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Understanding the exact breakdown of the FELE Educational Leadership test will help you know what to expect and how to most effectively prepare. The FELE Educational Leadership has 165 multiple-choice questions and 1 essay questions. The exam will be broken down into the sections below:
| FELE Educational Leadership Exam Blueprint | |||
|---|---|---|---|
| Domain Name | % | Number of Questions |
|
| Subtest 1 - Leadership for Student Learning | |||
| Knowledge of effective facilitation of positive achievement results | 25% | 14 | |
| Knowledge of effective prioritization of student learning through leadership | 25% | 14 | |
| Knowledge of effective development and implementation of an instructional framework | 25% | 14 | |
| Knowledge of effective structuring and monitoring of a school environment | 25% | 14 | |
| Subtest 2 - Organizational Development | |||
| Knowledge of effective recruitment and induction practices | 17% | 9 | |
| Knowledge of effective practices for the development and retention of faculty | 33% | 18 | |
| Knowledge of effective practices that cultivate - support develop leaders | 25% | 14 | |
| Knowledge of personal and professional behavior consistent with quality practices | 25% | 14 | |
| Subtest 3: Systems Leadership | |||
| Knowledge of effective decision-making processes that are based on research - best practices leadership theory to support the mission - vision improvement priorities of schools | 25% | 14 | |
| Knowledge of effective organizational theory - research management practices related to school operations that maximize a safe and effective learning environment | 25% | 14 | |
| Knowledge of effective utilization of resources and fiscal management practices that maximize a safe and effective learning environment | 25% | 14 | |
| Knowledge of school legal practices and applications that assure a safe and effective learning environment | 25% | 14 | |
FELE Educational Leadership Study Tips by Domain
- Anchor decisions to a clearly articulated mission/vision and measurable student outcomes; red flag: initiatives that sound innovative but lack a data-defined problem statement.
- Use an instructional framework with non-negotiable “look-fors” (standards alignment, checks for understanding, differentiation) and calibrate walkthroughs to it; common trap: evaluating teacher style instead of evidence of learning.
- Implement data cycles (plan–teach–assess–respond) with frequent formative checks and documented interventions; priority rule: address Tier 1 core gaps before over-relying on pull-out supports.
- Set achievement targets that are specific, time-bound, and subgroup-conscious, then monitor leading indicators (attendance, on-track, interim mastery); red flag: celebrating overall gains while subgroup gaps widen.
- Protect instructional time through schedules, duty assignments, and meeting norms; common trap: allowing assemblies, testing disruptions, or meeting creep to erode Tier 1 minutes.
- Build a feedback culture using evidence-based coaching and aligned professional learning; contraindication: using summative evaluation language during coaching conversations, which shuts down growth.
- Use multiple data sources (state/local assessments, formative checks, attendance/discipline, subgroup trends) to define the problem of practice; red flag: making a plan from overall averages while ignoring achievement gaps.
- Set SMART goals aligned to SIP priorities and progress-monitor with a fixed cadence (e.g., every 4–6 weeks); common trap: goals that are activities (“provide PD”) instead of measurable student outcomes.
- Implement data-team/PLC cycles (analyze → plan → act → assess) with clearly defined roles and norms; priority rule: decisions must tie to evidence of impact on student learning, not preferences.
- Select interventions based on root-cause analysis (instruction, curriculum, assessment, learner factors, environment) and match intensity to need; red flag: jumping to tutoring or new programs without verifying Tier 1 core instruction.
- Ensure equitable access to rigorous instruction and supports (advanced coursework, interventions, ELL/ESE accommodations) and monitor fidelity; common trap: compliance-only documentation without checking whether supports are delivered as designed.
- Communicate results transparently to staff and families and adjust actions when data show insufficient growth; contraindication: waiting until end-of-year test results to course-correct.
- Use a clear “student learning first” decision rule: if an initiative doesn’t measurably improve learning (achievement, growth, engagement), deprioritize it—red flag: goals stated as activities (e.g., “implement a program”) with no outcome metrics.
- Align campus priorities to a small number of non-negotiable, measurable targets tied to the school improvement plan—common trap: chasing too many initiatives and diluting implementation fidelity.
- Prioritize instructional time and high-impact instruction by protecting the master schedule (core minutes, intervention blocks) and limiting disruptions—red flag: frequent assemblies, testing add-ons, or coverage practices that erode Tier 1 instruction.
- Make data cycles routine (plan–do–study–act) with defined meeting cadences, protocols, and follow-up actions—common trap: reviewing data without specifying reteach plans, responsible staff, and deadlines.
- Allocate staff, coaching, and professional learning based on student need and evidence of impact—priority cue: shift supports toward courses/grades with the largest learning gaps rather than equal distribution.
- Establish accountability for learning outcomes through observable expectations (walkthrough look-fors, feedback timelines, progress monitoring)—red flag: evaluating teachers primarily on compliance artifacts instead of student learning evidence.
- Ensure the instructional framework is anchored to Florida Standards/B.E.S.T. and district expectations; red flag: a framework that is a poster on the wall but not visible in lesson plans, walkthrough data, and student work.
- Define non-negotiable components (e.g., learning targets, checks for understanding, differentiation, and literacy) and calibrate on “look-fors”; common trap: confusing a teacher’s style with fidelity to the framework.
- Use a continuous-improvement cycle (plan–teach–assess–adjust) with short, frequent assessment checks; priority rule: reteach based on evidence, not pacing guide pressure.
- Align professional learning to the framework using student data and observation trends; red flag: one-size-fits-all PD not connected to the highest-leverage instructional gaps.
- Implement a consistent walkthrough/observation process with actionable feedback and follow-up; common trap: collecting compliance notes without specifying the next instructional move and a timeline for evidence.
- Monitor implementation through multiple measures (walkthrough trends, PLC artifacts, assessment results, and student work protocols); contraindication: relying on test scores alone to judge whether the framework is being used effectively.
- Establish clear routines, transitions, and supervision plans aligned to the master schedule so learning time is protected—red flag: frequent instructional minutes lost to hallway or arrival/dismissal confusion.
- Use multiple data sources (walkthrough trends, attendance, behavior incidents, and course performance) to monitor the environment and adjust supports—common trap: relying on anecdotal complaints instead of documented patterns.
- Implement and monitor a schoolwide behavior framework with defined expectations, acknowledgments, and progressive responses—priority rule: ensure consequences are consistent across staff to avoid perceived inequity.
- Conduct regular learning walks with a focused look-for, provide timely feedback, and track follow-through—red flag: walkthroughs that generate notes but no coaching, reteaching, or accountability cycle.
- Use tiered supports (MTSS) with fidelity checks and progress monitoring to address academics and behavior—common trap: moving students to more intensive interventions without documenting response to prior supports.
- Maintain a safe physical and emotional climate through supervision coverage maps, duty schedules, and reporting protocols—contraindication: “informal” reporting that bypasses required documentation and delays response.
- Use a continuous improvement cycle (needs assessment → SMART goal → strategy → progress monitoring) and require evidence of impact; red flag: initiatives launched without baseline data or an identified root cause.
- Align structures (teams, schedules, roles) to priorities and define decision rights (who recommends, decides, and is accountable); common trap: unclear authority that leads to duplicated work and inconsistent implementation.
- Build capacity through job-embedded professional learning with follow-up coaching and implementation checks; priority rule: PD is incomplete unless you can verify transfer to practice.
- Use data routines (data walls, PLC protocols, interim checks) that include equity subgroup review; red flag: celebrating overall gains while one subgroup is flat or declining.
- Manage change with a communication plan (why, what, when, how) and stakeholder feedback loops; common trap: announcing major shifts without mapping impacts on workload, bargaining, or timelines.
- Monitor operations through clear procedures and compliance checkpoints (safety, supervision, reporting deadlines) and audit adherence; red flag: relying on informal “we usually do it this way” instead of documented processes.
- Build recruitment around a standards-aligned, job-embedded profile (instructional expertise + cultural competence) and screen consistently — red flag: changing interview questions midstream for different candidates.
- Use multi-measure selection (structured interview, performance task, reference checks) and document each step — common trap: relying on “fit” language without evidence tied to the role.
- Verify certification/eligibility and assignment alignment before onboarding — priority rule: never place a teacher out-of-field and assume it can be fixed after the first day.
- Design an induction plan that includes mentor pairing, orientation to instructional framework, and scheduled check-ins during the first 90 days — red flag: mentorship that is informal, optional, or undocumented.
- Provide targeted support for early-career teachers using observation/feedback cycles and differentiated PD — common trap: treating induction as a one-time orientation instead of a yearlong support system.
- Monitor induction effectiveness with retention, evaluation trends, and student learning indicators and adjust supports quickly — threshold cue: address repeated early warning signs (chronic absenteeism, missed planning, classroom management referrals) within the first month.
- Use multiple data sources (student growth, observation evidence, and teacher self-assessment) to target professional learning; red flag: choosing PD based on preferences rather than documented need.
- Implement a coherent support cycle (coaching, feedback, and job-embedded practice) aligned to the instructional framework; common trap: one-time workshops with no follow-up monitoring.
- Retain effective teachers by addressing working conditions (planning time, manageable duties, and classroom resources) and documenting actions; priority rule: fix systemic barriers before blaming “motivation.”
- Differentiate development for novice, mid-career, and teacher leaders with clear competencies and timelines; red flag: using the same growth plan and expectations for all experience levels.
- Use fair, evidence-based evaluation and timely, specific feedback to strengthen practice and reduce attrition; common trap: vague ratings without actionable next steps or calibration for inter-rater reliability.
- Create pathways and recognition for teacher leadership (mentors, PLC facilitators, instructional coaches) while protecting instructional time; contraindication: promoting without training/support, which often increases burnout and turnover.
- Build a leadership pipeline with clear role competencies, evidence sources, and timelines; red flag: selecting leaders based on seniority or favoritism rather than demonstrated impact.
- Use distributed leadership with defined decision rights (who recommends, decides, and implements) to avoid confusion; common trap: creating committees with no authority or accountability.
- Develop leaders through job-embedded coaching cycles (goal → practice → feedback → follow-up) tied to student outcomes; red flag: one-shot workshops with no transfer checks.
- Establish succession planning for key roles (AP, department chair, grade-level lead) with shadowing and interim assignments; priority rule: identify at least one ready-now and one ready-soon candidate per critical role.
- Create a psychologically safe culture for leaders to surface problems early and learn from data; common trap: punishing bad news, which drives inaccurate reporting and delayed interventions.
- Monitor leadership development with leading indicators (implementation fidelity, walkthrough trends, coaching logs) and adjust supports; red flag: evaluating leaders only on end-of-year test scores without evidence of practices.
- Model ethical conduct and transparency—declare and avoid conflicts of interest (red flag: accepting gifts or favors from vendors connected to purchasing decisions).
- Maintain confidentiality of student and personnel information—follow FERPA and local policies (common trap: discussing discipline, ESE, or evaluation details in public spaces or over unsecured email).
- Use professional communication that is accurate, timely, and documented (priority rule: put directives and critical parent/staff decisions in writing to prevent “he said/she said” disputes).
- Apply consistent, equitable decision-making aligned to policy and code of conduct (red flag: making exceptions for influential families or staff without a documented, policy-based rationale).
- Demonstrate professional boundaries and appropriate use of social media and technology (common trap: posting or texting about students/staff or engaging in online interactions that blur supervisor–employee boundaries).
- Engage in continuous professional learning and reflective practice tied to school goals (priority rule: use data and feedback to adjust leadership actions rather than relying on tradition or personal preference).
- Use a continuous improvement cycle (e.g., plan–do–study–act) tied to a few measurable district/school priorities; red flag: launching multiple initiatives without success metrics or an owner.
- Align budgets, staffing, time, and materials to the School Improvement Plan and evidence of student need; common trap: funding “wants” that are not defensible to outcomes or compliance requirements.
- Build monitoring systems with leading indicators (attendance, course performance, intervention fidelity) and set check-in cadences; red flag: relying only on end-of-year test scores to judge effectiveness.
- Ensure legal/ethical compliance in system decisions (records, safety, due process, equity) and document decision rationales; common trap: informal actions without required notice, documentation, or consistent application.
- Use structured stakeholder engagement (families, community partners, staff) with clear feedback loops and decision rules; red flag: “input” that is collected but not summarized, responded to, or reflected in the final plan.
- Develop leadership capacity through distributed leadership, succession planning, and targeted coaching aligned to system goals; common trap: over-centralizing decisions so progress stalls when one leader is absent.
- Use a structured decision cycle (identify problem, analyze data, generate options, select, implement, monitor) anchored to the school’s mission/vision; red flag: choosing a solution before defining the problem and desired outcomes.
- Prioritize decisions with a clear “student learning first” rule tied to the School Improvement Plan (SIP) goals and measurable targets; common trap: chasing initiatives that are popular but not aligned to improvement priorities.
- Rely on multiple data sources (achievement, growth, discipline, attendance, perception) and disaggregate by subgroup before acting; red flag: using overall averages that mask gaps.
- Apply research and best-practice standards by matching interventions to root cause and context (e.g., fidelity, dosage, training needs); common trap: adopting a program because a neighboring school used it without evidence of fit.
- Use leadership theory to guide the process (e.g., distributive leadership and stakeholder engagement) while maintaining decision authority and timelines; red flag: “consensus” becomes paralysis and delays critical actions.
- Build in monitoring checkpoints (short-cycle data reviews, implementation walkthroughs, progress indicators) and be ready to adjust based on evidence; priority rule: stop or revise initiatives that do not show progress within the agreed monitoring window.
- Build budgets by tying every line item to the school improvement plan, student outcome targets, and evidence-based strategies; red flag: funding “nice-to-haves” without a documented impact rationale.
- Use enrollment/FTE projections and staffing formulas to drive allocations and prevent midyear shortfalls; common trap: committing to positions or supplements before verifying projected revenue and allowable uses.
- Maintain internal controls for purchasing (segregation of duties, approvals, receiving, and reconciliation) to reduce fraud and audit findings; red flag: one person initiates, approves, and reconciles the same purchase.
- Monitor spending with monthly budget-to-actual reviews and early corrective actions (freeze, reallocate, amend); priority rule: address safety, compliance, and core instructional needs before discretionary expenditures.
- Manage grants and restricted funds by tracking allowability, time/effort documentation, and supplement-not-supplant expectations; common trap: charging general operating costs to restricted funds without clear program benefit documentation.
- Plan for facilities, transportation, technology, and emergency preparedness using lifecycle cost and risk analysis; red flag: deferring critical maintenance that increases safety risk and leads to higher long-term costs.
- Apply students’ due process consistently in discipline (notice of charges, chance to respond, documented decision) — red flag: skipping steps for “serious” but short-term suspensions.
- Follow mandated reporting and child abuse/neglect procedures immediately and exactly as required — common trap: investigating internally or waiting for “proof” before reporting.
- Implement FERPA-aligned privacy controls for education records, access logs, and release protocols — red flag: sharing student information via email/text or with volunteers without a legitimate educational interest.
- Ensure IDEA/504 compliance in discipline and services (timelines, evaluations, manifestation determinations when required) — priority rule: don’t change placement or reduce services without the legally required meeting and documentation.
- Maintain a safe learning environment through lawful supervision, search/seizure boundaries, and threat assessment procedures — common trap: conducting student searches without articulable suspicion or inconsistent application across students.
- Use legally defensible employee practices (contract timelines, evaluation documentation, protected leave, and non-discrimination) — red flag: adverse actions without contemporaneous documentation or ignoring required notice timelines.
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FELE Educational Leadership Aliases Test Name
Here is a list of alternative names used for this exam.
- FELE Educational Leadership
- FELE Educational Leadership test
- FELE Educational Leadership Certification Test
- FELE
- FELE 081
- 081 test
- FELE Educational Leadership (081)
- Educational Leadership certification
