Principal as Instructional Leader FAQs

Yes, the Principal as Instructional Leader interactive practice exam is available for purchase on this website. The interactive practice exam provides candidates with test-taking experience that simulates the operational exam, and with automated results reporting on the selected-response questions.

Candidates will receive their scores within four weeks of testing.

Review the Retake Policy for information about the retake waiting period and test attempt limits.

To be eligible to score Principal as Instructional Leader (268) constructed-response questions, the requirement is at least three years of recent or current experience as a principal, vice principal, assistant principal, director, superintendent, assistant superintendent, or other district administrator role. Recent experience is defined as no less than three years out of the position. Individuals must reside in the State of Texas and hold a Master's degree. Individuals must also meet one of the following criteria:

• Hold a valid and current certificate or license as a K–12 school principal or equivalent (e.g., principal, mid-management)
• Be an EPP faculty member of a program, approved by the State of Texas, that offers Principal as Instructional Leader program(s)
• Be a school administrator who has retired within the last three years and who held a certificate or license for that position

Pearson is currently seeking qualified applicants from Texas educational leaders to score this exam.

The Principal as Instructional Leader constructed-response questions are scored holistically using a rubric that is available in the preparation manual. The rubric provides the criteria and descriptions of performance at different levels that generalize across all four constructed-response questions. An example of each of the four constructed-response questions with sample responses and annotations is provided in the preparation manual.

The Principal as Instructional Leader exam includes the following types of questions:

• Discrete items, which are single, stand-alone questions that are unrelated to any other question on the exam.
• Cluster sets, which are questions that begin with a scenario or stimulus and are followed by two to six questions related to the scenario.
• Technology-enhanced questions, which include answer grid, drag-and-drop ordering, matching, multiple-select multiple-choice options, and video stimulus.

The exam includes 70 selected-response questions and 4 constructed-response questions.

The exam framework has six domains and eleven competencies with descriptive statements under each competency. Selected descriptive statements are prioritized to indicate greater emphasis and provide focus for the candidate's preparation.

No, the constructed-response questions assess content from Domains I, II, and III only (School Culture, Leading Learning, and Human Capital).

During a preparation program, each candidate should expect to experience multiple opportunities to demonstrate proficiency in coaching teachers. Preparation program instructions should include course assignments that allow candidates to plan coaching conferences, video record themselves, reflect, and receive feedback from instructors and/or peers. Candidates should visit with instructors and/or program directors if additional authentic experiences are desired as part of the program.

No. The principal standards development and principal assessment design committees felt this area was important enough to elevate it to its own domain to signify additional importance and emphasis. Additionally, Domains I through V divide their assigned weighting between two competencies, but the weighting for Domain VI includes only one competency. In addition, the exam questions assess this content explicitly in Domain VI and implicitly by presenting scenarios within the context of equity and diversity when assessing content in other domains. Additionally, equity and diversity are embedded in multiple descriptive statements under other competencies. For some examples, please refer to the following areas of the exam framework (notations include the domain, competency, and descriptive statement):

• I.001.H
• I.002.D
• II.004.B
• II.004.D
• IV.007.A
• V.010.F
• V.010.H

There are two key resources that will help candidates prepare:

• A preparation manual, which is available on this website, includes sample exam questions, key terms, and a resource list.
• An interactive practice exam, which is available for purchase on this website, includes a complete practice exam in a format similar to the actual exam. The interactive practice exam includes an answer key and rationales to help candidates expand their understanding of the knowledge and skills assessed on the Principal as Instructional Leader exam.

Candidates have 4 hours and 45 minutes to complete the exam. Given the number of constructed-response questions and stimuli in the selected-response questions, candidates should plan to manage their time carefully.

The content included on the Principal as Instructional Leader (268) exam is purposefully reflective of the Texas Teacher Evaluation and Support System (T-TESS) and the Texas Principal Evaluation and Support System (T-PESS). This alignment should help candidates recognize the inter-connectedness of their daily work in schools, the certification process, and the Texas evaluation systems.

No. A printed supplemental booklet is no longer needed. However, multiple questions will include data from parts of the TAPR and other assessment sources.

Like other Texas certification requirements, candidates have five attempts to take this exam.

No. 068 attempts are not counted toward the 268 exam because they are different exams.

No. This option was only available to candidates who passed the Principal as Instructional Leader (268) exam and completed all coursework and internship activities by August 31, 2019, AND applied for certification and was recommended by his or her program by October 30, 2019.

The exam is available in limited-administration windows. Visit the exam information page for exam dates and appointment availability.

To ensure candidates have the knowledge and skills necessary for success on the Principal as Instructional Leader (268) and PASL assessments, practicums should focus on authentic experiences and activities that will positively affect instructional practices and student learning. In order to have the kinds of experiences that are relevant to the current principal position, interns will need the support of their principal as well as opportunities to work with other teachers and committees. Candidates may want to consult with the program director about the possibility of getting an internship placement approval at the beginning of the preparation program.