AEPA Principal Exam

The AEPA Principal Exam, one of three Administrator tests, evaluates a person’s qualifications for a leadership role in Arizona public schools. The test covers five areas:

Leadership of the Educational Organization, 19% of the test: A test taker must understand the development and promotion of the educational mission, professional growth, and innovation.
Social, Cultural, and Legal Context, 19%: Questions will cover promoting equity, compliance with federal and state regulations, and working with educational policymakers.
Effective Communication, 19%: The AEPA Principal Exam measures your understanding of effective communication with students, staff, parents, and the local community.

Management of the Educational Organization, 24%: The test taker must understand and apply principles for effective decision making, financial management, human resource concepts, and handling of physical resources.
Curriculum and Instruction, 19%: This section of the exam covers curriculum planning and implementation, student assessment, and methods of instruction.

AEPA Principal Exam Study Questions

1. An intruder enters a school building. Luckily, no one is hurt or injured and the intruder is captured by police. The principal was able to ensure no injuries or casualties in the crisis because he prepared by:

a. Verbally telling staff and students how to respond in a crisis.
b. Having a written crisis plan and safe evacuation route for all classrooms in the building and holding monthly crisis drills in which students and staff practice safe evacuation or protection for a variety of potential crises.
c. Reminding the staff at faculty meeting of the appropriate response to crises.
d. Posting the evacuation or protection plans on the schools walls.

Decision Set: Sample Stimulus Material

Question 2 to 10 pertain to the following scenario:

Ms. Rose has just been appointed as the new principal of Howard Middle School. Upon reviewing the discipline referrals ,she notices a large discrepancy in the number of disciplinary actions taken in different groups of students. In order to figure out the discrepancy, Ms. Rose observes classrooms and surveys teachers, students and parents.

2. After observing a cross-section of classrooms at Howard Middle School, Ms. Rose realizes that the needs of all students are not being met. She draws this conclusions based on her observation that:

a. Many students have been placed in certain classes based on their socio-economic status (SES), not their actual learning ability.
b. Most students complain when not seated with their friends.
c. There are too many students in one classroom.
d. Students are reluctant to do their homework.

3. Specifically, Ms. Rose notes that many athletes are given preferential treatment, leading to a disgruntled student population of non-athletes. Which of the following steps should she take to ensure fair and equitable treatment for all students?

a. Collaboratively write a new conduct policy to ensure equal treatments and implementation.
b. Suggest to the teachers that they not treat athletes differently.
c. Support teachers when they refer students for disciplinary action.
d. Examine the current discipline policy to find inconsistencies.

4. During her observations, Ms. Rose also notes that some discipline policies need revision. Which of the following is most indicative of this need for revision?

a. There is no meaningful consequence for students who do not serve detentions, which leads to further discipline referrals.
b. Students are expected to apologize for egregious behavior.
c. Students who are caught vandalizing the school are charged with repairing the vandalism as part of their consequence.
d. Students serving after-school and Saturday detentions often act as custodians.

Correct Response Set

5. Over the past three years, there has been a thirty percent rise in the number of immigrant students. How can Ms. Rose best determine if the needs of these students are being met?

a. By examining the number of students who participate in extracurricular activities such as drama, band, and so forth.
b. By examining the number of immigrant students in special education.
c. By examining the number of students who participate in sports.
d. By examining the attrition rate of all students.

6. Additionally, what is another factor Ms. Rose should examine to see if all students’ needs are being met?

a. The number of parents who attend Parents’ Night or conferences.
b. The number of these students in the English for Speakers of Other Languages (ESOL) program.
c. The number of teachers who attend professional development programs.
d. The number of paraprofessionals placed in each room.

7. After reviewing the data and observing classrooms, Ms. Rose is also concerned with the number of students who are missing valuable instructional time. Which of the following data would she use to support her claim?

a. The number of students who visit the school nurse for non-emergency purposes.
b. The number of students who participate in sports programs.
c. The number of students who are pulled out for ESOL or special education testing.
d. The number of students who receive weekly enrichment in music or art.

8. What is a second piece of data that Ms. Rose would use to support her claim that students are missing valuable instructional time?

a. The number of students on student council.
b. The number of students who arrive late or leave early.
c. The number of students involved in the peer tutoring program.
d. The number of students in the chorus or band.

9. During her investigation of discipline referrals, Ms. Rose discovers that many students who are receiving disciplinary action are age-inappropriate for their grade levels. Which of the following would best serve as an intervention program to combat retention?

a. Mandatory after-school mentoring and tutoring program with courses based on student weaknesses.
b. Placement in remedial-level classes.
c. Participation in a homework help line.
d. Extra help sessions with teachers.

10. What is a second intervention program that Ms. Rose should offer to best help students who are age-inappropriate for their grade level?

a. after-school job placement
b. Volunteering in the community
c. Counseling or coaching to ensure grade promotion requirements
d. Encouraging students to participate in sports.

AEPA Principal Exam Answer Key