learning, ASE 679 Program Evaluation for School Improvement, and ASE 694 Instructional Leadership Development. See the attachment which includes students' scores in Domains I, II, and III for the April 2010 administration.

Domain II: Instructional Leadership

004: facilitate the design and implementation of curricula and strategic plans that enhance teaching and learning; ensure alignment of curriculum, instruction, resources, and assessment; and promote the use of varied assessments to measure student performance

005:  advocate, nurture, and sustain an instructional program and a campus culture that are conducive to student learning and staff professional growth

006: implement a staff evaluation and development system to improve the performance of all staff members, select and implement appropriate models for supervision and staff development, and apply the legal requirements for personnel management.

007: apply organizational, decision-making, and problem solving skills to ensure an effective learning environment.

1. Continue tutorials 3-4 times per semester.
2. Evaluate course content to determine if the Texas principal competencies are being addressed appropriately in the curriculum.
3. Allow more time during class for students to work on and attain experience in working through decision sets based on real-world situations faced by school principals and assistant principals in elementary, middle, and high school settings.