The NYSTCE School Building Leader assessment measures your knowledge according to the New York State Academic Standards. Success on this assessment indicates that you are qualified to become a school building leader in the New York State public school system. The School Building Leader assessment is divided into two tests, and each test contains multiple-choice questions and written assignments. The assessment content is drawn from these subareas:
Instructional Leadership for Student Success (55% of the test)
School Culture and Learning Environment to Promote Excellence and Equity (45%)
Developing Human Capital to Improve Teacher and Staff Effectiveness and Student Achievement (55% of the test)
Family and Community Engagement (30%)
Operational Systems, Data Systems, and Legal Guidelines to Support Achievement of School Goals (15%)
In total, the assessment consists of approximately 67 multiple-choice questions and six written assignments.
NYSTCE School Building Leader Practice Questions
1. Standardized testing is considered a form of _____ assessment.
2. Student participation in extracurricular activities at a school has declined markedly in recent years. What is the first step towards solving this problem?
A: Gathering information about the decline
B: Soliciting parent volunteers
C: Incentivizing participation
D: Reducing the number of extracurricular programs
3. Which of the following disciplinary issues requires the most care on the part of the school building leader?
A: Dress code
D: Interrupting teachers
4. In order to create collaborative relationships among staff, a school building leader should _____.
A: set benchmarks for employee performance.
B: promote respect and effective communication.
C: encourage teachers to resolve their differences without consulting administrators.
D: encourage teachers to participate in professional development programs.
5. Which of the following is the best strategy for promoting professional development among teachers?
A: Creating new professional development programs
B: Encouraging individual teachers to participate in development programs
C: Making professional development one of the areas of employee evaluation
D: Punishing teachers who fail to participate in development programs
1. D. Standardized tests are administered at the end of the term in order to determine the overall success of instruction.
2. A. Before a school building leader can determine the best course of action, he or she needs to understand the reasons for the problem.
3. A. Issues related to risque or offensive clothing require a school district leader to exercise tact and courtesy to all of the parties involved.
4. B. Respect and mutual understanding are the foundations of collaboration and cooperation.
5. C. Many teachers are very busy and will only make time for professional development if they are required to do so.