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100+ Free NYSTCE SBL Practice Questions

Pass your NYSTCE School Building Leader (SBL) (Fields 109/110) exam on the first try — instant access, no signup required.

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A principal wants to support teachers in differentiating instruction. Which leadership action most directly builds differentiation capacity?

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2026 Statistics

Key Facts: NYSTCE SBL Exam

67

Total Selected-Response Items (109 + 110)

NYSTCE SBL 109/110 test page

41 + 26

Selected-Response Split Across Part One and Part Two

NYSTCE SBL 109/110 test page

520

Scaled Passing Score Per Part

NYSTCE SBL 109/110 test page

$395

Combined Fee for Both Parts

NYSTCE SBL 109/110 test page

4 hours

Testing Time Per Part

NYSTCE SBL 109/110 test page

5 subareas

Framework Subareas Across Two Parts

NYSTCE SBL 109/110 objectives framework

6 tasks

Total Performance Tasks (3 Per Part)

NYSTCE SBL 109/110 test page

May 2019

Current Revised Framework Date

NYSTCE SBL 109/110 objectives framework

The current revised (May 2019) NYSTCE SBL test (109/110) is administered in two parts. Part One (109) has 41 selected-response items plus 3 performance tasks in 4 hours; Part Two (110) has 26 selected-response items plus 3 performance tasks in 4 hours and includes a 15-minute classroom video clip. Each part requires a 520 scaled score to pass. Fees are $198 for Part One, $197 for Part Two, or $395 for both. The framework is organized into five subareas aligned to the Professional Standards for Educational Leaders (PSEL) and the National Educational Leadership Preparation (NELP) standards, spanning instructional leadership, school culture and equity, human capital, family and community engagement, and operational, data, and legal systems.

Sample NYSTCE SBL Practice Questions

Try these sample questions to test your NYSTCE SBL exam readiness. Each question includes a detailed explanation. Start the interactive quiz above for the full 100+ question experience with AI tutoring.

1A new principal wants to build a shared vision for high-level learning that is owned by the whole school community. Which approach best reflects effective visionary instructional leadership under the Professional Standards for Educational Leaders?
A.Collaboratively developing the vision with staff, families, and students, then using it to drive instructional decisions
B.Adopting the previous principal's mission statement unchanged to preserve continuity
C.Writing the vision personally and distributing it to staff for compliance
D.Delaying any vision work until standardized test scores improve
Explanation: PSEL Standard 1 calls for leaders to develop, advocate, and enact a shared mission and vision of high-quality education collaboratively with stakeholders. A vision that is co-constructed earns ownership and is then used to guide instructional and resource decisions.
2During a classroom walkthrough, a building leader notices a teacher delivering lecture-only instruction with little student engagement. Which leadership response best promotes instructional improvement?
A.Schedule a non-evaluative coaching conversation with specific observed evidence and co-developed next steps
B.Issue a written reprimand for failing to engage students
C.Reassign the teacher to a non-teaching role immediately
D.Say nothing because a single walkthrough is too brief to act on
Explanation: Instructional leadership emphasizes using observational evidence to support teacher growth through coaching and reflection. A non-evaluative conversation grounded in specific evidence and shared goal-setting builds capacity more effectively than punitive action.
3A principal is establishing a professional learning community (PLC) structure. Which condition is most essential for PLCs to improve student learning?
A.Teams regularly analyze student work and assessment data to adjust instruction
B.Teams meet only when test scores decline
C.Each teacher works independently and reports results monthly
D.The principal sets the agenda and answers all instructional questions
Explanation: Effective PLCs are grounded in collaborative inquiry: teams use student work and common assessment data to identify needs and adjust instruction. This continuous data-driven cycle, not isolated work or top-down direction, drives learning gains.
4A building leader wants to ensure curriculum coherence across grade levels. Which action most directly supports vertical curriculum alignment?
A.Facilitating cross-grade teams to map standards, skills, and assessments across consecutive grades
B.Allowing each grade level to choose materials with no shared scope and sequence
C.Purchasing a new textbook series for every subject each year
D.Requiring all teachers to use identical daily lesson plans
Explanation: Vertical alignment connects standards, skills, and assessments across consecutive grades so learning builds coherently. Cross-grade curriculum mapping is the core practice that reveals and closes gaps and redundancies between grades.
5A school's data show a persistent achievement gap between English Language Learners and their peers in mathematics. Which instructional leadership response best addresses the gap?
A.Provide professional learning on language-rich math instruction and scaffolds while monitoring ELL progress data
B.Place all ELLs in a separate remedial math track indefinitely
C.Lower the math standards for ELLs to raise pass rates
D.Wait for ELLs to become fully proficient in English before teaching grade-level math
Explanation: Equitable instructional leadership maintains high expectations while building teacher capacity to make content accessible. Professional learning on language scaffolds in math, paired with progress monitoring, addresses the gap without lowering rigor or segregating students.
6A principal is selecting a schoolwide assessment system. Which combination best supports a balanced approach to monitoring student learning?
A.Formative, interim/benchmark, and summative assessments used for distinct purposes
B.Only end-of-year state summative tests
C.Only daily teacher-made quizzes with no common measures
D.A single annual nationally normed test for all decisions
Explanation: A balanced assessment system uses formative checks to guide daily instruction, interim/benchmark assessments to monitor progress, and summative assessments to evaluate outcomes. Each serves a distinct purpose; relying on one type alone limits actionable information.
7Which practice best reflects a principal's role in supporting research-based instructional strategies across the building?
A.Aligning professional development, coaching, and resources to evidence-based instructional practices
B.Requiring every teacher to adopt the newest classroom trend each semester
C.Leaving instructional methods entirely to individual teacher preference without support
D.Evaluating teachers only on student attendance figures
Explanation: Instructional leaders create coherence by aligning PD, coaching, and resources to evidence-based practices so improvement is systemic and sustained. Chasing trends, abdicating support, or evaluating on attendance alone do not advance instructional quality.
8A leader notices that the school's response to intervention (RtI/MTSS) system places students in Tier 3 without first documenting Tier 1 and Tier 2 supports. What is the most appropriate corrective action?
A.Ensure students receive and document evidence-based Tier 1 and Tier 2 supports before intensifying to Tier 3
B.Move all struggling students directly to Tier 3 for efficiency
C.Eliminate tiered supports and refer students straight to special education
D.Keep all students in Tier 1 regardless of progress data
Explanation: A multi-tiered system of supports requires high-quality core (Tier 1) instruction and increasingly intensive targeted supports (Tier 2) with progress monitoring before intensive individualized (Tier 3) intervention. Skipping tiers undermines the data-based decision-making MTSS depends on.
9When using student data to set annual instructional goals, which principle best ensures the goals drive improvement?
A.Goals are specific, measurable, tied to evidence, and monitored throughout the year
B.Goals are broad aspirations reviewed only at year-end
C.Goals are set by the principal without staff input or data
D.Goals focus on activities completed rather than student outcomes
Explanation: Effective goal-setting produces specific, measurable targets grounded in data and monitored continuously so the school can adjust course. Vague, end-of-year-only, top-down, or activity-counting goals fail to guide ongoing instructional decisions.
10A principal wants to strengthen a positive, inclusive school culture. Which action most directly builds a culture of belonging for all students?
A.Implementing schoolwide practices that affirm diverse identities and ensure every student has caring adult relationships
B.Posting school rules in every hallway and enforcing them strictly
C.Celebrating only students who earn the highest test scores
D.Limiting cultural recognition to a single annual assembly
Explanation: A culture of belonging is built through sustained practices that affirm students' identities and ensure every student is known and supported by caring adults. Rules enforcement, narrow recognition of top scorers, or token annual events do not create inclusive belonging.

About the NYSTCE SBL Exam

The NYSTCE School Building Leader (SBL) assessment (fields 109/110) is the New York exam required for School Building Leader certification, the credential for principals and assistant principals. It is administered in two parts that together assess instructional leadership, school culture and equity, developing human capital, family and community engagement, and operational, data, and legal systems through both selected-response items and performance tasks.

Questions

67 scored questions

Time Limit

4 hours per part

Passing Score

520 (scaled) per part

Exam Fee

$395 (both parts) (New York State Education Department / Pearson Evaluation Systems)

NYSTCE SBL Exam Content Outline

Part One (109)

Instructional Leadership for Student Success

Shared vision, curriculum and assessment alignment, instructional supervision and coaching, data-driven instruction, and supports such as MTSS that raise achievement for every student.

Part One (109)

School Culture and Learning Environment for Equity and Social Justice

Culturally responsive leadership, inclusive climate and belonging, DASA and bullying prevention, social-emotional learning, high expectations, and equitable access to rigorous coursework.

Part Two (110)

Developing Human Capital

Recruiting and retaining diverse, effective faculty; induction and mentoring; job-embedded professional learning; observation, calibration, and evaluation practices; and distributed leadership.

Part Two (110)

Family and Community Engagement

Two-way family partnerships, language access, shared decision-making, community partnerships and resources, advocacy for students, and transparent communication of results.

Part Two (110)

Operational, Data, and Legal Systems

Budgeting and resource alignment, master scheduling, facilities and safety, data systems and security, change management, and school law including FERPA, IDEA, Section 504, and mandated reporting.

How to Pass the NYSTCE SBL Exam

What You Need to Know

  • Passing score: 520 (scaled) per part
  • Exam length: 67 questions
  • Time limit: 4 hours per part
  • Exam fee: $395 (both parts)

Keys to Passing

  • Complete 500+ practice questions
  • Score 80%+ consistently before scheduling
  • Focus on highest-weighted sections
  • Use our AI tutor for tough concepts

NYSTCE SBL Study Tips from Top Performers

1When two answers seem reasonable, choose the one that best advances student learning, equity, and access rather than adult convenience
2Ground every choice in leadership standards: think about what a principal who prioritizes teaching, learning, and ethics would do
3For school-law items, distinguish FERPA, IDEA (IEP and manifestation determination), Section 504, McKinney-Vento, and New York mandated-reporting duties
4Treat data and observation questions as calls to gather evidence, find root causes, and build capacity before acting punitively
5For family and community items, favor two-way partnership, language access, and removing barriers over one-way information
6Practice the performance tasks by recommending a specific action with a clear, standards-based justification under timed conditions

Frequently Asked Questions

How many questions are on the NYSTCE School Building Leader exam?

The current SBL assessment has 67 selected-response items across the two parts: 41 in Part One (109) and 26 in Part Two (110). Each part also includes 3 performance tasks, for 6 constructed-response tasks total.

What passing score do I need for the NYSTCE SBL?

You need a scaled score of 520 on each part to pass the NYSTCE School Building Leader assessment. Part One (109) and Part Two (110) are scored separately, and you must pass both for certification.

How much does the NYSTCE School Building Leader exam cost?

The current fees are $198 for Part One (109) and $197 for Part Two (110), or $395 if you register for both parts. Always verify the current fee in your NYSTCE account at registration.

How long is the NYSTCE SBL test?

Each part provides 4 hours of testing time. If you take both parts in a single session, the appointment runs about 8 hours 45 minutes, which includes a 45-minute lunch break between the parts.

What standards is the NYSTCE SBL framework based on?

The revised (May 2019) SBL framework is aligned to the Professional Standards for Educational Leaders (PSEL) and the National Educational Leadership Preparation (NELP) standards, organized into five subareas across the two parts.

What is the video-clip task on Part Two?

Part Two (110) includes a performance task built around a 15-minute video clip of classroom instruction; you use a headset and respond to prompts about supporting and developing the teacher's effectiveness.