FELE Study Guide & Sample Questions With
Correct Answers
Teacher |Leader |Model |Domain |I |- |CORRECT |ANSWER✔✔-Fostering |collaborative |culture |to |
support |educational |development |& |student |learning.
Teacher |Leader |Model |Domain |II |- |CORRECT |ANSWER✔✔-Accessing |& |using |research |to |
improve |practice |& |student |learning.
Teacher |Leader |Model |Domain |III |- |CORRECT |ANSWER✔✔-Promote |professional |learning |for |
continuous |improvement.
Teacher |Leader |Model |Domain |IV |- |CORRECT |ANSWER✔✔-Facilitating |improvements |in |
instruction |for |student |learning.
Teacher |Leader |Model |Domain |V |- |CORRECT |ANSWER✔✔-Promote |the |use |of |assessment |& |
data |for |school |& |district |improvement.
Teacher |Leader |Model |Domain |VI |- |CORRECT |ANSWER✔✔-Improve |outreach |collaboration |
with |families |& |communities.
Teacher |Leader |Model |Domain |VII |- |CORRECT |ANSWER✔✔-Advocate |for |the |profession |& |
student |learning.
A |principal |at |the |high |school |has |asked |a |teacher |to |focus |on |improvements |in |Domain |IV. |
What |is |Domain |VI |of |the |Teacher |Leader |Model? |- |CORRECT |ANSWER✔✔-Facilitating |
improvements |in |instruction |for |student |learning.
,This |type |of |evaluation |must |be |completed |on |a |CONTINUAL |BASIS |as |it |allows |the |principal |to
|gather |information |throughout |the |school |year |& |use |it |to |evaluate |teacher's |performance. |
The |information |is |used |to |then |recommend |future |employment, |corrective |action, |or |
dismissal. |- |CORRECT |ANSWER✔✔-Summative |Evaluations.
Created |by |JOHNSON. |Incorporates |leadership |building, |communication, |skills |to |build |trust, |
skills |to |resolve |conflict. |5 |components |include |positive |interdependent, |promotes |interaction, |
accountability, |face |to |face |interaction |& |goal |processing. |Teachers |impact |learning |& |their |
instructional |strategies, |along |with |increasing |student |achievement |& |student |self-esteem. |- |
CORRECT |ANSWER✔✔-Cooperative |Learning
Principal |A |was |new |to |the |school |& |told |that |they |needed |to |improve |test |scores. |Principal |A |
has |an |idea |of |what |they |want |to |do. |What |should |the |FIRST |task |be?
A) |implement |new |strategies
B) |explain |the |merit |of |their |ideas |to |faculty
C) |evaluate |the |faculty
D) |collaborate |with |faculty |- |CORRECT |ANSWER✔✔-D
1. |make |reasonable |effort |to |protect |students |from |harmful |conditions |to |learning, |mental |
health, |& |physical |safety
2. |Not |unreasonably |restrain |a |student |from |independent |action |in |pursuing |learning
3. |not |unreasonably |deny |a |student |access |to |points |of |view |that |are |diverse
4. |not |intentionally |suppress |or |distort |subject |matter |that |is |considered |important |to |a |
students |academic |program
5. |not |intentionally |expose |students |to |unnecessary |embarrassment |or |disparagement
6. |not |intentionally |violate |/deny |students |their |legal |rights
7. |not |discriminate |against |any |students |based |on |color, |race, |religion, |sex, |national |origin, |
age, |political |beliefs, |handicapping |condition, |marital |status, |sexual |orientation, |or |family |
background.
, 8. |not |exploit |a |relation |with |a |student |for |one's |personal |gain.
9. |shall |keep |personally |identifiable |student |information |obtained |in |professional |service |
confidential |- |CORRECT |ANSWER✔✔-Principals |of |Professional |Conduct: |DISCIPLINE |(Part |I: |
Obligation)
Allows |administrators |to |consistently |meet |with |people |at |scheduled |intervals. |- |CORRECT |
ANSWER✔✔-Check-in |Strategies
A |principal |attempts |to |avoid |distractions |in |his |schedule. |What |would |he |implement |to |
remain |in |contact |with |employees |and |students |while |staying |on |schedule? |- |CORRECT |
ANSWER✔✔-implement |a |check-in |strategy.
This |teaching |style: |
addresses |the |needs |of |students |with |different |abilities, |backgrounds, |& |learning |styles. |Can |
include: |incorporating |culture |into |curriculum, |creating |a |safe |environment |with |rules |for |all |
learning, |being |proactive |in |connecting |with |students, |different |teaching |styles |for |different |
learning |styles, |& |taking |the |time |to |assess |the |class |& |get |feedback |from |students |on |if |they |
feel |included. |- |CORRECT |ANSWER✔✔-Inclusive |Teaching
Induction |programs |for |new |teachers |should |include |what? |- |CORRECT |ANSWER✔✔-the |
significance |of |the |job, |job |training, |and |job |hazards
Several |teachers |tell |a |guidance |counselor |that |a |student |with |special |needs |will |not |be |able |
to |handle |moving |forward |into |the |next |grade. |The |counselor |decides |to |hold |the |student |
back. |What |mistake |was |made?
A) |the |parents |where |not |consulted
B) |the |counselor |didn't |consult |the |school |board
C) |the |decision |was |determined |by |teacher |feedback
D) |no |mistake |was |made. |Teacher's |had |significant |data |to |support |the |decision. |- |CORRECT |
ANSWER✔✔-A
Correct Answers
Teacher |Leader |Model |Domain |I |- |CORRECT |ANSWER✔✔-Fostering |collaborative |culture |to |
support |educational |development |& |student |learning.
Teacher |Leader |Model |Domain |II |- |CORRECT |ANSWER✔✔-Accessing |& |using |research |to |
improve |practice |& |student |learning.
Teacher |Leader |Model |Domain |III |- |CORRECT |ANSWER✔✔-Promote |professional |learning |for |
continuous |improvement.
Teacher |Leader |Model |Domain |IV |- |CORRECT |ANSWER✔✔-Facilitating |improvements |in |
instruction |for |student |learning.
Teacher |Leader |Model |Domain |V |- |CORRECT |ANSWER✔✔-Promote |the |use |of |assessment |& |
data |for |school |& |district |improvement.
Teacher |Leader |Model |Domain |VI |- |CORRECT |ANSWER✔✔-Improve |outreach |collaboration |
with |families |& |communities.
Teacher |Leader |Model |Domain |VII |- |CORRECT |ANSWER✔✔-Advocate |for |the |profession |& |
student |learning.
A |principal |at |the |high |school |has |asked |a |teacher |to |focus |on |improvements |in |Domain |IV. |
What |is |Domain |VI |of |the |Teacher |Leader |Model? |- |CORRECT |ANSWER✔✔-Facilitating |
improvements |in |instruction |for |student |learning.
,This |type |of |evaluation |must |be |completed |on |a |CONTINUAL |BASIS |as |it |allows |the |principal |to
|gather |information |throughout |the |school |year |& |use |it |to |evaluate |teacher's |performance. |
The |information |is |used |to |then |recommend |future |employment, |corrective |action, |or |
dismissal. |- |CORRECT |ANSWER✔✔-Summative |Evaluations.
Created |by |JOHNSON. |Incorporates |leadership |building, |communication, |skills |to |build |trust, |
skills |to |resolve |conflict. |5 |components |include |positive |interdependent, |promotes |interaction, |
accountability, |face |to |face |interaction |& |goal |processing. |Teachers |impact |learning |& |their |
instructional |strategies, |along |with |increasing |student |achievement |& |student |self-esteem. |- |
CORRECT |ANSWER✔✔-Cooperative |Learning
Principal |A |was |new |to |the |school |& |told |that |they |needed |to |improve |test |scores. |Principal |A |
has |an |idea |of |what |they |want |to |do. |What |should |the |FIRST |task |be?
A) |implement |new |strategies
B) |explain |the |merit |of |their |ideas |to |faculty
C) |evaluate |the |faculty
D) |collaborate |with |faculty |- |CORRECT |ANSWER✔✔-D
1. |make |reasonable |effort |to |protect |students |from |harmful |conditions |to |learning, |mental |
health, |& |physical |safety
2. |Not |unreasonably |restrain |a |student |from |independent |action |in |pursuing |learning
3. |not |unreasonably |deny |a |student |access |to |points |of |view |that |are |diverse
4. |not |intentionally |suppress |or |distort |subject |matter |that |is |considered |important |to |a |
students |academic |program
5. |not |intentionally |expose |students |to |unnecessary |embarrassment |or |disparagement
6. |not |intentionally |violate |/deny |students |their |legal |rights
7. |not |discriminate |against |any |students |based |on |color, |race, |religion, |sex, |national |origin, |
age, |political |beliefs, |handicapping |condition, |marital |status, |sexual |orientation, |or |family |
background.
, 8. |not |exploit |a |relation |with |a |student |for |one's |personal |gain.
9. |shall |keep |personally |identifiable |student |information |obtained |in |professional |service |
confidential |- |CORRECT |ANSWER✔✔-Principals |of |Professional |Conduct: |DISCIPLINE |(Part |I: |
Obligation)
Allows |administrators |to |consistently |meet |with |people |at |scheduled |intervals. |- |CORRECT |
ANSWER✔✔-Check-in |Strategies
A |principal |attempts |to |avoid |distractions |in |his |schedule. |What |would |he |implement |to |
remain |in |contact |with |employees |and |students |while |staying |on |schedule? |- |CORRECT |
ANSWER✔✔-implement |a |check-in |strategy.
This |teaching |style: |
addresses |the |needs |of |students |with |different |abilities, |backgrounds, |& |learning |styles. |Can |
include: |incorporating |culture |into |curriculum, |creating |a |safe |environment |with |rules |for |all |
learning, |being |proactive |in |connecting |with |students, |different |teaching |styles |for |different |
learning |styles, |& |taking |the |time |to |assess |the |class |& |get |feedback |from |students |on |if |they |
feel |included. |- |CORRECT |ANSWER✔✔-Inclusive |Teaching
Induction |programs |for |new |teachers |should |include |what? |- |CORRECT |ANSWER✔✔-the |
significance |of |the |job, |job |training, |and |job |hazards
Several |teachers |tell |a |guidance |counselor |that |a |student |with |special |needs |will |not |be |able |
to |handle |moving |forward |into |the |next |grade. |The |counselor |decides |to |hold |the |student |
back. |What |mistake |was |made?
A) |the |parents |where |not |consulted
B) |the |counselor |didn't |consult |the |school |board
C) |the |decision |was |determined |by |teacher |feedback
D) |no |mistake |was |made. |Teacher's |had |significant |data |to |support |the |decision. |- |CORRECT |
ANSWER✔✔-A
