Review the NYSTCE Revised (May 2019) School Building Leader Part One exam outline, content-area weights and the TeacherPreps school leadership study guide lessons for this exam.

Published by TeacherPreps · Updated November 7, 2026

NYSTCE Revised (May 2019) School Building Leader Part One: Study Guide

Exam facts

Exam: NYSTCE Revised (May 2019) School Building Leader Part One
State / jurisdiction: New York
Credential area: School principal
Delivery: Computer-based test (CBT)
Questions: 41 selected-response items; 1 extended performance task; 2 shorter performance tasks
Testing time: 240 minutes (4 hours)
Appointment time: 255 minutes (4 hours 15 minutes)
Passing score: 520

NYSTCE Revised (May 2019) School Building Leader Part One study guide lessons

The TeacherPreps study guide for this exam has 38 lessons organized by chapter, each written for the content areas above. The first lesson, Mission, vision, core values, and priorities, is free to read without a membership.

Read the free first lesson

What this exam covers

This outline summarizes the content areas in the publisher framework. Use it as a study checklist, and follow the source links below for the full framework.

each area's combined share of the score across selected-response and written items

1. Instructional Leadership for Student Success (55%)

Topics to review

Mission, vision, goals, and values
A shared commitment to student success
Evidence and goal selection
The principal’s leadership role
Alignment of plans and resources
Diagnosing strengths, needs, and gaps
Setting priorities and measurable goals
Collaborative planning and decisions
Selecting defensible improvement strategies
Managing change and supporting people
Monitoring, evaluating, and revising
Communication, alignment, and accountability
New York learning standards
Coherent curriculum design
Alignment across classrooms and grade levels
Research and evidence for instructional decisions
Learning theories and child and adolescent development
Differentiation, intervention, and student needs
Language, culture, and learner strengths
Disability supports and instructional access
Technology, digital literacy, and responsible participation
Academic and nonacademic program coordination
School structures that affect instruction
Instructional implementation and program improvement
College, career, and civic readiness
Emerging trends and developments affecting instruction
Assessment purposes, strengths, and limits
Multiple sources of learning evidence
Disaggregation, gaps, and bias
Using evidence to adjust instruction
Evaluating programs and instructional outcomes
Assessment and educator development
Accountability systems
Collaborative data use and assessment capacity
Baselines, benchmarks, targets, and progress monitoring
Patterns, trends, and root causes in school data
Staffing needs and workforce planning
Recruitment and candidate selection
Strategic assignment and scheduling
Induction, mentoring, and retention
Fairness and diversity in personnel decisions
Personnel law, contracts, and records
Purposes and models of supervision
Instructional expectations and evaluation criteria
Individual growth and improvement plans
Evaluation and personnel responsibilities
Adult learning and differentiated professional development
Professional learning communities
Induction and mentoring
Individual professional growth
Formats for professional learning: seminars, book studies, workshops, and coaching
Innovation, reflection, and action research
Teacher leadership and distributed responsibility
The principal’s own professional growth
Professional health and ethical learning practices
Work-life balance and well-being for staff
Leadership pipelines, emerging-leader mentoring, and succession
Cultural responsiveness and digital literacy in professional learning
Time, schedules, and instructional protection
Operational evaluation and improvement
Employment, leave, and contractual obligations

2. School Culture and Learning Environment to Promote Excellence, Equity, and Social Justice (45%)

Topics to review

Barriers, competing demands, and uncertainty
Academic and nonacademic program coordination
High expectations and shared commitments
Trust, respect, and collegial relationships
Safe reflection, voice, and innovation
Collaboration and collective responsibility
Staff care, health, and sustainable work
Consistent expectations and accountability
Assessing and improving school culture
Culture within its community context
Equity, access, and high expectations
Cultural and linguistic assets
Implicit and institutional bias
Evidence of unequal outcomes
Responsive curriculum, instruction, and assessment
Equitable behavior management and conflict resolution
Inclusive leadership and public responsibility
A caring and personalized learning environment
Academic, developmental, and engagement needs
Coherent systems of student support
Behavior expectations and positive behavior support
Bullying, harassment, and conflict prevention
Trauma and adverse experiences
Access, accommodations, and specialized needs
Safety, wellness, and support during crises
Monitoring student support and school climate
Student attendance strategies
Modeling professional conduct

This exam also includes written responses (1 extended performance task; 2 shorter performance tasks). The free diagnostic and Exam Builder practice cover multiple-choice content only.

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Similar names can refer to different exam codes, credentials or components. Confirm the code your program requires before choosing a study plan or paying a registration fee.

Publisher sources

Checked November 7, 2026. Content areas and weights come from the exam framework; administrative details come from the publisher test pages.

TeacherPreps practice questions and lessons are independently written and are not publisher exam questions.

Continue your school leadership preparation

Read the study guide lessons, practice by content area in the Exam Builder and review the explanation for each answer.

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