Based on the documents, which area of need is best supported by evidence from more than one source?

ELA achievement of English learners, which fell each year while teachers report lacking strategies to support them

ELA achievement of economically disadvantaged students, whose gap with all students widened every year

ELA achievement of students with disabilities, the lowest- scoring group, whose results have not improved in any of the three years

Schoolwide ELA achievement, which has declined over the three years despite strong participation in PLCs

Principal Omar Haddad's leadership team at Willow Bend Elementary is writing a goal for its Grade 3 reading plan. Measure Result Grade 3 students at or above benchmark, this fall's reading 48% screener Grade 3 students at or above benchmark, last spring 52% (previous cohort) Which goal would best allow the team to evaluate whether its plan worked?

Increase Grade 3 students at or above benchmark on the reading screener from 48% this fall to 60% by spring

Improve Grade 3 reading achievement significantly by the end of the year through targeted small-group lessons

Raise Grade 3 reading scores by having every student read at least 20 minutes each night at home

Ensure all Grade 3 teachers implement the new small-group reading routine with fidelity throughout the year

Ms. Haley Nguyen is a first-year seventh-grade science teacher at Piedmont Trail Middle School (suburban Georgia). Her mid-year TKES formative rating on Standard 7, Positive Learning Environment, is Level II. Walkthroughs show she designs highly structured interactive simulations with clear step-by-step directions, and students are engaged while using them. However, transitions between activities are disorderly, and about eight minutes per class are lost. Which strategy best builds on Ms. Nguyen's strength to address her need?

Coach her to apply the step-by-step structure of her simulations to transition routines, with feedback from a mentor

Ask her to lead a faculty session on designing interactive simulations, which will build her confidence and her standing with colleagues

Enroll her in a summer course on classroom management so she can begin next year with a stronger set of strategies to use

Place her on a TKES Professional Development Plan now so the documentation is in place if her rating remains at Level II

Which long-term goal is most directly supported by the faculty survey results?

Building a multiyear induction program that pairs early-career teachers with trained content-area mentors and protected time to meet

Creating an annual recognition program for teachers with six or more years of experience to reward their loyalty to the school

Reducing the size of the mentoring network so that veteran teachers can focus on their own students and classrooms

Requiring teachers in their first two years to attend additional district workshops on classroom management, grading, and parent communication

During a faculty meeting at Marble Creek Elementary School, a teacher asks why the school is spending time on family engagement. Principal Nadia Petrov wants to give an accurate, research-based answer. Which statement best describes the benefit of family engagement for student learning?

When engagement is linked to learning, it is associated with better achievement, attendance, and behavior

When families attend social events, achievement rises even if the events themselves are unconnected to learning

When families attend events, test scores are guaranteed to rise within the same school year

When families are engaged, teachers spend less time planning because families take on instruction

Which statement identifies a district strength supported by the documents?

The district math coaching pilot, during which Westfield's Algebra I proficiency rose 11 points

District math professional learning, which most Tallow Creek math teachers attended last year

Tallow Creek's Algebra I proficiency, which held steady at the level of the district's other schools

Tallow Creek teachers' openness to coaching, with 78% saying they would welcome a coach

After reviewing Milestones results, Principal Bethany Rourke's leadership team at Ashford Glen High School identified low American Literature EOC performance as a priority need. A teacher suggests buying a test-preparation workbook series right away. Which action should the team take next?

Analyze root causes using item-level, classroom and student data before selecting an intervention

Set a goal to raise proficiency by ten points and announce it to staff and families this month

Buy the workbooks now so that students can begin practicing before the next EOC testing window

Schedule weekly practice tests in every American Literature class to monitor student progress

Ms. Lena Park is a school counselor at Fairburn Road Elementary School (urban Georgia). Feedback on her individual and small- group counseling sessions is excellent; students say she "asks good questions and really listens." During her classroom guidance lessons, however, Principal Oscar Lindgren observed that she lectures from slides for most of the period and many students disengage. Which strategy best builds on Ms. Park's strength to address her need?

Help her adapt the questioning and listening techniques from her sessions into small-group discussion during lessons

Ask classroom teachers to deliver the guidance lessons using her slides while she observes and supports students

Enroll her in a general classroom management workshop offered by the district during the next professional learning day

Reduce the number of classroom lessons she teaches so she can spend more of her time on the individual and small-group counseling sessions

Which strength could Ms. Fairbanks build on most effectively for a long-term professional capacity goal?

The stable, highly collaborative veteran staff, who could be trained and given time to serve as mentors and team leaders

The teachers with 2-4 years of experience, whose collaboration ratings are the highest of any experience group in the school

The large number of early-career teachers, who could be asked to design the school's new collaboration norms and team agendas

The overall turnover rate, which is low enough that the school can rely on its current hiring process

Two years ago, the district closed a neighborhood elementary school without community input, and many families in the attendance zone of Eastgate Middle School still distrust district decisions. Superintendent Gerald Okafor now needs community support for a redesign of Eastgate. Which strategy best addresses this challenge?

Holding listening sessions in neighborhood locations with trusted local leaders, then reporting back what will change

Hosting one informational meeting at the district office to present the completed plan and answer questions

Issuing a detailed press release that explains the redesign plan and the enrollment data that support the district's decision

Creating a website for the redesign where community members can read updates as the project moves forward

GACE Educational Leadership Tier II (347)

Free GACE Educational Leadership Practice Questions

10 sample questions for the GACE Educational Leadership Tier II (347), with the correct answer and an explanation for each. No account needed. Try each one before you open the answer.

Sections covered on the exam: With Evidence, Existing Strength, Improvement Plan, Enrollment Projections, Budget Execution, Growth Projections, Family and Student Data, Family Communication, Implementation Fidelity, Policy Compliance, Policy Requirement, Advanced Coursework, Demographic Trends, Budget To Need, Achievement Data, Reported Gain, Versus Growth, Plan To The Council, Improvement Sequence, Of A New Model, Measurable Goal, Grading Policy, Student Survey Results, Data and Access, Conflicting Data, Engaging Families/Caregivers and The Community, District Strength, Plc Plan, Mid-Year Progress, For Support and Access, Learning, Veteran Skepticism, Reading Pd, Strength, Need, Paraprofessional, Walkthrough Data, Observation, Expertise, Staff Growth, Leading The Professional Growth of Staff, Professional Learning Impact, Exemplary Teacher, Survey Results, Mission, Vision, Core Values, and Systems of Support, Schoolwide Expectations, Staffing, Existing Systems, Implementation, And Advisement, Participation Gap, Newcomer Students, Commitment To Pbis, About Co-Teaching, Early Referral Data, Sustainability Planning, Students For Tutoring, Staffing Records, Staffing Priority, Capacity Goal, An Expert Teacher, Plc, The Mission, Analysis, An Out-Of-Field Teacher, Teacher Leadership, Responsibility For Results, Pd Plan, Strengthening Induction, Recruitment, Survey Trends, Attendance Patterns, Participation Rates, Event, Communication Log, To Mission, Involvement Type, Engagement Conditions, Access For A Meeting, Engagement, Change Process, Family Survey Results, Seats, Community Assets, Relationships With Families, Orders, Design, Resources, Data, Operations and Resources, Compliance, Authority, Oversight, Parent, Teaching Need, Cost-Effectiveness, Program Evidence, Future Program Costs, An Attendance Plan, Families In A Plan, Intervention Data, Existing System, Collective Efficacy, Counseling Support, To Student Mobility, Enrollment Growth, And Outcomes, Policy Review, Communicating Goals To All Staff, Components, Writing Strong Constructed Responses, The Planning Process, Change Effort, To Teacher Concerns, District Support, Teacher Ownership, Use Productive, Triangulating Qualitative Data, Achievement Levels, Teachers Equitably, Training, Experience, From Three Sources, Three Sources, For The Teacher, Evaluation Trends, Conference, Suspension Staff, Classroom Lessons, Pd, Growth Plan, Colleagues, Results and Tiers, By Location, Sel Program, Partnership, With Current Systems, Role Concerns, Academic Support, Accommodations Practice, For English Learners, Commitment, Professional Capacity and Professional Community, Discipline Culture, Pbis Launch, Above Benchmark, Assignment Practices, Staff Strength, Timeline Data, Classified Staff, Plc Discussion, Coaching Role, Effective Teachers, Versus Long-Term Goal, Goal Monitoring, Data Comparison, An Induction Program, Interview Design, Collaborative Teams, Survey Strength, Survey Need, Small Group, Trend Reasoning, Draft Plan, Communication Channels, Deficit Assumptions, Community Trust, Pbis To Families, Sources of Knowledge, Volunteer Options, Health Partnership, Alignment, Council, With An Iep, Responsibilities, Process, Accommodations, Approval, Schedule, Request.

Question 1 · With Evidence
Based on the documents, which area of need is best supported by evidence from more than one source?
- A.ELA achievement of economically disadvantaged students, whose gap with all students widened every year
- B.ELA achievement of students with disabilities, the lowest- scoring group, whose results have not improved in any of the three years
- C.Schoolwide ELA achievement, which has declined over the three years despite strong participation in PLCs
- D.ELA achievement of English learners, which fell each year while teachers report lacking strategies to support them
Show answer and explanation
Answer: D. ELA achievement of English learners, which fell each year while teachers report lacking strategies to support them
English learner proficiency fell from 30% to 26% to 22% while every other group rose, and only 31% of teachers say they have strategies to support English learners, so two sources point to the same need. Students with disabilities are the lowest-scoring group, but their results rose from 18% to 25%, so the claim that they have not improved is false. The economically disadvantaged gap went from 11 to 12 to 12 points, which did not widen every year.
Question 2 · Measurable Goal
Principal Omar Haddad's leadership team at Willow Bend Elementary is writing a goal for its Grade 3 reading plan. Measure Result Grade 3 students at or above benchmark, this fall's reading 48% screener Grade 3 students at or above benchmark, last spring 52% (previous cohort) Which goal would best allow the team to evaluate whether its plan worked?
- A.Increase Grade 3 students at or above benchmark on the reading screener from 48% this fall to 60% by spring
- B.Improve Grade 3 reading achievement significantly by the end of the year through targeted small-group lessons
- C.Raise Grade 3 reading scores by having every student read at least 20 minutes each night at home
- D.Ensure all Grade 3 teachers implement the new small-group reading routine with fidelity throughout the year
Show answer and explanation
Answer: A. Increase Grade 3 students at or above benchmark on the reading screener from 48% this fall to 60% by spring
A strong goal names the measure, baseline, target and time frame, so the team can tell whether the plan succeeded. Fidelity of the routine matters, but it is an implementation measure rather than a student outcome goal. 'Significantly' cannot be measured, and the reading-at- home goal names a strategy rather than a result.
Question 3 · Leading The Professional Growth of Staff
Ms. Haley Nguyen is a first-year seventh-grade science teacher at Piedmont Trail Middle School (suburban Georgia). Her mid-year TKES formative rating on Standard 7, Positive Learning Environment, is Level II. Walkthroughs show she designs highly structured interactive simulations with clear step-by-step directions, and students are engaged while using them. However, transitions between activities are disorderly, and about eight minutes per class are lost. Which strategy best builds on Ms. Nguyen's strength to address her need?
- A.Ask her to lead a faculty session on designing interactive simulations, which will build her confidence and her standing with colleagues
- B.Enroll her in a summer course on classroom management so she can begin next year with a stronger set of strategies to use
- C.Place her on a TKES Professional Development Plan now so the documentation is in place if her rating remains at Level II
- D.Coach her to apply the step-by-step structure of her simulations to transition routines, with feedback from a mentor
Show answer and explanation
Answer: D. Coach her to apply the step-by-step structure of her simulations to transition routines, with feedback from a mentor
Her strength is designing clear, sequenced structures; transferring that skill to transition routines with mentor feedback addresses lost time now. Leading a session builds on her strength but does nothing about the transitions, and a summer course delays support for an immediate need.
Question 4 · Capacity Goal
Which long-term goal is most directly supported by the faculty survey results?
- A.Creating an annual recognition program for teachers with six or more years of experience to reward their loyalty to the school
- B.Building a multiyear induction program that pairs early-career teachers with trained content-area mentors and protected time to meet
- C.Reducing the size of the mentoring network so that veteran teachers can focus on their own students and classrooms
- D.Requiring teachers in their first two years to attend additional district workshops on classroom management, grading, and parent communication
Show answer and explanation
Answer: B. Building a multiyear induction program that pairs early-career teachers with trained content-area mentors and protected time to meet
Only 38% of teachers with 0-2 years of experience report having someone to go to, compared with 84% of veterans, so the gap is in support for novices. A structured, sustained induction program with trained mentors addresses that gap and supports retention, while added district workshops deliver more one-way training without the relationship the survey shows is missing.
Question 5 · Engagement
During a faculty meeting at Marble Creek Elementary School, a teacher asks why the school is spending time on family engagement. Principal Nadia Petrov wants to give an accurate, research-based answer. Which statement best describes the benefit of family engagement for student learning?
- A.When families attend social events, achievement rises even if the events themselves are unconnected to learning
- B.When families attend events, test scores are guaranteed to rise within the same school year
- C.When families are engaged, teachers spend less time planning because families take on instruction
- D.When engagement is linked to learning, it is associated with better achievement, attendance, and behavior
Show answer and explanation
Answer: D. When engagement is linked to learning, it is associated with better achievement, attendance, and behavior
Research consistently associates family engagement that is connected to learning with higher achievement, better attendance, and improved behavior. Social events alone build relationships but are not what links engagement to learning outcomes, and no form of engagement guarantees score gains.
Question 6 · District Strength
Which statement identifies a district strength supported by the documents?
- A.District math professional learning, which most Tallow Creek math teachers attended last year
- B.Tallow Creek's Algebra I proficiency, which held steady at the level of the district's other schools
- C.Tallow Creek teachers' openness to coaching, with 78% saying they would welcome a coach
- D.The district math coaching pilot, during which Westfield's Algebra I proficiency rose 11 points
Show answer and explanation
Answer: D. The district math coaching pilot, during which Westfield's Algebra I proficiency rose 11 points
Westfield's proficiency rose from 34% to 45% in the year the district piloted coaching, which is a district-level resource now available to every high school. Teacher openness to coaching is real, but it is a school-level strength, not a district one. Only 2 of 9 teachers attended district professional learning, and Tallow Creek's proficiency fell rather than holding steady.
Question 7 · The Planning Process
After reviewing Milestones results, Principal Bethany Rourke's leadership team at Ashford Glen High School identified low American Literature EOC performance as a priority need. A teacher suggests buying a test-preparation workbook series right away. Which action should the team take next?
- A.Set a goal to raise proficiency by ten points and announce it to staff and families this month
- B.Buy the workbooks now so that students can begin practicing before the next EOC testing window
- C.Analyze root causes using item-level, classroom and student data before selecting an intervention
- D.Schedule weekly practice tests in every American Literature class to monitor student progress
Show answer and explanation
Answer: C. Analyze root causes using item-level, classroom and student data before selecting an intervention
A need is not the same as its cause, and root-cause analysis shows which standards, students and practices are driving the results so the intervention fits the problem. Buying workbooks selects a solution before the cause is known. Setting a goal and adding practice tests are reasonable later steps, but neither explains why performance is low.
Question 8 · Classroom Lessons
Ms. Lena Park is a school counselor at Fairburn Road Elementary School (urban Georgia). Feedback on her individual and small- group counseling sessions is excellent; students say she "asks good questions and really listens." During her classroom guidance lessons, however, Principal Oscar Lindgren observed that she lectures from slides for most of the period and many students disengage. Which strategy best builds on Ms. Park's strength to address her need?
- A.Ask classroom teachers to deliver the guidance lessons using her slides while she observes and supports students
- B.Enroll her in a general classroom management workshop offered by the district during the next professional learning day
- C.Help her adapt the questioning and listening techniques from her sessions into small-group discussion during lessons
- D.Reduce the number of classroom lessons she teaches so she can spend more of her time on the individual and small-group counseling sessions
Show answer and explanation
Answer: C. Help her adapt the questioning and listening techniques from her sessions into small-group discussion during lessons
Her skill at asking questions and listening is exactly what turns a lecture into an interactive lesson, so adapting those techniques into discussion structures builds on the strength to fix the engagement problem. A classroom management workshop targets the need but does not draw on what she already does well.
Question 9 · Staff Strength
Which strength could Ms. Fairbanks build on most effectively for a long-term professional capacity goal?
- A.The stable, highly collaborative veteran staff, who could be trained and given time to serve as mentors and team leaders
- B.The teachers with 2-4 years of experience, whose collaboration ratings are the highest of any experience group in the school
- C.The large number of early-career teachers, who could be asked to design the school's new collaboration norms and team agendas
- D.The overall turnover rate, which is low enough that the school can rely on its current hiring process
Show answer and explanation
Answer: A. The stable, highly collaborative veteran staff, who could be trained and given time to serve as mentors and team leaders
Teachers with 11 or more years rate collaboration highest (4.0) and rarely leave, making them a strong base for a mentoring and teacher- leadership pipeline that supports newer staff. The 2-4 year group rated collaboration 3.0, which is not the highest, so building on it misreads the data.
Question 10 · Community Trust
Two years ago, the district closed a neighborhood elementary school without community input, and many families in the attendance zone of Eastgate Middle School still distrust district decisions. Superintendent Gerald Okafor now needs community support for a redesign of Eastgate. Which strategy best addresses this challenge?
- A.Hosting one informational meeting at the district office to present the completed plan and answer questions
- B.Issuing a detailed press release that explains the redesign plan and the enrollment data that support the district's decision
- C.Creating a website for the redesign where community members can read updates as the project moves forward
- D.Holding listening sessions in neighborhood locations with trusted local leaders, then reporting back what will change
Show answer and explanation
Answer: D. Holding listening sessions in neighborhood locations with trusted local leaders, then reporting back what will change
Trust damaged by a decision made without input is rebuilt by listening first, meeting people in familiar places with trusted messengers, and showing how their input changes the plan. A meeting to present a completed plan repeats the original problem, because the community is informed only after the decision is made.

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