Study Guide
Field 248: Superintendent
Test Design and Framework
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The test design below describes general assessment information. The framework that follows is a detailed outline that explains the knowledge and skills that this test measures.
Test Design
*Does not include 15-minute C B T tutorial
Test Framework
Pie chart of approximate test weighting outlined in the table below.
| subareas | range of competencies | approximate percentage of test | |
|---|---|---|---|
| selected-response | |||
| roman numeral 1 | Visionary Leadership and Continuous District Improvement | 0001 | 12 percent |
| roman numeral 2 | Instructional Leadership, District Culture and Learning Environment, and Staff Development | 0002to0004 | 19 percent |
| roman numeral 3 | Organizational, Resource, and Operational Management | 0005to0006 | 17 percent |
| roman numeral 4 | District Governance and School Law | 0007to0008 | 16 percent |
| roman numeral 5 | Stakeholder and Community Relationships, Professional Norms, and Ethics | 0009to0010 | 16 percent |
| this cell intentionally left blank. | 80 percent | ||
| subareas | range of competencies | approximate percentage of test | |
|---|---|---|---|
| constructed-response | |||
| roman numeral 6 | Strategic Leadership | 0011 | 20 percent |
Subarea 1—Visionary Leadership and Continuous District Improvement
Competency 0001–Apply knowledge of how to lead the collaborative development and implementation of a district mission and vision that reflect core organizational values and priorities and how to lead continuous district improvement processes that promote success and well-being for every student.
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- Apply knowledge of the purpose, characteristics, role, and importance of a district mission and vision.
- Apply knowledge of processes for collaboratively developing and implementing a district mission and vision, including how to engage and involve the district governing board and other stakeholders, incorporate diverse perspectives, and build a shared sense of commitment to and ownership of the mission and vision.
- Apply knowledge of processes for evaluating the district mission and vision and ensuring that they are actionable and reflect core values and priorities, including data use, digital citizenship, technology integration, equity, diversity, high levels of instructional practice and learning, and success for every student.
- Apply knowledge of the role of the superintendent in developing, articulating, implementing, and stewarding the district mission and vision, including a comprehensive plan for communicating the mission and vision to multiple constituencies.
- Analyze potential barriers to achieving a district mission and vision and apply knowledge of strategic processes for confronting barriers to the mission and vision.
- Demonstrate knowledge of research-based strategic planning and district improvement processes.
- Apply knowledge of how to work with the district governing board and other stakeholders to develop evidence-informed plans for system-wide, continuous, and sustainable district improvement.
- Apply knowledge of how to collect, analyze, and use data to identify district goals and to develop transformational change and improvement plans that align with the district mission and vision.
- Apply knowledge of how to implement continuous, sustainable district improvement plans that include processes for diagnosis of the district's needs, design, and evaluation.
- Apply knowledge of how to monitor the implementation of district improvement plans, evaluate progress, and revise plans as needed to promote continuous and sustainable improvement.
Subarea 2—Instructional Leadership, District Culture and Learning Environment, and Staff Development
Competency 0002–Apply knowledge of how to provide a comprehensive, coherent, and equitable curricular and instructional program across district schools, using research-supported best practices in instruction and assessment that promote academic success and well-being for every student.
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- Apply knowledge of research-based best practices for developing, implementing, and leading academic and nonacademic curricular and instructional programs.
- Apply knowledge of how to plan, organize, implement, and monitor a high-quality, rigorous, coherent, and comprehensive district curricular and instructional program, including consideration of academic standards, student populations and learning needs, curriculum alignment, and technology integration.
- Apply knowledge of high-quality, effective, and equitable instructional practices, including the use of curriculum materials, technologies, and other resources to improve teaching and learning, promote digital literacy, close achievement gaps, and promote success for every student.
- Apply knowledge of data-informed intervention and differentiated instruction strategies that promote equitable access to high-quality curriculum and academic success for all student populations.
- Apply knowledge of effective, culturally responsive, and accessible formal and informal assessment practices, including research-based formative and summative assessments of student learning, and how to promote the use of achievement data to evaluate student performance, analyze differences between groups of students, improve instruction, and ensure that every student is able to access the curriculum and succeed academically.
- Apply knowledge of the role of teacher and principal evaluation in the continuous improvement of district curricular and instructional programs.
- Apply knowledge of how to facilitate the appropriate, ethical, and collaborative use of quantitative and qualitative data to monitor and continuously improve curriculum, instruction, and assessment practices; define gaps between outcomes and goals; develop plans for improved teaching and learning; formulate action steps; and measure and communicate progress.
- Apply knowledge of strategies for building coherent, equitable systems of support services (e.g., counseling, library services, transportation services) and ensuring coordination among curriculum, instructional and assessment practices, and support services.
- Apply knowledge of the role of nonacademic programs (e.g., athletics, band, drama, FFA) in the educational process and the role of the superintendent in building and sustaining these programs.
- Apply knowledge of the effective and appropriate use of technologies and performance management systems to implement, monitor, and improve curriculum and instruction, teaching and learning, and instructional effectiveness.
Competency 0003–Apply knowledge of how to build and sustain an inclusive, supportive district culture and learning environment that is focused on high expectations, equity, and achievement and well-being for every student across district schools.
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- Demonstrate knowledge of the dimensions and components of a positive district culture (e.g., safety, support, responsiveness, inclusion, respect for diversity, commitment to high expectations).
- Apply knowledge of how to establish and sustain a supportive, inclusive district culture characterized by the shared commitment of all stakeholders to high academic and behavior expectations, equity, trust and respect, and achievement and well-being for every student.
- Apply knowledge of how to establish rigorous district-wide academic goals and priorities; ensure that administrators, teachers, and staff at all district schools set and maintain high academic and behavior expectations for every student; and prioritize the consistent engagement of all students in learning.
- Apply knowledge of how to establish and sustain a safe, inclusive, motivating, and equitable district-wide learning environment that is culturally responsive and respectful of student diversity.
- Apply knowledge of how to establish procedures, norms, and values to ensure equitable access to the educational resources, support services, supportive relationships, technologies, and opportunities that promote the success and well-being of every student as well as how to evaluate sources of inequality and bias across the district.
- Apply knowledge of how to lead the development and evaluation of effective and equitable approaches to behavior management, how to promote culturally responsive behavior support practices among school and district staff, and procedures for preventing and resolving conflict.
- Apply knowledge of how to advocate for and promote equitable, inclusive, and culturally responsive instructional practices, including using differentiated, content-based instruction and incorporating diversity into academic and nonacademic programs.
- Apply knowledge of how to use research and data to design, cultivate, and evaluate aspects of the district's culture and learning environment and how to lead change and improvement in these areas.
- Demonstrate knowledge of the political, social, economic, and cultural contexts of education and apply knowledge of how these contexts affect district culture and how to respond to emerging trends that influence teaching and learning.
- Demonstrate knowledge of the influence of the district's culture and learning environment on student success and well-being and apply knowledge of how to advocate for a supportive, inclusive, and equitable district culture and learning environment.
Competency 0004–Apply knowledge of systems for supervising, supporting, and evaluating school and district staff; how to build a professional culture; and how to provide professional growth and development activities, including leadership development, that help ensure success and well-being for every student.
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- Apply knowledge of how to design, cultivate, and monitor systems of support, coaching, and professional development for teachers, educational professionals, and leaders across the district.
- Apply knowledge of how to plan, implement, and evaluate professional development programs for teachers and administrators and allocate time and other resources to support staff learning that aligns with the district's mission, vision, and goals, including promoting digital and data literacy, equity, cultural responsiveness, and student success.
- Apply knowledge of how to work collaboratively with school and district staff to create comprehensive growth plans that are aligned with improvement plans and promote reflection, distributed leadership, school and district improvement, and student success.
- Apply knowledge of how to develop a professional culture that supports continuous learning and collaboration by school and district staff; a shared commitment to the district's mission, vision, and goals; and staff retention and well-being, including the creation of professional learning communities focused on authentic problems and student outcomes.
- Apply knowledge of research-based approaches to leadership development that are focused on improving instructional practice, including delegating tasks and responsibilities appropriately, developing the capacity for distributed leadership, providing formal and informal coaching and mentoring for emerging leaders, and promoting leadership and growth.
- Apply knowledge of strategies for promoting and facilitating the use of observation results and student data to evaluate the quality of teaching at district schools and for formulating school and district plans for improving teaching and student learning and maximizing the effective use of instructional time.
- Apply knowledge of teacher and principal supervisory models and evaluation procedures in Oklahoma; their use in providing actionable feedback for staff functioning at various levels to improve teaching, student learning, and school leadership; and induction and mentoring for new teachers (including teachers with Alternative Placement and emergency certification) and administrators.
- Apply knowledge of how to use evaluation processes and relevant student data to provide school building leaders, teachers, and other staff with professional support and development focused on authentic problems and student outcomes.
- Apply knowledge of resources and activities for promoting one's own ongoing professional development and for remaining current on best practices in leadership that positively influence staff development and student learning, including the appropriate use of digital technology to foster professional learning.
Subarea 3—Organizational, Resource, and Operational Management
Competency 0005–Apply knowledge of principles and practices of human resource and organizational management that develops the professional capacity of district schools, supports continuous improvement of the district, and helps ensure success and well-being for every student.
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- Apply knowledge of how to evaluate staffing needs across district schools and collaborate with district and school leaders to develop strategic plans for building professional capacity based on student, school, and district needs.
- Apply knowledge of how to use research and data to develop effective, legal, and equitable district-wide procedures for recruiting, selecting, hiring, assigning, retaining, evaluating, disciplining, and dismissing school and district staff.
- Analyze issues related to equity, diversity, and fairness in human resource management and apply knowledge of policies and procedures related to human resource administration, including collective bargaining obligations and relevant state and federal laws and regulations (e.g., FMLA, ADA).
- Apply knowledge of how to use human resources to ensure that teacher, administrator, and organizational time is focused on maximizing learning opportunities for every student, supporting district goals, and achieving equitable outcomes for diverse student populations.
- Analyze the effect of structural factors (e.g., staffing patterns, student assignments, schedules) on instructional equity and student outcomes.
- Apply knowledge of skills and strategies for human resource and organizational management that promote collaboration; foster shared commitment across district schools to the district's mission, vision, and goals; and support continuous improvement.
- Apply knowledge of how to collect, analyze, and use relevant data to make decisions about organizational needs and priorities and how to monitor and evaluate school practices, systems, and operations for equity, effectiveness, and efficiency.
- Apply knowledge of how to develop and implement technology, management, communication, operation, and district-level governance systems, including using technologies to support organizational management and enhance learning.
- Apply knowledge of how to use data and research to improve district-wide systems and how to initiate, manage, and evaluate organizational change processes.
Competency 0006–Apply knowledge of principles and practices for fiscal and resource management, including budget development and resource allocation, and their use in promoting achievement of district goals and ensuring an efficient, equitable learning environment.
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- Apply knowledge of public school finance in Oklahoma, including sources of school district funding (i.e., local, state, and federal), restrictions on the use of funds, and equity issues related to school funding.
- Apply knowledge of processes and procedures for collaboratively planning, managing, and monitoring equitable multiyear district resourcing plans and annual district budgets that are aligned with district priorities and goals, including using data to evaluate resource needs and complying with legal requirements.
- Apply knowledge of how to support schools across the district in developing equitable school-level resourcing plans that are in compliance with district policies and legal requirements.
- Apply knowledge of how to allocate, align, and utilize fiscal, material, and technological resources equitably and effectively to achieve immediate and long-term goals, support district improvement, and promote development for every student across the district.
- Apply knowledge of procedures and strategies for managing district resources, communicating about resource needs and plans, and accessing and integrating external resources (e.g., grants, partnerships, volunteers) to support district programs and improve student achievement.
- Apply knowledge of procedures and legal requirements for district financial record keeping and reporting and for ensuring effective internal controls to safeguard school financial operations, including working with auditors to develop and implement district budgets.
- Apply knowledge of policies and procedures to ensure the efficient, effective operation of district facilities and equipment, including instructional technology, student transportation, and child nutrition programs.
- Apply knowledge of how to allocate and use school facility space, technology, and other resources equitably to meet program needs, achieve school goals, and provide every student with access to instruction and support services.
- Apply knowledge of processes for gathering, synthesizing, and evaluating data related to district funding, budgeting, and resource allocation and alignment, including using relevant data to monitor district and school budgets.
Subarea 4—District Governance and School Law
Competency 0007–Apply knowledge of district-level public school governance in Oklahoma; how to build positive, collaborative relationships with the district governing board, district and school administrators, and district and school staff; and how to advocate for the district.
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- Demonstrate knowledge of public school governance in Oklahoma and research-based best practices (e.g., management theory, communication strategies) for district governance.
- Apply knowledge of how to design, cultivate, and coordinate effective, collaborative systems for district governance and processes for engaging multiple constituencies and diverse stakeholder groups (e.g., district personnel, families and caregivers, local businesses, community-based organizations).
- Apply knowledge of how to represent the district to the board of education, work effectively with decision makers to increase their understanding of issues affecting the district, and advocate for board actions that will support the district mission and vision and meet district needs.
- Apply knowledge of how to build positive, collaborative relationships with district-governing board members, district personnel, advisory councils, and other constituencies.
- Apply knowledge of strategies for coordinating district decision making and policies with local, state, and federal policies, laws, and regulations.
- Apply knowledge of strategies for collaborating with policy leaders at the local, state, and federal levels and how to participate in and respond to policy decisions that affect teaching and learning.
- Apply knowledge of how to develop collaborative plans for the implementation of district, state, and federal policies and regulations and strategies for communicating with multiple constituencies about policies, laws, rules, and regulations.
- Apply knowledge of how to conduct district and school needs assessments; processes for evaluating district needs and priorities, including considering emerging challenges; and how to advocate for district needs and priorities.
Competency 0008–Apply knowledge of laws, policies, regulations, and rules affecting education in Oklahoma, including the legal and policy dimensions of school safety and emerging challenges.
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- Demonstrate knowledge of educational policies, laws, and regulations at the district, state, and federal levels and apply knowledge of how to access information about educational laws and policies and their implications for the district.
- Apply knowledge of laws and regulations related to school and district administration in Oklahoma (e.g., reporting requirements, liability, security of digital information, Open Meetings Act).
- Apply knowledge of local, state, and federal laws, policies, and regulations related to the rights and responsibilities of students; schools, districts, and personnel; and parents/guardians (e.g., due process, confidentiality, FERPA).
- Apply knowledge of legal requirements for educating students with exceptionalities, English language learners, and other underserved or underrepresented populations (e.g., students who are at risk, students who are impacted by trauma) and practices for promoting equity in Oklahoma schools.
- Apply knowledge of procedures, practices, and legal requirements for ensuring student and staff welfare and safety across the district, the safe operation of district facilities, and building security, and for crisis planning and emergency management in the school setting.
- Apply knowledge of local, state, and federal laws, policies, and regulations related to emerging challenges, such as privacy, social media, bullying and cyberbullying, and harassment.
- Apply knowledge of practices and procedures for communicating laws, regulations, and rules to various stakeholders and ensuring laws, policies, and regulations are applied consistently, fairly, and equitably in all aspects of district operations.
Subarea 5—Stakeholder and Community Relationships, Professional Norms, and Ethics
Competency 0009–Apply knowledge of how to build positive, productive relationships with parents/guardians and families, community members and partners, and other stakeholders to meet district goals and promote the success and well-being of every student.
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- Demonstrate knowledge of the benefits of parent/guardian participation in schools; the role of families in supporting student learning; and how community members, partner organizations, and other constituencies within the community can support district and school improvement and student success.
- Apply knowledge of strategies for developing an understanding of family and community diversity and how to support and provide guidance to school and district staff in cultivating relationships with families and engaging parents/guardians in their children's education.
- Apply knowledge of how to promote and support district staff's understanding and appreciation of diverse families, community members and partners, and other constituencies and of governance practices and processes that support family and community engagement with the district and district schools.
- Apply knowledge of how to cultivate and build collaborative relationships with families and caregivers, community members, businesses and enterprises, civic organizations, and other stakeholders to benefit learners, schools, and the district as a whole.
- Apply knowledge of practices for engaging and mobilizing diverse community resources in district improvement efforts, accessing resources that address district needs, and developing and sustaining productive relationships with diverse community partners.
- Apply knowledge of the importance and implications of social, cultural, economic, legal, and political contexts for effective communication and how to foster regular, two-way communication with diverse community members, partner organizations, and other constituencies.
- Apply knowledge of public information and media strategies for communicating various information about district schools to families, community members and partners, and other constituencies and skills for effective oral, written, and digital communication.
- Apply knowledge of how to assess community needs, respond to and advocate for diverse community interests and needs, and work effectively with stakeholders who have competing or conflicting perspectives.
Competency 0010–Apply knowledge of professional norms, ethical guidelines, and behavior expectations for superintendents and other educators in Oklahoma that promote success and well-being for every student.
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- Apply knowledge of professional norms expected of educators and school and district administrators in Oklahoma (e.g., reflective practice, integrity, competence, fairness, transparency, ethics, trust, digital citizenship, inclusiveness, the belief that every child can learn) that support student success and well-being.
- Apply knowledge of practices for cultivating professional norms among district and school staff and modeling and communicating professional norms to diverse constituencies.
- Apply knowledge of priorities, practices, and behaviors that safeguard the values of democracy, equity, diversity, and social justice within and beyond the district.
- Apply knowledge of management skills and practices (e.g., consensus building, conflict resolution, team building, distributed leadership) and their use in solving problems, making decisions, and achieving success and well-being for every student.
- Apply knowledge of the legal and ethical dimensions of complex issues facing school districts, including the stewardship and use of district resources, and practices for evaluating the moral, ethical, and legal consequences of decision making; providing school staff with guidelines for ethical, legal decision making; and advocating for ethical decisions.
- Apply knowledge of expectations related to personal and professional ethics, including principles and guidelines for acting fairly, ethically, and with integrity in various district leadership contexts.
- Apply knowledge of how to model ethical practice and cultivate ethical behavior in district and school staff, families, community members and partners, and other diverse constituencies.
- Apply knowledge of strategies for building an organizational culture in the district based on professional norms and ethics.
Subarea 6—Strategic Leadership
Competency 0011–Analyze and interpret information about a district's instructional programs, personnel, demographics, operational and resource management, and culture and climate; and describe a strategy to address district issues relevant to the analysis.
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- Analyze multiple sources of information to assess a district's organizational effectiveness.
- Identify a strength and an area of concern related to a district's strategic planning.
- Apply knowledge of how to develop and implement plans that promote continuous and sustainable district improvement.
- Apply knowledge of how to articulate the specific goals, action steps, and rationales that make up a district improvement plan.
- Demonstrate knowledge of the role of stakeholders in continuous, sustainable district improvement and apply knowledge of strategies to promote collaboration and student success and well-being across the district.