FELE Florida Educational Leadership Examination (FELE) Subtest 2: Leadership Practices for Student Learning Diagnostic Test

Answer 25 free FELE Florida Educational Leadership Examination (FELE) Subtest 2: Leadership Practices for Student Learning multiple-choice questions from the reviewed TeacherPreps bank. Choose an answer and click Next; your score, content area results and every explanation appear at the end.

Question Practice

Question 1 of 25 · 0 answered

Knowledge of facilitation of student achievement results aligned with student learning goals and state accountability measures

Case: Estuary High School: course and assessment records

Estuary High School is reviewing a grade 9 algebra recovery initiative intended to improve course completion and independent application of algebra. Forty-eight of the grade's 120 students were eligible for an optional workshop. The principal must decide what to retain in the next cycle and what the evidence can establish about results. These records are simulated.

Document: Course and assessment records

Thirty eligible students enrolled in the workshop; eighteen did not. Students chose whether to enroll. The groups had similar prior course grades and similar baseline assessment distributions. The same students completed both common assessments, which used parallel tasks and blind scoring. No student is missing from the outcome table.

Indicator	Workshop participants /30	Eligible nonparticipants /18
Baseline common-assessment mean /100	38	39
Exit common-assessment mean /100	62	53
Meets independent-application criterion at exit	18	6
Passes the algebra course	27	13

The independent-application criterion requires interpreting an unfamiliar situation, choosing an equation, and judging whether its solution fits the situation. Course grades combine several types of work. A revised retesting rule was available to both groups; students could replace an unsuccessful unit-test score with a higher retest score.

Document: Workshop delivery and student-work review

The workshop delivered its ten planned sessions. Participants attended seven sessions on average and received a weekly counselor check-in about attendance, assignments, and study arrangements. Eligible nonparticipants could use the regular help desk but did not receive the scheduled counselor check-in. The next cycle could offer the same check-in schedule to both groups.

Work review found that many students who passed the course but missed the application criterion solved a supplied equation correctly. In an unfamiliar situation, they sometimes chose an equation with incompatible units or accepted a numerical answer that contradicted the situation. The principal has the original responses for linking these errors to individual course and assessment records.

The course team is considering either additional equation-solving practice or instruction addressing students' use of the situation when selecting and evaluating a model.

Estuary's leadership team is preparing a report on its algebra recovery initiative. Some members suggest that passing the course establishes that students have reached the initiative's independent-application goal. The principal examines the assessment and work records before accepting that interpretation. Which conclusion is best supported?

What this diagnostic covers

This 25-question multiple-choice diagnostic approximates the official content allocation using whole questions and keeps each case set together. It is a practice sample, not an official exam or a prediction of a passing score.

Knowledge of facilitation of student achievement results aligned with student learning goals and state accountability measures: 5
Knowledge of prioritization of student learning through leadership actions that build and support a learning organization focused on student success and continuous improvement: 5
Knowledge of development and implementation of an instructional framework that aligns school curricula with state standards, instructional strategies, student learning needs, and assessments: 5
Knowledge of structuring and monitoring of a school environment that improves learning for all student populations: 5
Knowledge of recruitment, induction, and retention practices to develop a high-performing faculty and staff: 5

Keep preparing

Use the study guide, practice by content area with explanations and timed multiple-choice practice for FELE Florida Educational Leadership Examination (FELE) Subtest 2: Leadership Practices for Student Learning.

Get Full Prep Now See what's included

About the FELE Florida Educational Leadership Examination (FELE) Subtest 2: Leadership Practices for Student Learning Diagnostic Test

This fixed diagnostic uses original TeacherPreps questions mapped to this exam’s content areas. It is a practice sample, not an official exam or a prediction of passing. Use your score and the answer explanations to identify the topics to review before taking a full-length test.