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Validity Evidence to Support the Development of a Licensure Assessment for Education Leaders: A Job-Analytic Approach SLLA

Tannenbaum, Richard J.; Robustelli, Stacy L.
Publication Year:
Report Number:
ETS Research Memorandum
Document Type:
Page Count:
Subject/Key Words:
Job Analysis, Licensure, Certification, School Leaders Licensure Assessment (SLLA), Validity


A job analysis was conducted to define skills important for entry-level education leaders. The results will be used to guide the development of new test content specifications for the School Leaders Licensure Assessment (SLLA). A draft domain was constructed from a preliminary version of the Performance Expectations and Indicators for Educator Leaders (Sanders & Kearney, 2008). A National Advisory Committee (NAC) of education leaders, college faculty, and Department of Education representatives reviewed and modified the draft domain to reflect the skills it believed were important for safe and effective practice and needed at time of entry into the profession. The revised domain consisted of 92 statements clustered within the six major categories defined by the preliminary version of Sanders and Kearney: Vision and Goals, Teaching and Learning, Managing Organizational Systems and Safety, Collaborating With Key Stakeholders, Ethics and Integrity, and The Education System. A survey to verify the importance of the domain was completed by 294 respondents (school and/or district level administrators and supervisors and college faculty). Respondents judged each skill statement on a scale ranging from 1 (not at all important) to 5 (extremely important). All of the 92 skill statements had mean ratings above 3.50 in the aggregate sample and for subgroups containing more than 30 respondents. These results indicate that all 92 statements may be considered appropriate for guiding the development of new test content specifications for the SLLA.

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