FELE
For Testing Beginning 1/1/2026

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Subtest 4 – Leadership Communication

General Information

The written performance assignment is an authentic task that offers you the opportunity to demonstrate the ability to use reciprocal communication focusing on collaboration to promote greater stakeholder engagement around student academic performance and well-being; to develop strategies to manage and resolve conflicts through constructive conversations; and to recognize the contributions and input of parents or guardians, students, and other stakeholders. For this assignment, you will write a communication to a specified stakeholder group.

Directions for the Written Performance Assignment

A sample written performance assignment is presented below. You will have one hour to prepare, write, and edit your response.

You must write an original response that specifically and directly responds to the assignment. Pre-prepared responses that are discovered to contain memorized sentences or pre-prepared passages will be invalidated. For example, if the raters discover passages that appear in two or more responses, the responses and the violation will be brought to the attention of the Florida Department of Education and may result in the invalidation of your scores.

Be sure to monitor your time effectively and allow time for editing and revising. Take a few minutes to organize your thoughts and plan your response. Leave time for editing and revising after you have completed your response. You may outline or plan your response on the erasable notebooklet provided. Your informal outline or plan will not be scored.

Your response should demonstrate your ability to write, with proficiency, at a postsecondary level appropriate to an educational leader.

Performance Criteria

Your written performance assessment will be evaluated holistically according to the following criteria.

Performance Criteria
Criteria Description
Completion The degree to which the examinee completes the assignment by responding to each specific task in the assignment.
Data and Plan Alignment The degree to which the examinee establishes plans for change that are aligned with data findings and relevant implications.
Application of Content The degree to which the examinee applies the relevant knowledge and skills to the response accurately and effectively and reflects understanding of the target audience.
Support The degree to which the examinee supports the response with appropriate evidence, examples, and explanations based on the relevant content knowledge and skills.

Scoring Criteria

Your response will be scored holistically by two raters. The raters will use the criteria listed below when evaluating your response. The score you receive for your written performance assessment will be the combined total of the two raters' scores.

Essay Scores and Criteria
Essay Score Criteria
SCORE of 4 The "4" response reflects a thorough understanding of the relevant content knowledge and skills.
  • The response fully addresses all parts of the assignment.
  • The response clearly and accurately interprets and aligns data to an action plan or stakeholder communication.
  • The response demonstrates an accurate, highly effective application of the relevant content knowledge and skills and clearly reflects understanding of the target audience.
  • The response provides strong, relevant evidence, specific examples, and well-reasoned explanations.
SCORE of 3 The "3" response reflects a general understanding of the relevant content knowledge and skills.
  • The response addresses most or all parts of the assignment.
  • The response interprets and aligns data to an action plan or stakeholder communication.
  • The response demonstrates a generally accurate, effective application of the relevant content knowledge and skills and generally reflects understanding of the target audience.
  • The response provides sufficient evidence, some examples, and generally sound explanations.
SCORE of 2 The "2" response reflects a limited understanding of the relevant content knowledge and skills.
  • The response addresses at least some of the parts of the assignment.
  • The response partially interprets and aligns data to an action plan or stakeholder communication.
  • The response demonstrates a partially accurate, partially effective application of the relevant content knowledge and skills and partially reflects understanding of the target audience.
  • The response provides limited evidence and examples or explanations, when provided, may be only partially appropriate.
SCORE of 1 The "1" response reflects little or no understanding of the relevant content knowledge and skills.
  • The response addresses, few, if any, parts of the assignment.
  • The response inaccurately interprets and aligns data, if at all, to an action plan or stakeholder communication.
  • The response demonstrates a largely inaccurate, ineffective application of the relevant content knowledge and skills and reflects little understanding of the target audience.
  • The response provides little to no evidence, and if provided, examples or explanations are weak or inappropriate.
U The response is unscorable because it is not written to the assigned topic, is written in a language other than English, does not contain a sufficient amount of original work to score, or does not appear to be an original essay in terms of sentence structure, diction, organization, and/or content.
B There is no response to the assignment.

Sample Written Performance Assignment

Read and analyze the three exhibits provided, then address the stakeholder group specified in the scenario in a written communication in which you:

Be sure to use evidence from all the exhibits in your response. Responses should be approximately 200 to 400 words.

Exhibit 1: Scenario

You are the new assistant principal of an elementary school serving several neighborhoods in a small city. There are approximately 471 students enrolled in the school and 45 faculty members. Approximately 68% of the students qualify for free or reduced-price meals, 14% of students are identified as English language learners, and 16.6% of students have identified disabilities.

Student achievement scores on state assessments have been among the highest in the district over the past 5 years. Teachers tell you that they feel respected as professionals by the school community. They also share that students are well-behaved in class.

At the beginning of the school year, the principal tells you that the school's average daily attendance rate declined from 95% 2 years ago to 85% last year in grades 3, 4, and 5. One of the school's goals is to reverse this trend. Conversations with several parents or guardians over the course of the last school year revealed that many students in grades 3, 4, and 5 did not feel safe at school. These parents or guardians told the principal that their children were subjected to bullying in several instances and had trouble concentrating in class. One parent or guardian told the principal that several children from their neighborhood had similar experiences and, when asked, said they did not enjoy going to school. In addition, the principal shares with you the results of surveys given to faculty members and students in grades 3, 4, and 5 at the end of the previous school year.

The principal asks you to review last year's survey data and then prepare a letter to parents or guardians about this emerging concern, how the school plans to respond to it, and how all stakeholders can contribute to the solution.

Exhibit 2: Excerpt from Faculty Survey

Faculty Survey
 intentionally left blank % Agree or Strongly Agree (89% of faculty responding)
The school is a safe and welcoming place for students, staff, and families. 90
Faculty at the school understand each student's needs and respond accordingly. 80
Students and staff treat one another with respect at the school. 80
The teachers at the school believe that all students can achieve high standards. 75
Teachers at the school provide appropriate challenges and help students learn. 85
Students' cultural backgrounds are viewed as a resource for learning at the school. 70
My ideas, thoughts, and experiences are valued at the school. 80

Views expressed by five or more faculty members:

Exhibit 3: Excerpt from Survey Given to Students in Grades 3, 4, and 5

Student Survey
Grades 3 to 5
 intentionally left blank % Agree or Strongly Agree
My school is a safe place for me to learn. 61
Teachers at the school help me learn when the subject is difficult. 80
I have friends at school. 78
There is a teacher at school that will listen when I have a problem and help me solve it. 72
Students respect one another at school. 60
I know what to do if an emergency occurs at school. 85
Teachers at my school help students settle disagreements. 77
Students at my school understand and follow the rules. 55

Views expressed by five or more students:

Sample Responses

The sample responses below include an example that meets the general level of writing skill and subject matter knowledge necessary to receive a passing score as well as an example that does not meet the required standard. All responses are scored holistically, meaning that both strengths and weaknesses are weighed when assigning an overall score. While rationales are provided, it is important to keep in mind that not all strengths and weaknesses are identified and that there may be errors in grammar and mechanical conventions, even in the sample passing response.

Sample Passing Response

Please note: The sample response provided below is for review purposes only and should not be used in a response on an operational exam. Use of the exact words and phrases presented in this sample response will result in a Not Passing score due to lack of original work.

Dear Parents and Guardians,

Our student achievement scores on state assessments have been the highest in the district for the past five years. However, our attendance rate has noticeably declined over the past two years from a 95% attendance rate to 85% this past year. This is an issue that we would like your help to resolve.

According to a recent teacher survey, 80% of teachers feel that the faculty understands the needs of the students and responds accordingly, and 85% of teachers feel that they provide appropriate challenges and help students learn. However, some teachers have commented that they do not understand their students' needs as well as they should, and that many students do not seem to enjoy school.

Unfortunately, we have become aware that many children have experienced bullying in the school and have told you that they don't want to go to school. Results from a grade 3–5 student survey indicate that 78% of students indicate that they have friends at school and 77% feel that teachers help students settle disagreements. However, only 61% agree that our school is a safe place to learn and 60% agree that students respect each other.

We, as a school and with your help, will launch an anti-bullying campaign. Our faculty will have professional development on how to recognize and prevent bullying. We are also planning to have an age-appropriate guest speaker who will address bullying to all our students. This will be followed by a poster contest for students, and the resulting posters will be displayed throughout the building. We will also have a "mailbox" where students can express their feelings about school in general as well as bullying; guidance counselors will follow up with the student if a name is included. Additionally, I will be on the playground during recesses and outdoors before school and at dismissal to intervene when any inappropriate behavior occurs.

We invite you to a parent/guardian meeting where our guest speaker will give the same presentation for your awareness and offer suggestions for how to talk to your child about bullying. This will be followed by a Q and A session. If you have any suggestions, comments, or concerns, please contact me. You are always welcome to meet with me or any staff member in person. We rely on your assistance in providing the most comfortable and nurturing school environment for your child. We are all on the same team for our children.

Sincerely,

Assistant Principal

(xxx) xxx-xxxx

xxx@email.com

The sample is Passing based on the following performance characteristics:

Sample Passing Response Criteria Rating
Category Description
Completion

The response fully addresses each charge of the prompt. The barrier/conflict is addressed in the first paragraph in the response, specifically the decline in the attendance rate. This decline is attributed to bullying. The assistant principal's plans include engaging both student and parent stakeholders through a variety of activities that encourage collaboration and communication in addressing the problem of students not feeling safe in school. The last paragraph recognizes the important role parents and guardians play in the culture of the school.

Data and Plan Alignment

Specific use of the data is included in the response. The attendance rates, teacher and student survey results, and teacher and student comments are addressed in the first three paragraphs in the response. Specific data points from Exhibits 2 and 3 are included. Paragraph two includes the faculty survey data and comments, and paragraph three includes the student data and comments. The subsequent plan is well-aligned to this data and is described in paragraphs four and five.

Application of Content

The parents and guardians were addressed specifically with the opening to the written communication and in paragraphs four and five. Their help was requested in launching an anti-bullying campaign. Paragraph five specifically invites parents/guardians to attend a presentation, Q & A session, and to submit suggestions, comments, or concerns. Included in the letter is the specific contact information of the assistant principal to encourage communication.

Support

The plan is supported in paragraph four with several steps taken within the school in support of anti-bullying. The plan includes specific activities and strategies such as teacher professional development, an anti-bullying campaign in the school that includes an age-appropriate guest speaker, student participation by way of posters and the "mailbox" available to them, and additional support on the playground and outdoor admittance/dismissal by the assistant principal. Parental involvement is encouraged and supported through an invitation to hear the speaker and a welcome to directly communicate with the assistant principal.

Sample Not Passing Response

Please note: The sample response provided below is for review purposes only and should not be used in a response on an operational exam. Use of the exact words and phrases presented in this sample response will result in a Not Passing score due to lack of original work.

Our school has 471 third-, fourth-, and fifth-grade students and 45 faculty members with 68% of students qualifying for free or reduced meals, 14% of students are identified as English language learners, and 16.6% of students have identified disabilities. Our student achievement scores are high and the faculty reports that students are well-behaved.

We are aware that our attendance rate has declined over the last two years. Our teachers have reported through a faculty survey that they work well together, students do not disrupt class, and they wish that all parents/guardians valued education as much as they do. They also commented that many students do not seem to enjoy school. However, students need to be in school in order to be successful.

In contrast, in our students' survey, they report that teachers are nice, teachers help them when they do not understand something, and the teachers help settle disagreements. Students know what to do in an emergency at school. Unfortunately, some students feel that school is not a safe place for them to learn, and they don't like school because other students are not nice.

As Assistant Principal, I will circulate around the cafeteria at lunch and talk to students about their feelings about school. This will give me firsthand information to assess the culture of our school and the students' reasons for not wanting to come to school. I would encourage parents/guardians to do the same at home and stress the importance of attending school. Parents/guardians can help us by communicating if their child has any negative feelings about school that we can address. If the parents/guardians have suggestions, they can call us. I want our students to be happy, attend school, and benefit from all our school has to offer.

The sample is Not Passing based on the following performance characteristics:

Sample Passing Response Criteria Rating
Category Description
Completion

The response only partially addresses the charges of the prompt. The issues described in the scenario (Exhibit 1) are only partially addressed: the response includes the fact that the attendance rate has dropped; however, the reason for this drop (bullying) is not addressed. The plan is vague and does not outline specific strategies to remedy the issue of bullying or engage the stakeholders (parents and guardians). Stakeholder recognition is implied in the request for their help in contacting the school with any concerns, but the response is not addressed specifically to parents and guardians. The strategies indicated are mostly implemented by the assistant principal, and only passively including parents and guardians.

Data and Plan Alignment

The demographic data cited in the response has no relevance to the problem the school is facing. While there is reference to the problem in paragraphs two and three, there are no specific data points to support a bullying issue. Comments from the faculty survey are included in paragraph two and the comments from the students' survey in paragraph three. However, the use of these selective survey results only partially addresses the barrier to attendance.

Application of Content

The assistant principal's plan to circulate in the cafeteria during lunches may potentially solicit reasons why students do not want to attend school. Also, parents are asked to talk to their children and call if they have concerns. However, there is little explanation as to what the school specifically intends to do to improve the well-being of students, which would lead to higher attendance rates.

Support

Evidence, examples, and explanations used to identify and address the barrier impeding student well-being (bullying) are partially provided. Some use of the surveys indicates students not feeling safe at school. The first paragraph's use of demographic information is specific but not relevant to the issue. The assistant principal's plan to circulate at lunchtime is a limited strategy leading to increased student well-being in the school.

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