Fine Arts, Health/Physical Education, Business, and School Leadership
Fine arts
Art instruction rests on elements (line, shape, form, color, value, texture, space) and principles (balance, contrast, emphasis, movement, pattern, rhythm, unity). Critique follows describe-analyze-interpret-evaluate. In music, keep beat distinct from rhythm, know timbre, form (ABA, rondo), and that general music and instrumental ensembles teach the same elements through different media.
Health and physical education
Separate health-related fitness (cardiovascular endurance, muscular strength, muscular endurance, flexibility, body composition) from skill-related fitness (agility, balance, coordination, power, reaction time, speed). Motor development moves from basic to combined to complex skills; instruction should maximize participation and modify games so all students succeed. Health curricula address risk behaviors, decision-making, and refusal skills.
Business and technology education
Core business concepts: the accounting equation (Assets = Liabilities + Equity), double-entry bookkeeping, the marketing mix of product, price, place, promotion, and the difference between a career pathway and a certification. Note that a debit does not mean a decrease - it means the left side of an account.
School leadership
Principals build shared mission and culture, use data for continuous improvement, supervise and coach instruction, manage budgets and facilities, and ensure legal compliance. Clinical supervision cycles through a pre-observation conference, observation, and reflection. Professional learning communities focus on four questions: what should students learn, how will we know, what do we do when they haven't, and what do we do when they have.
Trap
Questions often pair skill-related with health-related fitness, or describe a principal supervising for compliance rather than growth. Read carefully for the word coaching.