FELE Study Guide Exam Questions With Correct Answers

FELE Study Guide Exam Questions With
Correct Answers

Formative |Assessment |- |CORRECT |ANSWER✔✔-Conducted |by |teachers |to |improve |instruction.
|Data |collected |through |daily |ongoing |lessons |in |order |to |measure |a |students |achievement. |


Examples |include |anecdotal |records, |quizzes |and |essays, |diagnostic |tests, |and |lab |reports



Clinical |supervision |- |CORRECT |ANSWER✔✔-The |direct |supervision |of |a |teacher |in |the |
classroom |for |the |purpose |of |defining |the |teachers |professional |development |needs



Summative |assessment |- |CORRECT |ANSWER✔✔-State |tests, |compare |results |to |others. |Other |
examples |include |end |of |course |exams |and |national |tests



IQ |test |- |CORRECT |ANSWER✔✔-Cognitive |behaviors, |learning |abilities |and |intellectual |capacity
|are |measured




Ecological |based |assessment |- |CORRECT |ANSWER✔✔-Informal |observation |of |students |
interacting |with |the |environment |on |a |regular |school |day



Consequentialism |- |CORRECT |ANSWER✔✔-Any |position |and |ethics |which |claims |that |the |
rightness |or |wrongness |of |actions |depends |on |their |consequences



Autonomy |- |CORRECT |ANSWER✔✔-The |ability |to |freely |determine |one's |own |course |in |life



Absolutism |- |CORRECT |ANSWER✔✔-A |belief |that |there |is |one |and |only |one |truth

,Compatabilism |- |CORRECT |ANSWER✔✔-The |belief |that |both |determinism |and |freedom |of |the |
will |are |true



Categorical |imperative |- |CORRECT |ANSWER✔✔-An |unconditional |command



Distributive |leadership |style |- |CORRECT |ANSWER✔✔-Spreads |decision-making |throughout |the |
school, |give |staff |opportunities |to |gain |the |skills |they |need |to |assume |leadership |roles



Downward |communication |- |CORRECT |ANSWER✔✔-Information |is |exchanged |from |a |higher |
level |of |leadership |downward |to |staff



Upward |communication |- |CORRECT |ANSWER✔✔-Information |is |conveyed |from |staff |to |higher |
level |leaders



Horizontal |communication |- |CORRECT |ANSWER✔✔-Individuals |interacting |with |in |their |peer |
group



Diagonal |communication |- |CORRECT |ANSWER✔✔-Individuals |pass |on |information |between |
one |school |to |another |school |or |between |other |departments



The |developmental |assessment |center |- |CORRECT |ANSWER✔✔-Developed |by |the |national |
Association |of |secondary |school |principals |to |assist |with |the |professional |development |of |
school |leaders



Curriculum |alignment |- |CORRECT |ANSWER✔✔-The |coordination |of |the |written, |taught, |and |
tested |curriculum



Multicultural |plan |policy |statement |- |CORRECT |ANSWER✔✔-BANKS-goal |is |to |outline |how |and
|when |schools |will |implement |educational |opportunities |that |are |multicultural

,Program |audit |- |CORRECT |ANSWER✔✔-Elements |include |signed |agreement |of |acceptance |and
|will |adhere |to |requirements.




Zero |reject |(IDEA) |- |CORRECT |ANSWER✔✔-No |child |with |a |disability |can |be |excluded |from |
public |education



Protection |in |the |evaluation |process |(IDEA) |- |CORRECT |ANSWER✔✔-There |should |be |non-bias |
testing |with |regard |to |the |education |of |students



Free |and |appropriate |public |education |(FAPE) |(IDEA) |- |CORRECT |ANSWER✔✔-The |education |of
|students |with |disabilities |must |be |a |public |expense




Due |process |Procedures |(IDEA) |- |CORRECT |ANSWER✔✔-Parents |and |students |must |be |given |
certain |rights |regarding |assessment |placement |and |the |implementation |of |the |educational |
program



Parent |and |student |participation |(IDEA) |- |CORRECT |ANSWER✔✔-There |should |be |shared |
decision-making |among |the |school |parents |and |students |regarding |the |special |education |
process



High |task/high |relationship |- |CORRECT |ANSWER✔✔-Coaching |or |selling |style



Low |task/high |relationship |- |CORRECT |ANSWER✔✔-Participating |or |collaborative |or |supporting
|style




Low |task/low |relationship |- |CORRECT |ANSWER✔✔-Delegating |style

, Direct |teaching |- |CORRECT |ANSWER✔✔-And |instructional |method |that |allows |the |teacher |to |
demonstrate |or |model |the |material |to |students |rather |than |allowing |exploratory |learning. |
Founded |by |SIEGFRIED |ENGELMANN



Academic |language |- |CORRECT |ANSWER✔✔-Must |be |understood |in |order |to |improve |test |
scores |and |academic |achievement |with |ELL |students



Machine |culture

OWENS& |STEINHOFF |- |CORRECT |ANSWER✔✔-Leader |is |so |involved |in |managing |the |school |
and |making |sure |it |runs |efficiently |that |he |does |not |put |the |best |interests |of |the |students |first
|or |make |good |decisions |for |the |students, |teachers |feel |they |are |not |connected




Little |shop |of |horrors |culture

OWENS |& |STEINHOFF |- |CORRECT |ANSWER✔✔-Set |rules, |no |one |can |change |them. |Harsh, |
intimidating, |not |approachable, |not |predictable, |faculty |and |staff |don't |know |what |will |
happen, |increased |stress



Sheltered |English |- |CORRECT |ANSWER✔✔-Transition |or |bridge |classes, |allow |ELL |students |to |
be |held |to |the |same |curriculum |standards |as |their |English |speaking |counterparts



Commander |leader |- |CORRECT |ANSWER✔✔-Can |be |derailed |by |becoming |domineering |or |
intimidating



Strategist |leader |- |CORRECT |ANSWER✔✔-Smart, |analytical |and |process |oriented



Visionary |leader |- |CORRECT |ANSWER✔✔-Motivational |and |charismatic |but |can |come |off |as |
overconfident |and |unrealistic



Change |agent |- |CORRECT |ANSWER✔✔-Always |looking |for |ways |to |do |things |better