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Educational Leadership:
Administration and Supervision (0410)
Test at a Glance
Test Name Educational Leadership: Administration and Supervision
Test Code 0410
Time 2 hours
Number of Questions 120
Format Multiple-choice questions
Approximate Approximate
Content Categories Number of Percentage of
Questions Examination
I
I. Determining Educational Needs 12 10%
V II. Curriculum Design and Instructional
II
Improvement 26 21%
IV III III. Development of Staff and Program
Evaluation 18 16%
IV. School Management 28 23%
V. Individual and Group Leadership Skills 36 30%
About This Test
The Educational Leadership: Administration and Supervision test is intended to assess a candidate’s knowledge of the
functions of an administrator or supervisor, including the background of information needed to implement these functions.
The examination is intended primarily for those who are candidates for master’s degrees or who already possess a master’s
degree and are seeking fi rst appointments as administrators or supervisors.
This assessment instrument refl ects the most current research and professional judgment and experience of educators
across the country. The test is designed to capture what is essential about the role of school leader—what makes the
difference in whether a school community can provide experiences that ensure all students succeed.
The 120 multiple-choice questions cover fi ve content areas: determining educational needs, curriculum design and
instructional improvement, staff development and program evaluation, school management, and individual and group
leadership skills.
The test questions are structured to measure knowledge and cognitive skills in application, analysis, synthesis, and
evaluation as described in Bloom’s Taxonomy of Educational Objectives. For example, some questions emphasize knowledge of
trends, principles, and theories; others require interpretation of data and identifi cation of implications or consequences. Still
others emphasize ability to generalize, determine priorities and relationships, integrate knowledge of theory to produce new
information or patterns, and judge the value of a process or product on the basis of logical consistency.
1
Copyright © 2005 by Educational Testing Service. All rights reserved. EDUCATIONAL TESTING SERVICE, ETS, and the ETS logo are registered trademarks of Educational Testing Service.
THE PRAXIS SERIES is a trademark of Educational Testing Service.
Educational Leadership: Administration and Supervision (0410)
Topics Covered II. Curriculum Design and III. Development of Staff and
Instructional Improvement Program Evaluation
Representative descriptions of ● Determination of ● Assessment of staff abilities and
topics covered in each category are curriculum goals determination of their needs
provided below. ● Decision processes in ● Establishment of staff
curriculum design development priorities
I. Determining Educational Needs ● Strategies for implementing ● Strategies for behavioral change
● Expectations concerning students curriculum decisions ● Implementation of staff
at various developmental and ● Principles of effective instruction development activities
instructional levels ● Determination of ● Indicators of achievement
● Assessments of community instructional objectives relating to goals and objectives,
needs, expectations, and ● Learning activities and such as curriculum, instruction,
population projections their relationship to and learning outcomes
● Recognition of specifi c needs instructional objectives ● Types, methods, strategies, and
of diverse populations and ● Assessment of student procedures of evaluation
mobile populations, such as achievement is utilized in ● Applications of evaluation and
gender, race, and ethnicity determining instructional research fi ndings in the process of
● Awareness of the national strategies and priorities goal setting and change
perspective concerning education ● Instructional methods and ● Instructional staff assessment,
● Interpretation of research in techniques, such as direct including conferencing,
making decisions teaching, team teaching, observation, data collection, and
● Assessment of student group instruction, contract documentation of performance
achievement in identifying method, individualized ● Staff are treated fairly, equitably,
needs and setting priorities instruction, and interdisciplinary and with dignity and respect
● Principles of developing and instruction which promotes the ● Role of technology in promoting
implementing strategic plans success of all students student learning and professional
through use of group process ● Instructional resources and growth
confl ict resolution and research data related to ● Awareness of the values of a
consensus building curriculum needs, such as diverse school community and its
personnel, materials, technology, meaning for the educational
fi nance, business and industry, program
advisory groups, community
agencies, and institutions
● Learning theories and
learning processes
● Applied motivational theories
● Involvement of stakeholders in
decision-making process
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Copyright © 2005 by Educational Testing Service. All rights reserved. EDUCATIONAL TESTING SERVICE, ETS, and the ETS logo are registered trademarks of Educational Testing Service.
THE PRAXIS SERIES is a trademark of Educational Testing Service.
Educational Leadership: Administration and Supervision (0410)
IV. School Management ● Business and fi scal features of V. Individual and Group Leadership
● Organizational and operational school management: Skills
features of school management: – sources, acquisition, ● Understanding individual
– making management decisions and distribution of behavior: basic motivations of
that enhance teaching fi nancial resources students, staff, and community,
and learning – utilization of support services, as well as divergent behaviors of
– theories and models of such as plant operation and students, staff, and community
organization and principles of maintenance, purchasing, ● Understanding and affecting
organizational development transportation, food services, group dynamics: analysis of
– programs and services, such and support personnel individual behavior within a
as pupil personnel, gifted and – budgeting processes group and the ways of changing
talented, special education, and procedures, such as role behavior to maximize
special title and chapter, centralized, decentralized, site, group productivity
student activities, and program, and zero-based ● School-community relations:
ancillary services ● Legal features of school recognition and consid eration
– operational procedures at the management: of diverse values, using
school and district level; line – personnel negotiations/ community resources in
staff relationships collective bargaining the educational process
– personnel selection and procedures ● Communications skills:
evaluation procedures, – due process procedures for development of effective
such as recruiting, students and staff communications systems;
interviewing, placement, – judicial and legislative sensitivity to verbal and
and monitoring progress provisions for students with nonverbal communication;
● Governing and control features disabilities, privacy act, writing clearly, effectively, and
of school management: affi rmative action, sex with sensitivity
– educational functions of local, discrimination, freedom of ● Creating and maintaining a
state, and federal agencies and information, and civil rights positive affective environment,
governing bodies – principles and issues related to such as existing school cultures’
– roles of various formal and school safety and security communication fl ow, and
informal organizations informal leadership
and agencies ● Problem-solving skills
– process of participatory
government, involving
students, faculty, and
the community
33
Copyright © 2005 by Educational Testing Service. All rights reserved. EDUCATIONAL TESTING SERVICE, ETS, and the ETS logo are registered trademarks of Educational Testing Service.
THE PRAXIS SERIES is a trademark of Educational Testing Service.
Educational Leadership: Administration and Supervision (0410)
Sample Test Questions 3. The role of a school psychologist would ordinarily
NOT include which of the following?
The sample questions that follow illustrate the types of questions (A) Assisting teachers and administrators to develop
in the test. They are not, however, representative of the entire
scope of the test in either content or diffi culty. Answers with greater understanding of the needs and behaviors
explanations follow the questions. of students
Directions: Each of the questions or incomplete statements (B) Determining by observation and assessment the
below is followed by fi ve suggested answers or completions. procedures that best help students to learn
Select the one that is best in each case. (C) Assisting faculty in developing procedures for
referring students to the school psychologist
1. Recommended practice suggests that which of the (D) Assisting teachers by giving demonstration
following should be involved in the decision-making lessons to troublesome groups of students
(E) Consulting with faculty and administrators
process concerning curriculum? on ways to improve learning conditions in
I. Curriculum experts the school
II. Boards of education
III. Professional staff 4. The leader can be most confi dent that a group is
IV. Parents and students functioning well when
(A) I and III only (A) most participants are enjoying the task
(B) II and III only (B) interpersonal and organizational confl icts do
(C) III and IV only not occur
(D) II, III, and IV only (C) the reward system is more than adequate
(E) I, II, III, and IV (D) the participants are interacting with each other
on an open basis
2. Which of the following is the most crucial question (E) the leader and the participants are friendly
to consider in using community resources in toward each other
the classroom?
(A) Can the resources be used by several groups at 5. Of the following, the best argument for the inclusion
the same time? of students in special education programs in activities
(B) Have such resources been overused? with general education students is the probability that
(C) Do the resources meet the needs of the program? the special education students will
(D) Would the use of these resources be (A) have less need for specialized services in the
controversial? school they attend
(E) What time limits have been established for the (B) learn more in the cognitive and
use of the resources? psychomotor domains
(C) become more competitive with their peers
(D) receive more individualized attention for the
special nature of their disabling condition
(E) be provided with the least restrictive
environment
44
Copyright © 2005 by Educational Testing Service. All rights reserved. EDUCATIONAL TESTING SERVICE, ETS, and the ETS logo are registered trademarks of Educational Testing Service.
THE PRAXIS SERIES is a trademark of Educational Testing Service.
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