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FTCE Florida Educational Leadership Exam Flashcard Study System: FTCE Test Practice Questions & Exam Review for the Florida Teacher Certification Examinations (Cards). With Cirrus Test Prep’s unofficial FTCE Professional Education Test Study Guide: Test Prep and Practice Test Questions for the FTCE. FTCE, FELE, and Pearson Education were not involved in the creation or production of this product, are not in any way affiliated with Cirrus Test Prep, and do not sponsor or endorse this product.

FTCE Test The Florida Department of Education is responsible for determining the eligibility requirements for applicants desiring to become teachers. As part of the qualification process, applicants are asked to take the FTCE (Florida Teacher Certification Examinations) exam in their discipline in addition to the passing the General Knowledge Test and Professional Education Test. Discipline certification exams will have between 90 to 150 multiple-choice questions with some exams requiring essays and/or short open-ended response questions.

Most exams consist of one session with a time limit of five hours, but some certifications require two sessions. The FTCE certification examinations are graded on a scaled score system with a range of 100 to 300. This means that the number of correct responses a test taker completes is scaled based on the difficulty of the exam. However, the Florida Department of Education estimates that answering about 70% of the questions correctly will constitute a passing score.

At the Mometrix Academy, you’ll find lots of free FTCE practice test questions that can help you prepare for your certification exam. Free FTCE Practice Test Use the free FTCE practice test questions below to get a better understanding of the FTCE exam. Take advantage of this valuable resource to pinpoint your strengths and weaknesses. Florida Teacher Certification Exam After long hours of studying and learning everything there is to know about your chosen field, you’re finally being faced with the FTCE, otherwise known as the Florida Teacher Certification Examinations.

Congratulations on making it this far! While the idea of taking this exam undoubtedly seems nerve-wracking, the FTCE is an important step to reaching your goals of teaching professionally in the state of Florida. The FTCE is highly extensive, spanning across 47 tests total, all of which cover different and equally important facets of teaching. Before we delve into the exam and what it takes to prepare for it, however, we must first give a rundown of its history. Compared to other standardized tests, the FTCE—as we know it—is fairly recent.

The original exam got its start in the year 1980, as a much simpler test than the one administered today—at least in terms of subject matter. While its objectives remained very much the same, the subjects featured on the exam were simplified into professional and rudimentary subjects. Change did not come for the test until one year after the enactment of No Child Left Behind—or, more specifically, in the year 2001. This particular legal act equates the performance of teachers within schools to the amount of funding said schools receive from the government. This means that every teacher must demonstrate ample knowledge of their chosen field, as well as possess all the necessary degrees and certifications.

The FTCE was broadened in response to the No Child Left Behind act, and now is made up of 47 sections across three examination categories. Both the past and present versions of the FTCE cover all possible grade levels within the Floridian school system, and is required for all aspiring teachers under each school division.

By preparing to take the FTCE, you are already well on your way to getting the certification you need to be a teacher. We know you’ve worked hard to make it to this point, which is why we encourage you to approach studying for this exam with as little nervousness as possible. We at Mometrix Test Preparation want to see you succeed and are prepared to give you all the tools necessary to ace this important exam. Within this overview, you will find an extensive description of the FTCE, including its contents and how you can thoroughly prepare for each part of it.

The important thing is to approach your studying calmly and allow yourself as much time as possible to prepare. The FTCE is administered on a cycle of at least six times throughout the year. This means you can plan out your testing schedule well in advance to allow yourself as much time as you need to study.

How Does the FTCE Work? While all Floridian teachers will have to take the FTCE in order to teach, the good news is you won’t be expected to take all 47 exams. Rather, you will more than likely have to take only three exams total: an SAE (or Subject Area Examination), the Professional Education exam, and the General Knowledge exam.

For simplicity, we will go over only these three parts of the FTCE—what they are, how they are formatted, what you can expect to find on them, and how you can approach them come test day. Subject Area Examination We cannot give extremely detailed information on this section of the FTCE simply due to its nature. Its purpose is to evaluate how knowledgeable you are about your chosen field in order to make sure you are qualified to educate students in it. Naturally, the type of Subject Area Examination you take will depend on your field of expertise. Your test will easily vary in length based on the subject you’re testing for, as well as the amount of time allotted to you.

Regardless of which subject area exam you’re taking, we have a few tips to help as you begin the studying process. You should always give yourself a brief review of every aspect of your specific subject before you begin studying formally. Make note of any areas that confuse you or don’t sit firmly in your memory. These will be the best places to start as you study, as these will be the areas where you need to invest the most attention. Take advantage of practice tests and study guides, which you can easily find on our website.

Eventually, as you become more familiar with your weaker subjects, you can gradually incorporate other subjects you’re stronger in as part of a more formal review. Following these tips should give you a better sense of the Subject Area Examination when test day arrives. Professional Education Exam Compared to the other exams featured on the FTCE, the Professional Education exam has a slightly different purpose.

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Fele Subtest 1 Study Guide

While it is still meant to gauge what you know, its intent is not to judge whether you’re prepared to enter the teaching field as a professional but how much you know about teaching and educational practices and which areas, if any, in which you still need to invest more work. Think of it as an evaluative rubric. The general exam goes over all of the basic elements of teaching, which you have undoubtedly learned while taking your certification courses.

There are six major principles of the Individuals with Disabilities Education Improvement Act. 1.) Zero reject: No child with a disability can be excluded from public education.

2.) Protection in the evaluation process: There should be non-bias testing with regard to the education of students. 3.) Free and Appropriate Public Education: The education of students with disabilities must be a public expense. 4.) Least restrictive environment: As much as possible and appropriate, students with disabilities should be educated with students who do not have disabilities.

5.) Due process procedures: Parents and students must be given certain rights regarding assessment, placement and the implementation of the educational program. 6.) Parent and student participation: There should be shared decision making among the school, parents and students regarding the special education process. There are 12 accomplished practices. The Florida Educator Accomplished Practices are considered the core standards for effective educators and they are based upon 3 different foundational principles: focus on high expectations, knowledge of subject matter, and the standards of the education profession. They are: assessment, communication, continuous improvement, critical thinking, diversity, ethics, human development and learning, knowledge of subject matter, learning environments, planning, role of the teacher, and technology. A decision matrix, also known as Pugh matrix, selection grid, and criteria based matrix, is used to evaluate and prioritize a list of options that can be used to make a decision.

The decision matrix procedure is a 6 step process. They are brainstorm evaluation criteria, discuss and refine the list of criteria, assign a relative weight to each criterion, create a matrix with the criteria and their weights, evaluate each choice against the criteria, and determine the criteria with the highest, most important weight. An educator is guided by 3 ethical principles. 1.) The educator values the worth/dignity of all persons, pursues truth, devotion to excellence, acquisition of knowledge, and the nurture of a democratic citizenship. They will work to guarantee equal opportunity for all students. 2.) The educator's primary concern professionally is for the student and developing the student's potential.

The educator must strive for professional growth and seek to exercise their best professional judgment as well as integrity. 3.) The educator is aware of the importance of maintaining respect and confidence. They must do this for colleagues, students, parents, and members of the community. There are 17 guidelines. 1.Shall maintain honesty in all professional dealings, 2 Shall not deny to a colleague professional benefits or participation based on their race, religion, sex, age, color, ethnic origin, marital status, political beliefs, handicapping condition, and/or social background. Shall not interfere with a colleagues political or civil rights and responsibilities, 4. Shall not engage in discriminatory conduct that unreasonable interferes with a person's performance of work responsibilities, 5.

Shall not make malicious or false statements about colleagues, 6. Shall not use coercive means to influence professional judgments of colleagues, 7. Shall no misrepresent one's own professional qualifications, 8. Shall not submit fraudulent information on any document, 9.

Shall not make any fraudulent statement or fail to disclose a material fact in one's person or another individual's application for a professional position, 10. Shall not withhold information regarding a position from an applicant or misrepresent an assignment, 11. Shall provide upon the request of the certified individual a written statement of specific reason for recommendations that lead to the termination of employment, major changes of employment, and to denial of increments.

Shall not assist entry into the profession for unqualified individuals, 13. Shall self report within 48 hours to appropriate authorities of any arrests/charges that regard the abuse of children or the sale/possession of a controlled substance, 14. Shall report to appropriate authorities of any known allegations of violations of the Florida School Code or State Boards of Education Rules, 15. Shall seek no reprisal against any person who has reported any allegation of violating the Florida School Code or State Boards of Education Rules, 16. Shall comply with the conditions on an order of the Education Practices Commission imposing probation, imposing a fine, or restricting the authorized scope of practice, and 17. Shall cooperate with the Education Practices Commission in monitoring the probation of a subordinate.

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The second part is Obligation to the public. There are 5 guidelines.

Shall take reasonable precautions to distinguish between one's personal views and those of an educational institution that one is affiliated with, 2. Shall not intentionally distort facts concerning an education matter in either indirect or direct public expression, 3. Shall not use institutional privileges for personal advantage, 4.

Shall not accept gratuity, favors, or gifts that can and will influence professional judgment, and 5. Shall offer no gratuity, favors, or gifts to obtain any advantages. Level 1: The Contributions Approach - focuses on heroes, holidays, and certain cultural elements.

Level 2: The Additive Approach - includes content, concepts, themes, etc. Without changing the current structure of the curriculum. Level 3: The Transformation Approach - The current structure of the curriculum is changed so that students can view concepts, themes, events, etc.

From diverse groups' perspectives. Level 4: The Social Action Approach - Students decide on crucial social issues and take action to solve them. Federal law that applies to all educational agencies/institutions that receive funding under the Department of Education. Schools must annually notify all eligible students in attendance of their rights under the law. The notification has to include 4 criteria. 1) information about an eligible student's right to review their own records 2) the right to seek the record be amended 3) the right to consent to disclose information 4) the right to file a complaint regarding failure of school compliance under FERPA.

The notice can be published in various forms: in a class schedule, student handbook, school calendar, school website, student newspaper, and posted throughout the school. Schools do not have to notify students individually and must provide eligible students with their own personal education records within 45 days of the request. Linguistic: Ability to use language effectively Logical-mathematical: Ability to think logically, especially in math and science Spatial: Perceiving imagined representations and visual images Musical: Ability to create and appreciate music Bodily-kinesthetic: Manifests as physical ability Interpersonal: Understanding the behaviors of others Intrapersonal: Understanding of one's own feelings and beliefs Naturalist: Aware of the similarities and differences in the natural world Existential: Ponders on the qualities that make humans unique. There are 6 steps associated with priority standards.

They are: 1) make initial selections, 2) find connections to standardized tests, 3) chart the selection for every grade, 4) align priority standards for all grades (K-12) vertically, 5) use feedback and revise, and 6) provide professional development. They are specifically selected grade and course standards. Students must be able to understand the information under priority standards in order to be ready to go to the next course or grade level. Alterity: 'Being different (otherness).'

Ethnocentrism: 'refers to beliefs in the superiority of one's own race and culture.' Inclusiveness: 'exists when disadvantaged communities and designated group members share power and decision-making at all levels in projects, programs, organizations and institutions.' Pluralism: 'an organizational culture that incorporates mutual respect, acceptance, teamwork, and productivity among people who are diverse in the dimensions of human differences listed above as diversity.'

Underserved: 'Disadvantaged with regard to societal and structural hindrances.' Sizer: Established the coalition of essential schools model used for classroom instruction. It uses interdisciplinary instruction and strives to foster emotional, academic and socialization skills for students so they can become a future generation of knowledgeable individuals in their community. Coherent education is not the best answer choice as this program is a component of the atlas communities, along with authentic curriculum.

Atlas Community is a model for classroom instruction and school reform. Multi-grade cluster is a process where students are organized into multi-grade groups as part of the Co-Nect Schools reform developed by Skoler.

Reading recovery is a reading intervention model developed by the Ohio State University. Marzano, Frontier, and Livingston concluded that an effective developmental supervision program has five elements. They believed that these elements will grow the knowledge and experience of a teacher in a systematic way. These elements include (1) a defined approach and a method to communicate best practices for teaching, (2) feedback that is specific to areas the teacher needs to improve and steps the teacher can use to practice the strategies (3) Observation and interaction where the teachers can observe each other and provide feedback or discuss teaching strategies (4) Clear expectations and (5) a method to recognize the growth in the experience and expertise of the teacher. As an instructional leader, especially one who is focused on elementary education, one of the duties is to collaborate with the teachers.

By doing so, you can outline and create objectives that will help drive learning and instruction. Further, the instructional leader (1) will create goals and objectives and may develop new ways for students and teachers to learn new concepts (2) should make sure the curriculum is aligned with state standards (3) ensure the instructional strategies developed are age appropriate (4) should establish assessments to measure the effectiveness of the curriculum (5) design the curriculum so that it is engaging for young students and allows opportunities for the teachers to instruct students based on their developmental stage to foster learning. Evaluative feedback provides information about learning, but does not convey the proper information and guidance for individuals to improve. Descriptive feedback gives students detailed, specific information that helps them improve their learning. Descriptive feedback is linked to learning that is expected, it acknowledges a lack of understanding, provides visible and manageable steps for self correction. An example of descriptive feedback is, 'That is a good essay, since you covered the main points. Now what point do you believe you should expand on?'

Dictatorial: 'I expect results and take control by clearly stating a course of action. I enforce results that support production and do not permit deviation.' Accommodating: 'I support results that strengthen happy, warm relations. I generate enthusiasm by focusing on positive and pleasing aspects.'

Status quo: 'I endorse results that are popular but caution against unnecessary risk taking. I test my opinions with others involved to ensure ongoing acceptability.' Indifferent: 'I distance myself from taking active responsibility for results to avoid getting entangled in problems. If forced, I take a passive or supportive position.'

Input: when teachers' ideas about school policies and decisions are considered in the implementation process. Flexibility: shows the principal's ability to 'adapt her leadership behavior to the needs of the current situation and is comfortable with dissent.' Communication is when the principal 'establishes strong lines of communication with and among teachers and students.' Situational awareness is when the principal is 'aware of the details and undercurrents in the running of the school and uses this information to address current and potential problems.' There are 4 types: 1. Negative constructive feedback focuses on corrective comments regarding past behaviors that were not successful and should not occur again. Positive constructive feedback is related to affirming comments about past behavior that focuses on the behaviors that have been successful and should be continued.

Negative constructive feed forward is related to corrective comments about future performance that focuses on behaviors that should be avoided in the future. Positive constructive feed forward is related to affirming comments about future behavior and focuses on behavior that can improve performance in the future.