FELE Subtest 3: Systems Leadership
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
As a principal or school leader, you’ll be making decisions constantly. Here are the steps to follow when making any decision:
Effective Decision-Making Processes
- Analyze both qualitative and quantitative data
- Conduct a needs assessment
- Consider the budget
- Collaboratively make a plan
- Monitor progress
You’ll likely get a few questions about equity. For that topic, you’ll need to understand the following terms:
Equity Terms
- ability grouping – placing students in groups based on their performance on a particular standard or subject
- tracking – the separation of students into different levels of the same course to match their academic performance levels
You should also be prepared to answer questions about Title IX of the Education Amendments Act of 1972.
In addition to taking all of these things into consideration, keep in mind that decisions must be transparent. Stakeholders should be given access to relevant information so they can make well-informed decisions and determinations for themselves.
The Florida government upholds the Sunshine Law, enacted in 1967, which establishes a basic right of access to most board and government meetings. Therefore, school leaders should make sure that public meetings such as school board meetings or School Advisory Council (SAC) meetings are available to the public. Most importantly, when decisions are made by school leaders, the decision itself along with the rationale should always be shared publicly.
Competency 2: Knowledge of effective organizational theory, research, and management practices related to school operations that maximize a safe and effective learning environment
This competency covers all the information to know about managing and operating a school. For example, it is critical to adhere to Florida’s student schedule requirements. These requirements dictate that all students should attend school for 180 days. They also break down the minimum number of hours per day that should be devoted to instruction.
A big topic under this competency is school safety. A central component of a safe school is an authentic atmosphere of safety. Parents must believe that their child’s physical and emotional safety are of utmost importance. Reassurances enhance the parent-school relationship. And teachers and staff must feel safe on campus so that they can spend mental and physical energy improving student outcomes.
Competency 3: Knowledge of effective utilization of resources and fiscal management practices that maximize a safe and effective learning environment
Principals are responsible for managing money to keep the school running. For the FELE, you’ll need to be able to identify both the state and federal sources of funding and what each can be used for.
Florida Funding Sources
- General fund
- Debt service funds
- Capital funds
- Local revenue
- State revenue
- Lottery funds
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Federal Funding Sources (ESEA)
- Title I
- Title II
- Title III
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In order to uphold the state’s commitment to funding a uniform system of free public education in kindergarten through grade 12, the Florida legislature enacted the Florida Education Finance Program (FEFP) in 1973 to create equalized funding policy for each of Florida’s 67 school districts. This program guarantees the availability of programs and access to services for students across the state, regardless of varying geographical differences and economic influences.
Each program analyzed for FTE holds its own correlating cost that affects the weight it has on an FTE. The weighted calculation of FTE students is therefore determined by the amount of unweighted FTE students by the program factors.
Once the weighted FTE is calculated, it is multiplied by two factors to determine FEFP funding for a school district:
- The base student allocation is the standard amount of funding allocated to every single FTE student. This is set by the Florida legislature.
- Because the cost of living varies across the state of Florida, the district cost differential (DCD) is factored into the formula. In other words, this factor adjusts funding based on the cost of living within the parameters of the school district.
For subtest 3, you’ll need to understand the workings of the formula as well as the requirements to be an unweighted FTE.
Competency 4: Knowledge of school legal practices and applications that assure a safe and effective learning environment
To correctly answer questions about legal practices, you’ll need to be familiar with lots of terms, acronyms, and laws. Below is a list of some of the most common ones that you’ll see on your exam. If you need explanation on any of these, you can find them in the 240 FELE Study Guide.
Special Education Jargon |
LEPs / ELLs Jargon |
Safety Laws |
- IDEA
- 504 Plan
- IEP
- IEP Meeting
- BIP
- FAPE
- PLAAFP
- REED
- RtI
- MTSS
- Due Process
- Change of Placement
- Due Process
- Manifestation Determination Review
- Procedural Safeguards
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- Florida Consent Decree
- WIDA
- Home Language Survey
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- Children’s Internet Protection Act (CIPA)
- Jessica Lunsford Act
- Marjory Stoneman Douglas High School Public Safety Act
- Florida’s Anti-Bullying Law
- Florida Class Size Reduction Amendment
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That completes the multiple-choice portion of subtest 3. The other portion is the written assessment.
Competency 5: Knowledge of effective communication practices that accomplish school and system-wide goals by building and maintaining collaborative relationships with stakeholders
This task is not a traditional essay, but rather a case study prompt. You’ll be given data and asked to analyze it and explain what strategy or action should be taken, likely writing from the perspective of an administrator in the form of an email or memo. The prompt will give you a list of tasks, or bullet points, to include in your response. We recommend responding to them in order, with one or two paragraphs for each task.
Example Outline
- I. Task 1: Summary of data analysis
- II. Task 2: Instructional issue identified
- III. Task 3: Strategy (2-4 paragraphs)
- IV. Task 4: Monitoring instructional improvement
Your explanation of your strategy may be slightly longer because it is an important component of your response. The 240 Study Guide includes a list of the most common data issues and corresponding actions to take, but here is an example:
Data Issue |
Actions |
- Overall decline in one teacher’s scores over several years
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- Assign the teacher a mentor
- Have the teacher observe other teachers
- Administrator or the instructional coach observes and offers feedback
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You may also be required to describe a professional development plan as part of your strategy. Here is just one example:
Type of PD |
Definition |
Why It’s Beneficial |
Book study on best practices |
A group of teachers and administrators read the same book and discuss its implications for teaching and learning on campus |
A study encourages new ideas, goal setting, collaboration, and self-reflection |
Be specific! Cite specific evidence from the data and describe specific ways that you’ll implement your plan.
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