TExES 268 Exam- Constructed Response #2 & 3

Summary

This video is the third in a series focused on preparing for the Texas 268 exam, specifically addressing constructive response questions two and three. The presenter explains how these questions relate to Domain 2 (instructional leadership), covering areas like pacing, assessment rigor, and data-driven lesson planning. They provide tips on identifying areas for improvement in a unit plan, creating exemplars, and crafting high-leverage questions to help teachers analyze data and improve instruction. The video emphasizes practical coaching strategies, data usage, and effective test preparation for aspiring principals.

Takeaways

• 📝 The video focuses on constructive response questions 2 and 3 from the Texas 268 exam, which deal with instructional leadership and coaching.
• 💡 Emphasis is placed on approaching the exam by focusing on communication, as it's important to articulate answers in the format graders expect.
• 📊 Question 2 asks candidates to identify two areas of improvement in a teacher's unit plan, create an exemplar for one area, and explain how a principal can use this exemplar to coach the teacher.
• 📑 The provided materials for question 2 include data, scenarios, a unit plan, and a side-by-side comparison of state assessments with teacher-created assessments.
• ⏳ Pacing is often identified as a key area for improvement, where teachers might spend too much time on less rigorous concepts instead of focusing on more challenging ones.
• 📈 Another common area of improvement is the lack of alignment between teacher-created assessments and the rigor of state-mandated tests.
• 📅 Creating an exemplar for pacing is easier than tackling content-specific rigor, so focusing on adjusting the lesson plan's timing is a good strategy.
• 🎯 Question 3 asks candidates to identify two high-leverage questions a principal should ask to help a teacher improve their data analysis and lesson planning.
• 🧐 The best first question for data analysis is typically, 'How do you use the data to inform your lesson planning?' followed by a more specific question targeting student skill performance.
• 🗣 The goal is to develop teachers' ability to use data to identify areas of need and improve instructional practices, ultimately enhancing student learning outcomes.

Q & A

Question 1: What is the focus of the video?

The video focuses on preparing for the Texas 268 exam, specifically covering constructive response questions number two and three, which are related to Domain Two: instructional leadership.

Question 2: Why does the speaker combine constructive response questions two and three?

The speaker combines questions two and three because both questions deal with Domain Two and are closely aligned, with one question feeding into the other.

Question 3: What strategy does the speaker use to approach the Texas 268 exam?

The speaker focuses primarily on constructive response questions since they require clear communication in the format that exam graders expect, emphasizing the importance of knowing how to convey knowledge rather than just having it.

Question 4: What kind of data and resources are provided for constructive response question two?

For constructive response question two, the exam provides a unit plan, a side-by-side comparison of the state-mandated assessment questions and teacher-created summative assessments, as well as other related documents.

Question 5: What are the two most common areas of improvement the speaker identifies for constructive response question two?

The two most common areas of improvement are pacing (spending too much time on easier concepts and not enough on more rigorous ones) and the alignment of the teacher-created assessment with the rigor of the state-released test.

Question 6: How can a principal use an exemplar to coach a teacher in constructive response question two?

The principal can use the exemplar to help the teacher compare their current practices to best practices, showing how to allocate time more effectively or align their assessments with state standards. The goal is to improve the teacher’s instructional practices.

Question 7: What is constructive response question three about?

Constructive response question three asks for two high-leverage questions that a principal should use to help a teacher improve their ability to analyze data and use it in lesson planning.

Question 8: What are the suggested high-leverage questions for constructive response question three?

The speaker suggests two high-leverage questions: (1) 'How do you use the data to inform your lesson planning?' and (2) 'How well do students demonstrate the ability to perform a specific skill?'

Question 9: How does the speaker justify the first high-leverage question in question three?

The first question is justified as it aims to instill the practice of using data analysis to inform instruction, encouraging teachers to become more data-driven in their decision-making process.

Question 10: What is the importance of the second high-leverage question in question three?

The second question helps teachers focus on targeted skills by assessing how well students demonstrate specific abilities, thus allowing teachers to refine their instruction based on actual student performance data.