FELE

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Competencies and Skills and Blueprint

The test design below describes general testing information. The blueprints that follow provide a detailed outline that explains the competencies and skills that this test measures.

Test Design

table describing the format of the test, including test time, number of questions, and required passing score
Format Computer-based test (CBT)
Number of Questions
  • Subtest 1: approximately 50 multiple-choice questions
  • Subtest 2: approximately 50 multiple-choice questions
  • Subtest 3: Multiple-Choice Section: approximately 40 multiple-choice questions
  • Subtest 3: Written Performance Section: 1 Written Performance Section
Time
  • Subtest 1: 2 hours
  • Subtest 2: 2 hours
  • Subtest 3: Multiple-Choice Section: 1 hour and 30 minutes
  • Subtest 3: Written Performance Section: 1 hour
If you take 2 or all 3 subtests in a single session, you will receive a 15-minute break between each subtest.
Passing Score
  • Subtest 1: A scaled score of at least 200
  • Subtest 2: A scaled score of at least 200
  • Subtest 3: Multiple-Choice Section: A scaled score of at least 200
  • Subtest 3: Written Performance Section: At least 7 out of 12 points
  • Examinees must pass all 3 subtests, including both sections of Subtest 3, in order to pass the FELE.

 

Competencies, Skills, and Approximate Percentages of Questions

Subtest 1: Leadership for Student Learning

graph of percentages of each leadership for student learning competency's weight toward overall score.

table describing the competencies, skills, and approximate percentage of each competency's weight toward overall test score for English Language Skills
Competency Approximate Percentage of Subtest Questions
1 Knowledge of effective facilitation of positive achievement results aligned with student learning goals and state accountability measures 25%
2 Knowledge of effective prioritization of student learning through leadership actions that build and support a learning organization focused on student success and continuous improvement 25%
3 Knowledge of effective development and implementation of an instructional framework that aligns school curriculum with state standards, effective instructional strategies, student learning needs, and assessments 25%
4 Knowledge of effective structuring and monitoring of a school environment that improves learning for all student populations 25%

Competencies and Skills

Competency 1—Knowledge of effective facilitation of positive achievement results aligned with student learning goals and state accountability measures
  1. Analyze and determine appropriate school learning goals using State Board of Education adopted educational standards and district adopted curriculum.

  2. Identify and analyze areas of greatest need for improvement based on state accountability measures.

  3. Evaluate student learning results based on student performance and growth on assessments.

  4. Identify methods of providing meaningful feedback to improve instructional planning and delivery.

Competency 2—Knowledge of effective prioritization of student learning through leadership actions that build and support a learning organization focused on student success and continuous improvement
  1. Identify and select appropriate strategies that assure faculty and staff will work as a learning organization focused on continuous improvement of student learning.

  2. Analyze and determine appropriate strategies that enhance a schoolís climate and support student engagement in learning.

  3. Evaluate and apply effective strategies that create high expectations for student learning gains.

  4. Identify and discriminate among effective strategies that engage faculty and staff in order to improve academic performance and close achievement gaps among student subgroups.

Competency 3—Knowledge of effective development and implementation of an instructional framework that aligns school curriculum with state standards, effective instructional strategies, student learning needs, and assessments
  1. Identify appropriate evaluation and monitoring strategies that assure the Florida Educator Accomplished Practices are implemented through effective instruction.

  2. Analyze and assess teaching practices based on observation and monitored outcomes in order to improve a teacherís instructional planning and performance.

  3. Evaluate and select rigorous and culturally relevant instructional methods for implementing State Board of Education adopted educational standards and district adopted curricula.

  4. Identify effective and appropriate implementation of formative and interim assessments aligned with State Board of Education adopted educational standards and district adopted curricula.

Competency 4—Knowledge of effective structuring and monitoring of a school environment that improves learning for all student populations
  1. Identify appropriate strategies for maintaining a respectful and inclusive student-centered learning environment that seeks to provide equitable opportunities for all students.

  2. Select effective strategies that create a school culture focused on building a foundation for life in a diverse democratic society and global economy.

  3. Analyze and select practices that value diversity as an asset in the development and implementation of procedures and practices that motivate all students and improve student learning.

  4. Identify effective and recurring monitoring and feedback processes that support continuous student learning growth and school improvement.

  5. Identify appropriate and effective professional learning opportunities and strategies that engage faculty in recognizing and understanding diversity and developmental issues in order to close achievement gaps.

Subtest 2: Organizational Development

graph of percentages of each organizational development competency's weight toward overall score.

table describing the competencies, skills, and approximate percentage of each competency's weight toward overall test score for English Language Skills
Competency Approximate Percentage of Subtest Questions
1 Knowledge of effective recruitment and induction practices to develop a high-performing, diverse faculty and staff 17%
2 Knowledge of effective practices for the development and retention of high-performing, diverse faculty and staff 33%
3 Knowledge of effective practices that cultivate, support, and develop leaders within the organization 25%
4 Knowledge of personal and professional behavior consistent with quality practices in education and community leadership 25%

Competencies and Skills

Competency 1—Knowledge of effective recruitment and induction practices to develop a high-performing, diverse faculty and staff
  1. Analyze and assess processes and methods of recruiting and employing a diverse faculty with the instructional proficiencies needed for the school population being served.

  2. Identify and analyze strategies to induct new faculty members into a schoolís culture.

Competency 2—Knowledge of effective practices for the development and retention of high-performing, diverse faculty and staff
  1. Identify and evaluate professional learning that focuses on student performance as it relates to a schoolís goals and objectives.

  2. Identify appropriate allocations of resources necessary to engage faculty in ongoing, effective individual and collaborative professional learning.

  3. Determine appropriate processes and methods for evaluating, monitoring, and providing timely feedback to faculty regarding the effectiveness of their instruction.

  4. Identify and evaluate instructional effectiveness of faculty utilizing classroom observations and student assessment outcomes.

  5. Determine appropriate strategies for professional learning that prepare faculty to create and deliver rigorous, differentiated, and culturally relevant instruction.

  6. Identify and select appropriate strategies for communicating and providing corrective feedback to faculty in situations where remediation, disciplinary, or personnel actions are applicable.

Competency 3—Knowledge of effective practices that cultivate, support, and develop leaders within the organization
  1. Identify appropriate methods of developing potential and emerging leaders.

  2. Identify and evaluate strategies for delegating tasks.

  3. Differentiate among strategies for succession management in key positions.

  4. Identify and assess teacher-leadership functions focused on improving instructional effectiveness and student learning.

Competency 4—Knowledge of personal and professional behavior consistent with quality practices in education and community leadership
  1. Identify appropriate behavior as outlined in the Principles of Professional Conduct for the Education Profession in Florida, pursuant to Rule 6A-10.081, F.A.C.

  2. Identify examples of resilient behaviors that maintain focus on the school vision and react constructively to barriers.

  3. Determine and evaluate appropriate professional learning opportunities that enhance leadership practices and align with school needs.

  4. Identify processes that create and support sustainable and collaborative relationships.

 

Subtest 3: Systems Leadership

Multiple-Choice Section

graph of percentages of each system leardership competency's weight toward overall score.

table describing the competencies, skills, and approximate percentage of each competency's weight toward overall test score for English Language Skills
Competency Approximate Percentage of Subtest Multiple-Choice Items
1 Knowledge of effective decision-making processes that are based on research, best practices, and leadership theory to support the mission, vision, and improvement priorities of schools 25%
2 Knowledge of effective organizational theory, research, and management practices related to school operations that maximize a safe and effective learning environment 25%
3 Knowledge of effective utilization of resources and fiscal management practices that maximize a safe and effective learning environment 25%
4 Knowledge of school legal practices and applications that assure a safe and effective learning environment 25%

Competencies and Skills

Competency 1—Knowledge of effective decision-making processes that are based on research, best practices, and leadership theory to support the mission, vision, and improvement priorities of schools
  1. Analyze and prioritize decisions and actions that minimize the impact of negative situations on the quality of student learning and teacher performance.

  2. Analyze and evaluate decisions for effectiveness (e.g., intended and actual outcomes, equity, implementation of follow-up actions, revisions).

  3. Identify effective strategies that empower others through the distribution of leadership roles when appropriate.

  4. Select appropriate steps in a change process that effectively facilitate implementation of new policies or procedures.

Competency 2—Knowledge of effective organizational theory, research, and management practices related to school operations that maximize a safe and effective learning environment
  1. Analyze and evaluate strategies for organizing time, tasks, technologies, and projects effectively with clear goals, objectives, and plans.

  2. Identify appropriate roles, responsibilities, and practices that assure effective discipline and promote a safe learning environment.

  3. Identify and evaluate appropriate actions that assure the health, safety, and welfare of all persons on campus.

  4. Assess and analyze effective strategies for managing schedules and delegating responsibilities in order to promote collegial efforts in school improvement and faculty development.

Competency 3—Knowledge of effective utilization of resources and fiscal management practices that maximize a safe and effective learning environment
  1. Identify and assess methods of maximizing the use of federal, state, and local fiscal resources (e.g., school budget, grant funding) for instructional priorities.

  2. Identify appropriate procedures to manage school fiscal resources (e.g., fundraisers, extracurricular, athletics) and property consistent with state guidelines and accounting practices.

  3. Identify the foundational concepts for the formula factors used in computing the Florida Education Finance Program allocations.

  4. Identify funding sources available to a school beyond Florida Education Finance Program allocations.

Competency 4—Knowledge of school legal practices and applications that assure a safe and effective learning environment
  1. Determine whether appropriate educational and/or physical accommodations were made or provided, under state and/or federal guidelines, for students by school and district staff.

  2. Identify state and/or federal guidelines and procedures for maintaining a safe learning environment for the well being of all students.

  3. Identify legal requirements that ensure compliance with federal and state law as related to the constitutional and statutory rights of students, staff, and parents.

Written Performance Section

table describing the competencies, skills, and approximate percentage of each competency's weight toward overall test score
Competency Approximate Percentage of Written Performance Subtest Score
5 Knowledge of effective communication practices that accomplish school and system-wide goals by building and maintaining collaborative relationships with stakeholders 100%

Competency and Skills

Competency 5—Knowledge of effective communication practices that accomplish school and system-wide goals by building and maintaining collaborative relationships with stakeholders
  1. Analyze data and communicate, in writing, appropriate information to stakeholders.

  2. Analyze data and communicate, in writing, strategies for creating opportunities within a school that engage stakeholders.

  3. Analyze data and communicate, in writing, strategies that increase motivation and improve morale while promoting collegial efforts.