ILTS PRINCIPAL AS INSTRUCTIONAL LEADER (195/196) TEST

Exam

ILTS PRINCIPAL AS INSTRUCTIONAL LEADER (195/196) TEST ACTUAL EXAM ILTS Principal as Instructional Leader (195/196) Domain I: Visionary and Inclusive ... Leadership 1. A new principal arrives at a school with a history of low student achievement and low staff morale. The most effective first step in developing a shared vision for improvement is to: A. Draft a new vision statement and present it at the next staff meeting for feedback. B. Analyze state assessment data to identify the weakest areas and set goals based on those findings. C. Engage stakeholders (staff, families, students, community members) in conversations to understand their hopes and concerns for the school. D. Research successful school models in other districts and adapt their vision statement. Rationale: Effective vision development is a collaborative, inclusive process. Engaging stakeholders from the outset builds ownership and ensures the vision reflects the community's values and aspirations, which is foundational for sustainable change. Simply imposing or borrowing a vision (A, D) does not create buy-in. While data analysis (B) is important, it should inform the visioning process, not replace stakeholder input. 2. A principal is analyzing student performance data and notices that English Learners (ELs) in 8th grade have consistently underperformed on the state science assessment for three consecutive years. According to the Illinois Equity Plan, the principal's initial response should be to: A. Recommend that EL students receive additional English language development support during science class. B. Form a team to analyze the curriculum, instructional strategies, and supports specifically for ELs in science. C. Purchase a new science intervention program targeted specifically for middle school ELs. D. Adjust the master schedule to ensure EL students are grouped together for science instruction. Rationale: The Illinois State Board of Education emphasizes a systemic approach to equity. Before implementing any program or schedule change (C, D), a root cause analysis is necessary. Forming a team to examine the intersection of curriculum, instruction, and supports (B) aligns with data-driven decision-making processes. Option A incorrectly frames science proficiency as solely dependent on English proficiency, ignoring the need for scaffolded content instruction. 3. When facilitating a school improvement team meeting to review the school's mission and vision, a principal notices that the conversation is being dominated by a few vocal staff members. To ensure inclusive participation and diverse perspectives, the principal should:

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