FELE

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Annotated Bibliography

The annotated bibliography that follows includes basic references that you may find useful in preparing for the exam. Each resource is linked to the competencies and skills found in Section 3 of this guide.

This bibliography is representative of the most important and most comprehensive texts pertaining to the competencies and skills for Florida Educational Leadership Examination. The Florida Department of Education does not endorse these references as the only appropriate sources for review; many comparable texts currently used in teacher preparation programs also cover the competencies and skills that are tested on the examination.

  1. Alexander, N. A. (2012). Policy analysis for educational leaders: A step-by-step approach. Boston, MA: Pearson Allyn & Bacon.

    Contains background knowledge and information about the diverse institutional roots of educational policy and provides an incisive look at its history. Useful for review of subtest 3, competencies 1, 3, and 4.

  2. Bambrick-Santoyo, P. (2010). Driven by data: A practical guide to improve instruction. San Francisco, CA: Jossey-Bass.

    Contains suggestions for principals or other school leaders to incorporate data analysis and data-driven instruction into their school's administrative structure. Useful for review of subtest 1, competencies 1, 2, 3, and 4.

  3. Bernhardt, V. L. (2004). Data analysis for continuous school improvement (2nd ed.). Larchmont, NY: Eye on Education.

    Promotes the use of data analysis by administrators, school leaders, and teachers as a central tool for improving schools and increasing student achievement. Useful for review of subtest 1, competencies 1, 2, 3, and 4.

  4. Britton, E. D., Paine, L., Pimm, D., & Raizen, S. (2003). Comprehensive teacher induction: Systems for early career learning. Boston, MA: Kluwer Academic Publishers.

    Provides effective practices for the induction, support, and professional development of teachers who are beginning or at the early stages of their professional career. Useful for review of subtest 2, competencies 1, 2, and 3.

  5. Danielson, C. (2008). The handbook for enhancing professional practice: Using the framework for teaching in your school. Alexandria, VA: Association for Supervision and Curriculum Development.

    Provides professional development and preparation strategies for teachers with the goal of improving teacher practice and student achievement. Useful for review of subtest 1, competencies 1, 2, and 3.

  6. Danielson, C., Axtell, D., Bevan, P., Cleland, B., McKay, C., Phillips, E., & Wright, K. (2009). Implementing the framework for teaching in enhancing professional practice: An ASCD action tool. Alexandria, VA: Association for Supervision and Curriculum Development.

    Includes suggested strategies for promoting effective teacher assessment, professional development, and lesson planning skills for teachers or school leaders. Useful for review of subtest 1, competencies 1, 2, and 3.

  7. Florida Department of Education. (2012). Florida school laws (2012 ed.). Charlottesville, VA: LexisNexis Publishing.

    Contains state legal guidelines for stakeholders in education. Includes legal responsibilities of administrators and teachers. Useful for review of subtest 3, competency 4.

  8. Fowler, F. C. (2012). Policy studies for educational leaders: An introduction (4th ed.). Boston, MA: Pearson Allyn & Bacon.

    Focuses on the role and importance of government policy in the field of education and school leadership, the history of educational policy, and present issues.

  9. Guthrie, J. W., Springer, M. G., Rolle, R. A., & Houck, E. A. (2006). Modern education finance and policy (Peabody College education leadership series). Boston, MA: Pearson Allyn & Bacon.

    Addresses historical and current trends in educational finance, paying close attention to the modern realities of policy, accountability, and resource allocation. Useful for review of subtest 3, competency 3.

  10. Heck, R. H. (2004). Studying educational and social policy: Theoretical concepts and research methods. Mahwah, NJ: Lawrence Erlbaum Associates.

    Introduces beginning researchers to the fields of educational and social policy, how they have been examined, and some of the issues that are important to consider when designing and conducting research on policy. Useful for review of subtest 3, competency 4.

  11. Houston, P. D., Blankstein, A. M., & Cole, R. W. (2010). Leadership for family and community involvement. Thousand Oaks, CA: Corwin Press.

    Provides valuable suggestions and insight for involving students' families and other stakeholders in the educational process. Useful for review of subtest 3, competency 5.

  12. La Morte, M. W. (2012). School law: Cases and concepts (10th ed.). Boston, MA: Pearson Allyn & Bacon.

    Focuses on the cases and statutory laws that are most relevant to educators and administrators working in the U.S. school system, placing an emphasis on those legal issues that have a direct impact at the school building level. Useful for review of subtest 3, competency 4.

  13. Marion, R. (2005). Leadership in education: Organizational theory for the practitioner. Long Grove, IL: Waveland Press.

    Contains practical approaches for the understanding and instruction of organizational theory as it is applied in the field of school leadership. Useful for review of subtest 3, competencies 1 and 2.

  14. Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: Association for Supervision and Curriculum Development.

    Provides effective teaching practices for classroom instruction, classroom management, assessment, and grading. Useful for review of subtest 1, competencies 1, 2, 3, and 4.

  15. Marzano, R. J., & Brown, J. L. (2009). A handbook for the art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

    Provides practical examples and suggestions for the implementation of effective principles of classroom instruction, management, assessment, and grading. Useful for review of subtest 1, competencies 1, 2, 3, and 4.

  16. Marzano, R. J., Frontier, T., & Livingston, D. (2011). Effective supervision: Supporting the art and science of teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

    Outlines possible approaches for the implementation of a data-driven school administrative structure that supports a data-driven educational model. Useful for review of subtest 2, competencies 1, 2, and 3.

  17. Marzano, R. J., & Waters, T. (2009). District leadership that works: Striking the right balance. Bloomington, IN: Solution Tree Press.

    Applies organizational and educational theory toward the creation of a district-level system of assessment and supervision by supporting administrative goals with adequate assessment and supervision. Useful for review of subtest 2, competencies 1, 2, and 3.

  18. Owings, W. A., & Kaplan, L. S. (2012). Leadership and organizational behavior in education: Theory into practice. Boston, MA: Pearson Allyn & Bacon.

    Reviews principles of school leadership and theories of organizational behavior for educators who may be interested in a position of leadership. Useful for review of subtest 3, competencies 1 and 2.

  19. Reeves, D. B. (2006). The learning leader: How to focus school improvement for better results. Alexandria, VA: Association for Supervision and Curriculum Development.

    Promotes a leadership approach based on the creation of an organizational structure in which school leaders are able to exercise individual leadership in a role while collaborating with other leaders. Useful for review of subtest 1, competencies 3 and 4.

  20. Robinson, V. (2011). Student-centered leadership. San Francisco, CA: Jossey-Bass.

    Includes examples of various leadership approaches and case studies that highlight the leadership skills an administrator requires to improve student achievement. Useful for review of subtest 1, competencies 1, 2, 3, and 4.

  21. Rodriguez, G. M., & Rolle, R. A. (Eds.). (2007). To what ends and by what means? The social justice implications of contemporary school finance theory and policy. New York, NY: Routledge.

    Focuses on the effects that economic, finance, and budgeting policies have on the U.S. K–12 education system. Focuses specifically on the roles of money and economic policy in the U.S. K–12 education system. Useful for review of subtest 3, competency 3.

  22. Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J., & Kleiner, A. (2012). Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education. New York, NY: Crown Business.

    Emphasizes the importance of adaptability and change in schools and provides tools to facilitate organizational change effectively at different levels. Useful for review of subtest 3, competencies 1, 2, and 5.

  23. Shafritz, J. M., Ott, J. S., & Jang, Y. S. (2010). Classics of organization theory (7th ed.). Boston, MA: Cengage Learning.

    Provides several relevant essays on organizational theory, spanning the history of the field and organized chronologically by period. Useful for review of subtest 2, competencies 2, 3, and 4.

  24. Shapiro, J. P., & Stefkovich, J. A. (2011). Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas (3rd ed.). New York, NY: Routledge.

    Provides several case studies and examples of ethical conflicts that administrators and educators may face in the classroom or in the general school environment. Useful for review of subtest 2, competency 4.

  25. Thompson, D. C., Wood, R. C., & Crampton, F. E. (2012). Money and schools (5th ed.). Larchmont, NY: Eye on Education.

    Focuses specifically on the roles of money and economic policy in the U.S. K–12 education system. Useful for review of subtest 3, competency 3.

 

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