Instructional Leadership - Tennessee Technological University · INSL 6520 School-based Management & Community Relations (6 credit hrs) INSL 6530 Data Driven Curriculum: Development,

T e n n e s s e e T e c h n o l o g i c a l U n i v e r s i t y

Revised August 2017 1

Instructional Leadership K-12 Candidate Handbook

Instructional Leadership Mission Statement: Focused for the Future: Promoting outstanding leadership and continued excellence

through strong partnerships, educational research, and inspiring experiences.

Department of Curriculum & Instruction

Instructional Leadership Unit

Box 5042

Cookeville, Tennessee 38505

(931) 372-3181

Email: [email protected]

https://www.tntech.edu/education/ci/ci-graduate/insl/

Office of Teacher Education

College of Education

TTU Box 5092

https://www.tntech.edu/education/teachered/

Office: (931) 372-3170

Fax: (931) 372-6286

mailto:[email protected]

http://www.tntech.edu/education/ci/graduate/insl

http://www.tntech.edu/education/teachered



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K-12 INSL Candidate Handbook Introduction

Programs of Study

Full Standing Requirements

*Revised Tennessee Instructional Leadership Standards (TILS)

NCATE Standards for Administrators

Guidelines for the K-12 INSL Candidate Field Experience

Field Experience Pre-Reflection Writing

Clinical Activities Report of Experiences (CARE)

Internship Agreement Verification Form

Field Experience Example Artifacts

Recommended Websites

Recommended Journals

Article Critique Guidelines

Article Critique Rubric

Participation Rubric

Multimedia Presentation Rubric

Multimedia Presentation Rubric Part 2

Research/Inquiry Writing Rubric

Oral Comprehensive Exam/Portfolio Presentation Rubric

The School Leaders Licensure Assessment (SLLA) Exam

Candidate Self-Assessment Field Experience Evaluation Form (Fillable PDF)

LEA Mentor Field Experience Evaluation Form (Fillable PDF)

TTU Instructional Leadership Future Growth Plan

Evaluation Rubric

Teacher Perception Survey 51



K-12 INSL Candidate Handbook Introduction

Dear Candidate:

On behalf of the Graduate Faculty in the Department of Curriculum & Instruction (Unit of Instructional Leadership), we are pleased to welcome you and to share with you the INSL Candidate Handbook.

The purpose of this handbook is to provide INSL candidates with information concerning programs, departmental policies, and procedures. This handbook will assist candidates with the planning of their course of study and designing the various field experience options. It also includes important information concerning the changes in Tennessee’s degree and certification process.

After you have read this handbook carefully, the INSL faculty will be happy to answer any questions you may have as well as advise you regarding your particular academic and career aspirations. Please feel free to contact your assigned advisor at any time for this purpose. If you are not sure who is listed as your advisor, contact the department secretary at (931) 372-3181 or by email [email protected].

The handbook is designed to detail the requirements for your particular Program of Study (POS) and the requisite field experiences required for licensure by the State of Tennessee. It is up to you, the candidate, to read this handbook information, complete the requirements and communicate with your university advisor and site supervisor to maintain appropriate paperwork and direction for the field experience.

This handbook is an effort to present to you, the INSL candidate, comprehensive information concerning the graduate programs offered by the faculty in Instructional Leadership at Tennessee Technological University. Please carefully read and make use of this handbook. We are ready to assist in whatever way we can.

We offer you our best wishes for a productive academic experience.

Sincerely, The Department of Curriculum & Instruction Unit of Instructional Leadership

Tennessee Tech College of Education Mission The mission of the College of Education is to provide unique and rigorous, learner-centered academic experiences for our students to achieve their highest potential as life-long learners, professionals, and citizens. Vision The College of Education will be an empowering force in education. Conceptual Framework To prepare effective, engaging professionals through a clinically rich, evidence-based program with a network of mutually beneficial partnerships.

mailto:[email protected]



Programs of Study *Master of Arts - Program of Study (33 hrs) INSL 6510 School Leadership, Law, Ethics, & Diversity (6 credit hrs) INSL 6520 School-based Management & Community Relations (6 credit hrs) INSL 6530 Data Driven Curriculum: Development, Assessment & Evaluation (6 credit hrs) INSL 6540 Seminar in INSL: Effective Teaching & Supervision (6 credit hrs) INSL 6550 Internship & Culminating Experience in INSL (6 credit hrs) INSL 6560 Technology for Administrators (3 Credit hours)

*Specialist in Education - Program of Study (30 hrs)

INSL 7510 School Leadership Law & Ethics (6 credit hrs) INSL 7520 Human Resources Management & Public Relations (6 credit hrs) INSL 7530 Assessment & Evaluation: Improvement in Teaching (6 credit hrs) INSL 7540 INSL Seminar: School-based Leadership & Supervision (6 credit hrs) INSL 7550 INSL Apprenticeship & Portfolio Development (6 credit hrs) * There are no electives in either the Masters or Specialist Program of Study. The M.A. and Ed.S. degrees in Instructional Leadership at Tennessee Tech emphasize leadership skills and content growth. Listed below are the requirements for admission as set forth by the TTU Graduate School:

M.A. Admission Requirements: • Satisfactory test scores on either the Miller Analogies Test (372 minimum) or the Graduate Record

Exam (Score between 143-150 on verbal, must score higher than 141 on quantitative; Score between 138-141 on quantitative, must score higher than 150 on verbal; 4.0 on the analytical writing portion)

• Official transcripts from Bachelor’s institution and any other institution(s) attended • Grade Point Average on Bachelor’s degree of at least 2.50

Ed.S. Admission Requirements: • Satisfactory test scores on either the Miller Analogies Test (380 minimum) or the Graduate Record

Exam (Score between 143-150 on verbal, must score higher than 141 on quantitative; Score between 138-141 on quantitative, must score higher than 150 on verbal; 4.0 on the analytical writing portion)

• Official transcripts from Bachelor’s and Master’s institutions and any other institutions attended • Grade Point Average on Master’s degree of at least 3.00

In addition to the admission requirements established by the TTU Graduate School, candidates must also meet the requirements for admission into the INSL major program of study.



Full Standing Requirements STEP 1 PORTFOLIO ARTIFACTS (These items will be completed during your first INSL course)

• Copy of a valid teaching license or copy of ELI page from TN SDE • Copy of the TN SDE Experience Verification Form. • Copy of most recent performance appraisal • Copy of current professional development plan/Future Growth Plan. • Evidence of the ability to improve student achievement

• Letter (on system letterhead) from Director of LEA, or his/her designee, indicating support for the completion of all field experiences, internship, and culminating action research project required for the completion of the INSL program

• Evidence of leadership demonstrated in coaching other teachers to raise student achievement (assessment scores, performance appraisals, etc.)

STEP 2 Tk20 (Submitted through Tk20: https://www.tntech.edu/education/tk20/ )

• Declaration of Intent Statement • Interview Screening questions

http://www.tntech.edu/education/ci/graduate/insl

http://www.tntech.edu/insl

http://www.tntech.edu/insl



Revised Tennessee Instructional Leadership Standards (TILS) Standard A: Instructional Leadership for Continuous Improvement An ethical and effective instructional leader facilitates professional practice that continually improves student learning. Indicators: 1. Collaborates with stakeholders to establish and communicate a clear, compelling vision for continuous improvement. 2. Builds capacity of educators to provide all students’ a rigorous curriculum, aligned with national standards. 3. Collaborates with educators to analyze and use multiple forms of data throughout the year to establish specific goals and strategies targeting student achievement and growth. 4. Leads educators to develop and execute interventions to address all students’ learning needs, grounded in multiple sources of data (academic, social, and/or emotional). 5. Systematically monitors and adjusts progress toward established goals and facilitates procedures and practices leading to continuous improvement.

Standard B: Culture for Teaching and Learning An ethical and effective instructional leader collaborates with stakeholders to create and sustain an inclusive, respectful and safe environment conducive to learning and growth for all.

Indicators: 1. Collaborates with stakeholders to establish and communicate a clear, compelling vision for a culture conducive to teaching and learning. 2. Leverages educator strengths to engage all students in meaningful, relevant learning opportunities. 3. Fosters a safe, respectful, and orderly environment for all. 4. Takes measures to actively involve families in the education of their children. 5. Models and communicates expectations for individual and shared ownership of student, educator, and school success. 6. Recognizes and celebrates improved educator and student performance related to school vision and goals. Standard C: Professional Learning and Growth An ethical and effective instructional leader develops capacity of all educators by designing, facilitating, and participating in collaborative learning informed by multiple sources of data. Indicators: 1. Collaborates with stakeholders to communicate a clear, compelling vision for professional

learning and growth. 2. Implements and monitors a rigorous evaluation system using an approved Tennessee

evaluation model. 3. Uses educator evaluation data to inform, assess, and adjust professional learning goals and

plans.



4. Engages faculty and self in data-informed, differentiated professional learning opportunities for educators, aligned with the Tennessee Standards for Professional Learning.

5. Collaborates with others to induct, support, retain and/or promote effective educators based on evidence of student and educator outcomes.

6. Identifies and supports potential teacher-leaders and provides growth opportunities in alignment with the Tennessee Teacher Leadership Standards.

7. Improves self-practice based on multiple sources of feedback, including performance evaluation results and self-reflection.

Standard D: Resource Management An ethical and effective instructional leader facilitates the development of a highly effective learning community through processes that enlist diverse stakeholders and resources. Indicators: 1. Strategically utilizes community resources and partners to support the school’s mission,

vision, and goals. 2. Includes a diverse set of educators and stakeholders in school improvement decisions. 3. Establishes, communicates, and enforces a set of standard operating procedures and

routines aligned with district, state, and federal policy. 4. Performs all budgetary and responsibilities with accuracy, transparency, and in the best

interest of students and staff.



NCATE Standards for Administrators

Standard 1 A school administrator is an educational leader who has the knowledge and skills to promote the success of all students by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community. Suggested Experiences 1. Facilitate the development and implementation of a shared vision and strategic plan for

the school that fosters teaching and learning. 2. Create an environment that encourages teachers, staff, students and the community to

achieve the school’s vision. 3. Using relevant information sources such as student assessment and demographic data,

analyze student and community needs. 4. Communicate the school’s vision and mission through a presentation, at a community

function, a faculty or staff meeting, or a PTA meeting. 5. Design or adopt a system for using data-based research strategies to regularly monitor,

evaluate and revise the school vision. Standard 2 A school administrator is an educational leader who promotes the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practices to student learning, and designing comprehensive professional growth plans for staff. Suggested Experiences 1. Assess multiple methods and strategies that capitalize on diversity of the school

community to improve school’s programs and culture. 2. Use appropriate research strategies to promote an environment for improved student

achievement. 3. Identify best practices among county or state schools in implementing an assessment

strategy. 4. Facilitate application of effective use of instructional principles and curricular materials. 5. Use strategies such as observations, collaborative reflection, or best practices to form

comprehensive professional growth plans with teachers and other school personnel. Standard 3 A school administrator is an educational leader who promotes the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment. Suggested Experiences 1. Facilitate and monitor school’s five-year facilities plan. 2. Identify needed resources to accomplish a goal(s). 3. Review and revise process for effective use and distribution of instructional resources. 4. Coordinate a school wide student behavior management plan. 5. Build consensus, communicate, and resolve conflict.



6. Creatively seek new ideas and resources to facilitate learning. 7. Prepare a cost benefit analysis to identify specific budget allocations to support school

improvement action plan (SIAP). 8. Assist in revising and implementing disaster preparedness plan and supervising disaster

drill. 9. Evaluate safety issues and address any concerns. Standard 4 A school administrator is an educational leader who promotes the success of all students by collaborating with families and other community members, and responds to diverse community interests and needs by mobilizing community resources. Suggested Experiences 1. Solicit support and resources from PTA board and other community organizations. 2. Devise a plan for managing buildings, lunchroom, and playground supervision. 3. Conduct a study of discipline referral to identity problems. 4. Assess current level and use of student support services and devise a plan to evaluate their

effectiveness. 5. Participate with staff committee to resolve identified problem. 6. Enlist assistance from community/business partners in reaching school goals. Standard 5 A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairly, and in an ethical manner. Suggested Experiences 1. Develop a sensitivity plan to promote multi-cultural awareness and an appreciation for

people who are different. 2. Solicit feedback from stakeholders to determine ethical leadership effectiveness. 3. Model the way by exemplifying ethical leadership. 4. Identify and correct issues that inhibit fair and equitable decisions regarding students,

faculty and staff. 5. Develop a case study of an ethical dilemma at current or former school. Standard 6 A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economical, legal, and cultural context. Suggested Experiences 1. Attend a state legislature session dealing with an educational issue. 2. Report on state’s senate and house legislation that influences educational change. Track

trends and issues that improve the environment in which school operates. Identify policy and programs that promote equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity, gender, or disability.

3. Show how a particular federal legislation impacts the school or a program.



Guidelines for the K-12 INSL Candidate Field Experience 1. Each of the 6-hour modules will be comprised of 50% course content and 50% field-

based experiences.

2. IHE and the LEA mentors will collaborate to identify field-based experiences that provide opportunities to apply the knowledge, skills and thought processes of a school leader.

3. When applicable, candidates will contact the LEA mentor at the beginning of the semester. The candidates will notify the mentor of a required evaluation at the conclusion of the field experience.

4. Each candidate will submit a Clinical Activity Report of Experiences (CARE) document at the end of each semester. This document will require the candidate to reflect upon the field-based experiences and prepare for the development of a Future Growth Plan. The CARE document and Future Growth Plan must be submitted to the IHE mentor prior to the final week of each semester.

5. Candidates are required to attend any seminars collaboratively scheduled by the IHE and LEA mentors for the field-based experiences.

6. Course evaluation criteria for each 6-hour module will include the assessment of course content, successful completion of all field-based experiences, attendance in class and field-based seminars, performance ratings submitted by the LEA mentor and self assessments of competencies by each candidate.

7. The field experiences are designed on a developmental continuum progressing from observational to leading, directing and implementing school- based activities. The early field-based experiences included in the first three courses in the MA and Ed.S. programs of study involve observations of mentors, in school settings and specific school events. Additional experiences require the candidate to gather information from documents and by shadowing and interviewing a variety of local administrators as they fulfill their respective roles. The field-based experiences that occur with the remaining courses are more involved and encourage the candidate to be directly engaged in the School Improvement Plan process.



Field Experience Pre-Reflection Writing (required at the beginning of the semester)

What would you like to accomplish during your field experience?

How do you plan to structure your field experiences in terms of supervisors, location, time, activities, and project(s)?

What types of activities do you see as viable for your field experiences?

Knowing yourself, what challenges will you face during your field experiences? Please be specific about the kinds of challenges you anticipate and how you might overcome them.



Clinical Activities Report of Experiences (CARE)

Candidate Name:

Date:

LEA:

LEA Mentor:

Standards Demonstrated (TILS): (Which of the four TILS Standards do you feel these field experiences addressed) A. Instructional Leadership for Continuous Improvement B. Culture for Teaching and Learning C. Professional Learning and Growth D. Resource Management Summary of Activities: (Please provide an overview of your field-based experiences.)



Reflections: (What competencies did you strengthen and how do they relate to the TILS? What competency would you identify as areas for improvement, and why?) Candidate signature: Date

Site Supervisor Signature: Date



Internship Agreement Verification Form

(Must be received at IHE prior to beginning of INSL 6550/7550)

Name of TTU/INSL Candidate: The Local Education Agency (LEA) agrees to provide the INSL candidate listed above the opportunity to conduct the required field-based experiences/Internship for successful completion of the TTU INSL program. In addition, the following will serve as the LEA mentor(s) for the INSL candidate: 1. Name of LEA Mentor(s) Email of LEA Mentor(s) If more than one will be assigned: 2. Name of LEA Mentor(s) Email of LEA Mentor(s) 3. Name of LEA Mentor(s) Email of LEA Mentor(s) Signature of Director of Schools or LEA Representative Print Name of Director/LEA Representative Position Date

Return to: TTU INSL Program

TTU Box 5042 Cookeville, TN 38505



Field Experience Example Artifacts Examples of Field-based experience activities representing degrees of involvement (continuum of involvement from observation to direct practice)

• Observe / shadow LEA administrator – substitute in role as administrator • Interview LEA administrator • Review existing assessment program and identify potential data for analysis and program

improvement (i.e. TCAP, TVAAS, etc…) • Review existing SIP – analyze components and evidence of progress toward previous

goals / conduct observations to identify evidence of action plan implementation • Serve – chair School Improvement Plan Committee • Serve – chair SACS or other accreditation committee • Serve – chair grant proposal committee • Attend – present at a local, regional, state, national or international conference • Observe / attend meetings / review process existing – chair textbook adoption committee • Survey and summarize the existing – revise – develop custodial, maintenance, clerical,

food service and transportation service plans • Review – revise – create a printed / electronic publication for LEA (i.e. Student

handbook, Faculty handbook, web presence etc…) • Attend – plan a school activity (i.e. Open House, Parent Teacher Meetings, etc…) • Review – revise – create a school and community public relations program for LEA • Attend / observe a disciplinary hearing • Review and develop an enrollment projection for the next three years for LEA • Review current guidance services available • Review / plan the scheduling for students and classes • Review / develop a New Teacher Orientation • Review / attend formal training for current LEA Evaluation procedure (i.e. FEPG) • Attend / Present a professional development session • Investigate and analyze data regarding LEA teacher retention • Research current LEA School Board policies regarding personnel, employment, equal

opportunity employment procedures • Review / revise / develop an orientation for substitute teachers • Attend LEA School Board meeting or County Commission meeting • Review negotiated contract / participate in meeting for LEA negotiations committee • Review / develop / conduct space utilization survey • Review / develop / conduct building and grounds survey (equipment inventory,

accessibility for special needs, aesthetics aspects, playground, and safety) – develop action plan (i.e. Crisis mgmt. plan, etc…)

• Perform energy audit for LEA • Review / revise / create community resource guide for curriculum enrichment, services

for children and families with special needs • Review / revise / create guidelines for technology planning • Review / participate in the existing budget and internal accounting process • Review / revise / create existing policy regarding extracurricular activities and student

involvement • Review print / non print school curriculum to research the extent to which it integrates the

aspects of diversity and multicultural education • Examine the LEA mission statement and analyze commitment to diversity and

multiculturalism • Develop a demographic profile of the LEA and community



Recommended Websites Tennessee State Department of Education http://www.tn.gov/education Tennessee State Board of Education http://www.state.tn.us/sbe/ Educational Testing Services (ETS - Praxis: SLLA) http://www.ets.org Association of Supervision and Curriculum Development (ASCD) http://www.ascd.org Association for Middle Level Education (AMLE) http://www.amle.org The Tennessee Association of Middle Schools (TAMS) http://www.tams.net National Board for Professional Teaching Standards http://www.nbpts.org/ Eye on Education Publication www.eyeoneducation.com The National Association of Elementary School Principals (naesp) www.naesp.org The National Association of Secondary School Principals (NASSP) www.nassp.org The American Association of School Administrators (AASA) www.aasa.org Kappan, by Phi Delta Kappa (PDK) www.pdkintl.org The National Staff Development Council www.learningforward.org For Complete details on the Tennessee Learning Centered Leadership Policy http://tn.gov/sbe/

http://www.state.tn.us/education/

http://www.state.tn.us/sbe/

http://www.ets.org/

http://www.ascd.org/

http://www.amle.org/

http://www.tams.net/

http://www.nbpts.org/

http://www.eyeoneducation.com/

http://www.naesp.org/

http://www.nassp.org/

http://www.aasa.org/

http://www.pdkintl.org/

http://www.learningforward.org/

http://tn.gov/sbe/



Recommended Journals

American School Board Journal Educational Leadership Educational Researcher Educational Research Quarterly Harvard Educational Review Journal of Educational Measurement Journal of Education Research Journal of Educational Statistics Journal of Research and Development in Education Journal of Research in Mathematics Education Journal of Research in Science Teaching Journal of Social Studies Research NASSP Bulletin NEA Today Review of Educational Research Teacher Magazine The High School Magazine (For Principals, Assistants, and High School Leaders) The Professional Educator Theory and Research in Social Education Times Educational Supplement Tennessee Tech Library Database Access: https://www.tntech.edu/library

http://www.tntech.edu/library/research



Article Critique Guidelines Use the following outline for critiquing the articles:

1. Heading: Your Name, Date, Critique number (Located in the upper right header)

2. Bibliographic Reference: Using APA style, give the complete reference for the article you summarized. Example below: (Use a Hanging Indent, APA 6th Edition)

Sherman, A. (2008). Using case studies to visualize success with first year principals. Journal of Educational Administration, 46(6), 752-761. Retrieved January 25, 2009, from www.emeraldinsight.com/0957-8234.htm. doi:10.1108/09578230810908334

3. Critique: Include the following:

• Highlights of the major points discussed by the author(s), including (as appropriate) a brief discussion of the research conducted (methodology, sample size and population, etc.).

• Conclusions and recommendations made by the author(s).

• Need for additional research on the topic.

• NOTE: In this section, you should NOT include your personal opinions. Use 3rd person to report your critique.

• NO QUOTES! Be careful to use your own words and phrases to summarize the article. Don't quote the authors. The objective of the exercise is for you to be able to summarize what you read -- not just repeat it.

4. Your Reaction:

• Use this section to explain your reactions to the article. Do you agree or disagree with the author(s) and why? Are the conclusions from the research similar to those you have read about in other research on the topic?

• Critique the research methodology. Did you find anything wrong with the way the research was conducted? Was the sample size too small? Did the author over-generalize the findings?

http://www.emeraldinsight.com/0957-8234.htm.



Article Critique Rubric

Criteria Exemplary A

Acceptable B

Developing C

Unacceptable D

A. Understanding of

article - Key findings

Demonstrates thorough understanding of the

article by listing all key findings and reflecting upon their implications

Demonstrates considerable

understanding of the article by listing all of

the key findings,

Demonstrates some understanding of the

article by listing some of the key findings…but

documentation is lacking in completeness

Demonstrates little understanding of the article with few or no key findings reported

B. Organization of Review - Follows format required by professor (see

below)

All categories of required format are

included and followed

One category is missing Two categories are missing

Does not follow format of required categories of

format

C. Analysis of

Article - Communication

of key ideas/themes/find

ings

Communicates the key ideas/themes/findings with a high degree of

clarity and insight

Communicates the key ideas/themes/findings

with considerable clarity, but lacks insight

Communicates the key ideas/themes/findings with little clarity or

insight

Key ideas/themes/findings are not communicated

clearly and/or missed in analysis

D. Conventions of

language - Adherence to conventions of graduate level language, i.e.,

grammar, punctuation,

spelling

Conventions of language are adhered to with great detail and precision, no

errors found

Almost all of the conventions of language are adhered to with detail

and precision, no more than one error

Greater attention to the conventions of language

are needed—work is borderline acceptable with more than two

errors

Mistakes in conventions of language are too

numerous to accept—major editing is needed

E. APA Style -

Adherence to APA guidelines

APA Guidelines are meticulously followed

Adheres consistently to APA guidelines,

however, one error present

Demonstrates little ability to adhere to APA

guidelines, more than two errors present

Adherence to APA guidelines is sporadic or non-existent; more than

two errors present

Organization of the Critique 1. Name of Candidate, Course Number, and Critiques # in right upper header 2. Citation in APA style, single spaced; rest of review is doubled-spaced and follows APA guidelines 3. Review of the article amounts to about 3/4 of entire paper 4. Personal reflection of the article amounts to about 1/4 of paper



Participation Rubric

CATEGORY

EXEMPLARY A

ACCEPTABLE

B

DEVELOPING

C

UNACCEPTABLE

D

Reliability/Preparation

Candidate has consistently logged-in for

class assignments and discussions. Candidate always posts a prepared response to the assigned

reading.

Candidate has periodically logged-in for

class assignments and discussions. Candidate

usually posts a prepared response to the assigned

reading.

Candidate has occasionally logged-in

for class assignments and discussions. Candidate

occasionally posts a prepared response to the

assigned reading.

Candidate has rarely logged-in for class assignments and

discussions. Candidate rarely posts a prepared

response to the assigned reading.

Clarity/Grammar/Spelling

No errors. Statements are always comprehensible.

A few errors that do not impede understanding

Some errors that may impede understanding

More than four errors that impede understanding.

Participation

The Candidate always participates in small and

large group discussions at a reasonable level,

following the working assumptions of the

course. Comments are relevant, insightful, build on others ideas, and take the discussion to a new

level. Candidate skillfully challenges

others ideas

Candidate usually participates in small and

large group discussions at a reasonable level,

following the working assumptions of the

course. Comments are relevant, insightful, build

on others ideas, and/or propel the discussion

Candidate some of the time participates in small

and large group discussions at a

reasonable level, following the working

assumptions of the course. Comments are

relevant, insightful, build on others ideas, and/or propel the discussion

Candidate remains passive and non-

responsive during small group or large group

discussions. Comments are off-topic, insensitive, shallow, or demeaning

Scholarly Graduate-Level Work

Includes analysis or synthesis of course

materials, own experience and/or

colleagues postings. Includes citations to

external materials of high academic quality (e.g.,

peer-reviewed). Thoughtful, academic

and stimulating. Pertinent to the assigned topic.

Usually includes analysis or synthesis of course

materials, own experience and/or

colleagues postings. Pertinent to the assigned

topic and represents original thoughts.

Significant amount of material copied from course materials or

outside sources without condensing through

analysis or synthesis. Includes off-topic

material

No evidence of cognitive processing of course material or analyzing

own experience through the lens of course

materials. Posting is not relevant to assignment.

Exemplary: Superior performance in all major aspects of the category Acceptable: Very god performance in most major aspects of the category Developing: Fair performance in some major aspects of the category Unacceptable: Needs improvement in several major aspects of the category


Revised July 2016 21

Multimedia Presentation Rubric

CATEGORY Exemplary Acceptable Developing Unacceptable A B C D

Organization

Candidate presents information in logical, interesting sequence which audience can

follow.

Candidate presents information in logical

sequence which audience can follow.

Audience has difficulty following presentation

because candidate jumps around.

Audience cannot understand presentation

because there is no sequence of information.

Subject Knowledge

Candidate demonstrates full knowledge (more

than required) by answering all class

questions with explanations and

elaboration.

Candidate is at ease with expected answers

to all questions, but fails to elaborate.

Candidate is uncomfortable with

information and is able to answer only

rudimentary questions.

Candidate does not have grasp of information;

candidate cannot answer questions about subject.

Originality

Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique

and interesting way and meets all criteria.

Presentation shows some originality and inventiveness. The

content and ideas are presented in an

interesting way and meets all criteria.

Presentation shows an attempt at originality

and inventiveness on 1-2 slides and meets some

of the criteria.

Presentation shows no attempt at originality and inventiveness on

slides.

Graphics

All graphics are attractive (size and

colors) and support the theme/content of the

presentation.

A few graphics are not attractive but all support the theme/content of the

presentation.

All graphics are attractive but a few do not seem to support the

theme/content of the presentation.

Several graphics are unattractive and detract from the content of the

presentation.

Mechanics

Presentation has no misspellings or

grammatical errors

Presentation has no more than two

misspellings and/or grammatical errors.

Presentation has three misspellings and/or grammatical errors.

Candidate's presentation has four or more

spelling errors and/or grammatical errors.

Formatting

Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability

and content.

Font formats have been carefully planned to enhance readability.

Font formatting complements the

content but is a little hard to read.

Font formatting makes it very difficult to read the

material.

Nonverbal Communication

Candidate introduces himself/herself and

maintains eye contact with audience, seldom

returning to notes. Nonverbal

communication indicates confidence, a

commitment to the topic, and a willingness

to communicate.


maintains eye contact most of the time but frequently returns to

notes.


occasionally uses eye contact, but still reads

most of report.


reads all of report with no eye contact.

Delivery

Candidate uses a clear voice and correct,

precise pronunciation of terms so that all

audience members can hear presentation

Candidate's voice is clear. Candidate

pronounces most words correctly. Most audience

members can hear presentation.

Candidate's voice is low with general articulation

and pronunciation lacking. Audience

members have difficulty hearing presentation.

Candidate mumbles, incorrectly pronounces terms, and speaks too

quietly for candidates in the back of class to hear.

Speech contains excessive distracting

fillers.



Multimedia Presentation Rubric (Part II) CATEGORY Exemplary Acceptable Developing

17-20 13-16 0-12

Organization (20 Points)

Ideas are clearly organized, developed, and supported to achieve a purpose; the purpose is clear. The introduction gets the attention of the

audience and clearly states the specific purpose of the speech. Main

points are clear and organized effectively.

Main idea is evident, but the organizational structure many need to be

strengthened; ideas may not clearly developed or always flow smoothly and

the purpose is not clearly stated. The introduction may not be well developed.

Main points are not clear. Transitions may be awkward. Supporting material

may lack in development. Audience has difficulty understanding the presentation because the sequence of information is

unclear.

Ideas may not be focused or developed; the main purpose is not

clear. The introduction is undeveloped. Main points are

difficult to identify. Transitions may be needed. There is no

conclusion or may not be clear the presentation has concluded. Audience cannot understand

presentation because there is no sequence of information.

Topic Knowledge (20 Points)

Candidate has a clear grasp of information. Citations are introduced

and attributed appropriately and accurately. Supporting material is

original, logical and relevant. Candidate demonstrates full

knowledge (more than required) by answering all class questions with

explanations and elaboration. Speaking outline or note cards are

used for reference only.

Candidate has a partial grasp of the information. Supporting material may

lack in originality. Citations are generally introduced and attributed

appropriately. Candidate is at ease with expected answers to all questions but

fails to elaborate. Over dependence on notes may be observed.

Candidate does not have grasp of information; Candidate cannot

answer questions about the subject. Few, if any, sources are cited.

Citations are attributed incorrectly. Inaccurate, generalized, or

inappropriate supporting material may be used. Over dependence on

notes may be observed.

Language Use/ Verbal

Communication (20 Points)

Language is familiar to the audience, appropriate for the setting, and free of bias. Language choices are vivid and

precise.

Language used is mostly respectful or inoffensive. Language is appropriate, but word choices are not particularly vivid

or precise.

Language choices may be limited, peppered with slang or jargon, too complex, or too dull. Language is questionable or inappropriate for a particular audience, occasion, or setting. Some biased or unclear

language may be used.

Delivery/ Nonverbal

Communication (20 Points)

The delivery is extemporaneous -- natural, confident, and enhances the

message – posture, eye contact, smooth gestures, facial expressions,

volume, pace, etc. indicate confidence, a commitment to the

topic, and a willingness to communicate. The vocal tone, delivery style, and clothing are

consistent with the message. Delivery style and clothing choices suggest an awareness of expectations and norms. Limited use of nonfluencies such as “um”, “er”, “Uh”, etc.). Articulation

and pronunciation are clear. All audience members can hear the

presentation.

The delivery generally seems effective – however, effective use of volume, eye contact, vocal control, etc. may not be

consistent; some hesitancy may be observed. Vocal tone, facial expressions, clothing and other nonverbal expressions

do not detract significantly from the message. The delivery style, tone of

voice, and clothing choices do not seem out-of-place or disrespectful to the audience or occasion. Some use of

nonfluencies are observed. Generally, articulation and pronunciation are clear.

Most audience members can hear the presentation.

The delivery detracts from the message; eye contact may be very limited; the presenter may tend to look at the floor, mumble, speak inaudibly, fidget, or read most of

the speech; gestures and movements may be jerky or

excessive. The delivery may appear inconsistent with the message.

Nonfluencies are used excessively. Articulation and pronunciation tend to be sloppy. Poise of composure

is lost during any distractions. Audience members have difficulty

hearing the presentation.

Graphics/Mechanics

(20 Points)

Presentation has no misspellings or grammatical errors. All graphics and fonts are attractive (size and colors) and support the theme/content of the

presentation.

Presentation has no more than two misspellings and/or grammatical errors.

A few graphics and fonts are not attractive but support the theme/content

of the presentation.

Presentation has three misspellings and/or grammatical errors. Several graphics and fonts are unattractive and detract from the content of the

presentation.

NOTES: TOTAL SCORE _________



Research/Inquiry Writing Rubric

CATEGORY

EXEMPLARY A

ACCEPTABLE

B

DEVELOPING

C

UNACCEPTABLE

D

Language Use Reveals an awareness of purpose through effective use of words, sentence structure, and sentence variety

Is stylistically sophisticated using

precise and engaging language

Varies structure to enhance meaning

Uses language that is fluent with an

awareness of purpose

Frequently varies structure to control

rhythm

Uses generally fluent language with an

uneven awareness of purpose

Occasionally makes

effective use of sentence structure

Relies on basic vocabulary that is

imprecise or unsuitable with little awareness of

purpose

Exhibits some attempt to vary sentence

structure, but with little success. Contains language that is incoherent or inappropriate.

Content Development and Meaning Exhibits sound understanding, interpretation, and analysis of the topic

Establishes major controlling idea that

displays sophisticated analysis of the topic.

Makes insightful

connections between major idea and

additional points germane to topic

details

Establishes a controlling idea that reveals a thorough

understanding of the topic

Makes explicit

connections between the controlling idea and

the topic

Establishes a controlling idea that demonstrates a basic understanding of the

topic

Makes implicit connections between

the controlling idea and the topic

Conveys a confused, incomplete or no

understanding of the topic

Makes superficial or no connections between a

vague or uneven controlling idea and the

topic

Organization Exhibits direction, shape, and coherence

Effective organizational strategies and

structures, such as logical order and

transitions, to develop a position supported with

a purposeful presentation of content

Organizational strategies

and structures, such as logical order and

transitions, to develop a position supported with sufficient presentation

of content.

Inconsistent organizational strategies and


transitions, to develop a position with

inadequate presentation of content.

Little or no evidence of organizational strategies and


transitions, to develop a position with insufficient

presentation of content

Style Reveals an awareness of tone, technique, and flow

Precise control of language, stylistic techniques, and

sentence structures that creates a consistent and

effective tone.

Appropriate control of language, stylistic techniques, and

sentence structures that create a consistent tone.

Limited control of language and sentence structures that creates interference with tone

Minimal control of language and sentence structures that creates an inconsistent tone

Mechanics Exhibits conventional spelling, punctuation, paragraphing, capitalization, grammar, and usage

Thorough control of sentence formation.

Few errors, if any, are present in grammar, usage, spelling, and punctuation, but the

errors that are present do not interfere with

meaning.

Adequate control of sentence formation. Some errors may be present in grammar, usage, spelling, and

punctuation, but few, if any, of the errors that

are present may interfere with meaning.

Limited and or inconsistent control of

sentence formation. Some sentences may be awkward or fragmented

Many errors may be present in grammar, usage, spelling, and

punctuation, and some of those errors may

interfere with meaning

Minimal control of sentence formation. Many sentences are

awkward and fragmented. Many

errors may be present in grammar, usage,

spelling, and punctuation, and many

of those errors may-interfere with meaning.



Oral Comprehensive Exam/Portfolio Presentation Rubric

The INSL Comprehensive exam is made up of two parts. Part one will be assessed using a 100 point rubric scale based on demonstrated competencies and individual artifact/activity quality. Part two will be assessed using a 100 point rubric scale based on the multimedia presentation of the portfolio and the overall INSL experience. The two scores will be averaged to compile an overall comprehensive score.

Portfolio Rubric (Part I) CATEGORY Exemplary Acceptable Developing Unsatisfactory

21-25 16-20 11-15 0-10

Organization (25 Points)

Portfolio portrays exceptional evidence of ability to organize material and to respond in a thoughtful, critical manner.

Portfolio portrays adequate evidence of ability to organize material and to respond in a thoughtful, critical manner.

Portfolio portrays some limited evidence of ability to organize material and to

respond in a thoughtful, critical manner.

Portfolio portrays little or no evidence of ability to organize

material and to respond in a thoughtful, critical

manner.

Artifacts/Field Experiences (25 Points)

Clear and concise explanations of why

artifacts were selected and the selection of multiple

and various artifacts demonstrate a thorough understanding of INSL field-based experiences.

Both the explanation of why the artifacts were

selected and the selection of artifacts demonstrate an

understanding of INSL field-based experiences.

Either the selection of artifacts or the

accompanying explanation of why the artifacts were selected demonstrates a

rudimentary understanding of INSL field-based experiences.

Artifacts selected and explanation of why

artifacts were selected demonstrates no

understanding of INSL field-based experiences.

Mechanics (25 Points)

Portfolio contains no distracting mechanical or

visual errors (spelling, grammar, colors, font size,

broken web links, etc.) The portfolio makes a

visual impact with items such as photos, graphics, illustrations, and artwork (adheres to copyright/fair-

use guidelines).

Portfolio contains few distracting mechanical or



visual impact with limited support (adheres to copyright/fair-use

guidelines).

Portfolio contains some mechanical or visual

errors (spelling, grammar, colors, font size, broken

web links, etc.) The portfolio makes a minimal

visual impact.

Portfolio is replete of distracting mechanical or



poor visual impact.

Portfolio Elements (25 Points)

Portfolio addresses all elements (100%)

contained in the portfolio template at a high level of

professionalism and presents the required number of artifacts.

Portfolio addresses at least 95% of the required

elements contained in the portfolio template and presents the required number of artifacts.

Portfolio addresses at least 80% of the required

elements contained in the portfolio template.

Portfolio addresses fewer than 80% of the required elements contained in the

portfolio template.

NOTES: TOTAL SCORE ____________



The School Leaders Licensure Assessment (SLLA) Exam The School Leaders Licensure Assessment (SLLA) measures whether entry-level education leaders have the standards-relevant knowledge believed necessary for competent professional practice. For more information concerning the SLLA exam, testing centers, and testing dates visit: http://www.ets.org/sls/

The 4-hour assessment is divided into 2 sections:

• Section I — 2 hours 20 minutes

100 multiple-choice questions

• Section II — 1 hour 40 minutes

7 constructed-response questions call for written answers based on scenarios and sets of documents that an education leader may encounter.

http://www.ets.org/sls/

Date: __________________________

Aspiring Beginning Professional Exemplary N/A1. Engages the education stakeholders in developing a school vision, mission and goals that emphasize learning for all candidates and are consistent with that of the school district.2. Facilitates the implementation of clear goals, strategies, and timelines to carry out the vision and mission that emphasize learning for all candidates and keep those goals in the forefront of the school’s attention.3. Creates and sustains an organizational structure that supports school vision, mission, and goals that emphasize learning for all candidates.4. Facilitates the development, implementation, evaluation and revision of data informed school-wide improvement plans for the purpose of continuous school improvement.5. Collaborates with parents/guardians, community agencies and school system leaders in the implementation of continuous improvement.6. Communicates and operates from a strong belief that all candidates can achieve academic success.

(Submitted electronically by candidate at the conclusion of each semester. Refer to the TN State Board of Education LCL Policy Evaluation Rubrics for discussion of the levels: Aspiring, Beginning,

Professional, and Exemplary)

Candidate Self-Assessment Field Experience Evaluation Form

Name of Candidate: ________________________________________________

Field Experiences for Course: ________________________________________

TILS Standard A: Instructional Leadership for Continuous Improvement: An ethical and effective instructional leader facilitates professional practice that continually improves student learning.

26

ONewman

Underline

Aspiring Beginning Professional Exemplary N/A1. Develops and sustains a school culture based on ethics, diversity, equity and collaboration.2. Advocates, nurtures, and leads a culture conducive to candidate learning.3. Develops and sustains a safe, secure and disciplined learning environment.4. Models and communicates to staff, candidates, and parents self-discipline and engagement in lifelong learning.5. Facilitates and sustains a culture that protects and maximizes learning time.6. Develops a leadership team designed to share responsibilities and ownership to meet candidate learning goals.7. Demonstrates an understanding of change processes and the ability to lead the implementation of productive changes in the school.8. Leads the school community in building relationships that result in a productive learning environment.9. Encourages and leads challenging, research based changes.10. Establishes and cultivates strong, supportive family connections.11. Recognizes and celebrates school accomplishments and addresses failures.12. Establishes effective lines of communication with teachers, parents, candidates and stakeholders.

13. Recruits, hires, and retains teachers whose values and instructional frameworks align with the school’s mission.

TILS Standard B: Culture for Teaching and Learning: An ethical and effective instructional leader collaborates with stakeholders to create and sustain an inclusive, respectful and safe environment

conducive to learning and growth for all.

27

Aspiring Beginning Professional Exemplary N/A

1. Leads a systematic process of candidate assessment and program evaluation using qualitative and quantitative data.

2. Leads the professional learning community in analyzing and improving curriculum and instruction.3. Ensures access to a rigorous curriculum and the supports necessary for all candidates to meet high expectations.4. Recognizes literacy and numeracy are essential for learning and ensures they are embedded in all subject areas.5. Uses research based best practice in the development, design, monitoring and implementation of curriculum, instruction, and assessment.6. Monitors and evaluates the school’s curricular program for rigor.7. Provides teachers and parents with assessment results on a regular basis.8. Develops and implements a system to regularly communicate candidate academic progress and assessment results to parents, candidates, and teachers.

Aspiring Beginning Professional Exemplary N/A1. Establishes a set of standard operating procedures and routines that are understood and followed by all staff.2. Focuses daily operation on the academic achievement of all candidates.3. Garners and employs resources to achieve the school’s mission.4. Prepares and regularly monitors an annual operational budget that aligns with the school’s improvement plan.5. Mobilizes community resources to support the school’s mission.

TILS Standard C: Professional Learning and Growth: An ethical and effective instructional leader develops capacity of all educators by designing, facilitating, and participating in collaborative learning

informed by multiple sources of data.

Standard D: Resource Management: An ethical and effective instructional leader facilitates the development of a highly effective learning community through processes that enlist diverse stakeholders

and resources.

28

Aspiring Beginning Professional Exemplary N/A6. Identifies potential problems and is strategic in planning proactive responses.7. Implements a shared understanding of resource management based upon equity, integrity, fairness, and ethical conduct.8. Develops a comprehensive strategy for positive community and media relations.9. Performs all professional responsibilities with integrity and fairness.10. Models and adheres to a professional code of ethics and values.11. Makes decisions within an ethical context while respecting the dignity of all.12. Advocates to district and state-level decision-makers when educational, social or political changes are necessary to improve learning for candidates.13. Makes decisions that are in the best interests of candidates and aligned with the vision of the school.14. Considers legal, moral and ethical implications when making decisions.15. Acts in accordance with federal and state constitutional provisions, statutory standards and regulatory applications.16. Develops and implements an appropriate diversity policy involving the school community and stakeholders which encompasses program planning and assessment efforts.17. Recruits, hires and retains a diverse staff.18. Interacts effectively with diverse individuals and groups using a variety of interpersonal skills in any given situation.19. Recognizes and addresses cultural, learning and personal differences as a basis for academic decision making.20. Leads the faculty in engaging families/parents in the education of their children.

29

Date: __________________________

Aspiring Beginning Professional Exemplary N/A1. Engages the education stakeholders in developing a school vision, mission and goals that emphasize learning for all candidates and are consistent with that of the school district.2. Facilitates the implementation of clear goals, strategies, and timelines to carry out the vision and mission that emphasize learning for all candidates and keep those goals in the forefront of the school’s attention.3. Creates and sustains an organizational structure that supports school vision, mission, and goals that emphasize learning for all candidates.4. Facilitates the development, implementation, evaluation and revision of data informed school-wide improvement plans for the purpose of continuous school improvement.5. Collaborates with parents/guardians, community agencies and school system leaders in the implementation of continuous improvement.6. Communicates and operates from a strong belief that all candidates can achieve academic success.

Evaluation submitted by (LEA mentor): _________________________________

(Submitted electronically by candidate at the conclusion of each semester. Refer to the TN State Board of Education LCL Policy Evaluation Rubrics for discussion of the levels: Aspiring, Beginning,

Professional, and Exemplary)

LEA Mentor Field Experience Evaluation Form

Name of Candidate: ________________________________________________

Field Experiences for Course: ________________________________________

TILS Standard A: Instructional Leadership for Continuous Improvement: An ethical and effective instructional leader facilitates professional practice that continually improves student learning.

30

Aspiring Beginning Professional Exemplary N/A1. Develops and sustains a school culture based on ethics, diversity, equity and collaboration.2. Advocates, nurtures, and leads a culture conducive to candidate learning.3. Develops and sustains a safe, secure and disciplined learning environment.4. Models and communicates to staff, candidates, and parents self-discipline and engagement in lifelong learning.5. Facilitates and sustains a culture that protects and maximizes learning time.6. Develops a leadership team designed to share responsibilities and ownership to meet candidate learning goals.7. Demonstrates an understanding of change processes and the ability to lead the implementation of productive changes in the school.8. Leads the school community in building relationships that result in a productive learning environment.9. Encourages and leads challenging, research based changes.10. Establishes and cultivates strong, supportive family connections.11. Recognizes and celebrates school accomplishments and addresses failures.12. Establishes effective lines of communication with teachers, parents, candidates and stakeholders.

13. Recruits, hires, and retains teachers whose values and instructional frameworks align with the school’s mission.

TILS Standard B: Culture for Teaching and Learning: An ethical and effective instructional leader collaborates with stakeholders to create and sustain an inclusive, respectful and safe environment

conducive to learning and growth for all.

31

Aspiring Beginning Professional Exemplary N/A

1. Leads a systematic process of candidate assessment and program evaluation using qualitative and quantitative data.

2. Leads the professional learning community in analyzing and improving curriculum and instruction.3. Ensures access to a rigorous curriculum and the supports necessary for all candidates to meet high expectations.4. Recognizes literacy and numeracy are essential for learning and ensures they are embedded in all subject areas.5. Uses research based best practice in the development, design, monitoring and implementation of curriculum, instruction, and assessment.6. Monitors and evaluates the school’s curricular program for rigor.7. Provides teachers and parents with assessment results on a regular basis.8. Develops and implements a system to regularly communicate candidate academic progress and assessment results to parents, candidates, and teachers.

Aspiring Beginning Professional Exemplary N/A1. Establishes a set of standard operating procedures and routines that are understood and followed by all staff.2. Focuses daily operation on the academic achievement of all candidates.3. Garners and employs resources to achieve the school’s mission.4. Prepares and regularly monitors an annual operational budget that aligns with the school’s improvement plan.5. Mobilizes community resources to support the school’s mission.

TILS Standard C: Professional Learning and Growth: An ethical and effective instructional leader develops capacity of all educators by designing, facilitating, and participating in collaborative learning


Standard D: Resource Management: An ethical and effective instructional leader facilitates the development of a highly effective learning community through processes that enlist diverse stakeholders

and resources.

32

Aspiring Beginning Professional Exemplary N/A6. Identifies potential problems and is strategic in planning proactive responses.7. Implements a shared understanding of resource management based upon equity, integrity, fairness, and ethical conduct.8. Develops a comprehensive strategy for positive community and media relations.9. Performs all professional responsibilities with integrity and fairness.10. Models and adheres to a professional code of ethics and values.11. Makes decisions within an ethical context while respecting the dignity of all.12. Advocates to district and state-level decision-makers when educational, social or political changes are necessary to improve learning for candidates.13. Makes decisions that are in the best interests of candidates and aligned with the vision of the school.14. Considers legal, moral and ethical implications when making decisions.15. Acts in accordance with federal and state constitutional provisions, statutory standards and regulatory applications.16. Develops and implements an appropriate diversity policy involving the school community and stakeholders which encompasses program planning and assessment efforts.17. Recruits, hires and retains a diverse staff.18. Interacts effectively with diverse individuals and groups using a variety of interpersonal skills in any given situation.19. Recognizes and addresses cultural, learning and personal differences as a basis for academic decision making.20. Leads the faculty in engaging families/parents in the education of their children.

33

Name T # T # TTTTT Last First M. Last First M. Last First M. Last First M. Last First M. Last First M. Last First M. Last First M. Last First M. Last First M. Last First M. Last First M. Last First M. Last First M. Last First M.

System/School/Dept. System/School/Dept. Position Position Year

AREA(S) TO BE STRENGTHENED/DEVELOPED (ALIGNED WITH TILS) AREA(S) TO BE STRENGTHENED/DEVELOPED (ALIGNED WITH TILS) AREA(S) TO BE STRENGTHENED/DEVELOPED (ALIGNED WITH TILS) AREA(S) TO BE STRENGTHENED/DEVELOPED (ALIGNED WITH TILS) AREA(S) TO BE STRENGTHENED/DEVELOPED (ALIGNED WITH TILS) AREA(S) TO BE STRENGTHENED/DEVELOPED (ALIGNED WITH TILS) AREA(S) TO BE STRENGTHENED/DEVELOPED (ALIGNED WITH TILS) AREA(S) TO BE STRENGTHENED/DEVELOPED (ALIGNED WITH TILS) AREA(S) TO BE STRENGTHENED/DEVELOPED (ALIGNED WITH TILS) AREA(S) TO BE STRENGTHENED/DEVELOPED (ALIGNED WITH TILS) AREA(S) TO BE STRENGTHENED/DEVELOPED (ALIGNED WITH TILS) AREA(S) TO BE STRENGTHENED/DEVELOPED (ALIGNED WITH TILS) AREA(S) TO BE STRENGTHENED/DEVELOPED (ALIGNED WITH TILS) AREA(S) TO BE STRENGTHENED/DEVELOPED (ALIGNED WITH TILS) AREA(S) TO BE STRENGTHENED/DEVELOPED (ALIGNED WITH TILS)

ACTION PLAN ACTION PLAN ACTION PLAN ACTION PLAN ACTION PLAN ACTION PLAN ACTION PLAN ACTION PLAN ACTION PLAN ACTION PLAN ACTION PLAN ACTION PLAN ACTION PLAN ACTION PLAN ACTION PLAN Professional Growth Goal: Professional Growth Goal: Professional Growth Goal: Professional Growth Goal: Professional Growth Goal: Professional Growth Goal: Professional Growth Goal: Professional Growth Goal: Professional Growth Goal: Professional Growth Goal: Professional Growth Goal: Professional Growth Goal: Professional Growth Goal: Professional Growth Goal: Professional Growth Goal:

Resources Needed: Time Frame:Resources Needed: Time Frame:Resources Needed: Time Frame:Resources Needed: Time Frame:Resources Needed: Time Frame:Resources Needed: Time Frame:Resources Needed: Time Frame:Resources Needed: Time Frame:Resources Needed: Time Frame:Resources Needed: Time Frame:Resources Needed: Time Frame:Resources Needed: Time Frame:Resources Needed: Time Frame:Resources Needed: Time Frame:Resources Needed: Time Frame:

Action Steps Action Steps Action Steps Action Steps Action Steps Expected Results Expected Results Expected Results Expected Results Expected Results Expected Results Documented Outcome(s)Documented Outcome(s)Documented Outcome(s)Documented Outcome(s)

[Note: Partially met outcomes inform next professional growth plan.][Note: Partially met outcomes inform next professional growth plan.][Note: Partially met outcomes inform next professional growth plan.][Note: Partially met outcomes inform next professional growth plan.]

Signature of Principal/Administrator Signature of Principal/Administrator Signature of Principal/Administrator Signature of Principal/Administrator Date School/Dept School/Dept School/Dept

Signature of Director/Designee Signature of Director/Designee Signature of Director/Designee Date System System System

Signature of IHE Representative Signature of IHE Representative Signature of IHE Representative Date Name of Institution Name of Institution Name of Institution

TTU INSL Future Growth Plan

34

Updated 4.2016 | 35

Administrator Evaluation Rubric

Contents Overview ....................................................................................................................................................................... 2

Standard A: Instructional Leadership for Continuous Improvement .................... .................................................4

Standard B: Culture for Teaching & Learning .......................................................................................................... 7

Standard C: Professional Learning & Growth ........................................................................................................ 10

Standard D: Resource Management ....................................................................................................................... 13

Glossary of Terms ...................................................................................................................................................... 15

Updated 4.2016 | 36

Overview Tennessee Instructional Leadership Standards (TILS) Recognizing the importance of engaging in a continuous improvement process, Tennessee seeks to transform what it means to be an effective instructional leader at all phases of a leader’s career. This aim is accomplished by setting high standards for effective leadership based upon research and best practices, supporting leaders to reach those standards, and empowering districts to build a network of exceptional instructional leaders who get results.

The Tennessee Instructional Leadership Standards (TILS) establish the structural framework of the Administrator Evaluation Rubric by defining a set of indicators and detailed descriptors that provide a clear set of expectations to schools and districts. The rubric is designed to help instructional leaders develop the type of leadership practices directly related to substantial gains in student achievement. Moreover, the leadership practices embedded in the indicators and descriptors are largely tied to the indirect, but vital, role and impact school leaders have on student achievement. Just as the TILS do not include separate areas to address ethical issues, the rubric does not separate these areas by indicator and descriptor. The premise is the same with the rubric as with the standards—attributes such as honesty, respect, sound judgment, commitment, fairness, compassion, work ethic, and a genuine belief that all children can learn and grow contribute to the foundation of ethical behavior connected to leadership.

The Administrator Evaluation Rubric is… • Approved by the State Board of Education as a tool used

to guide a fair and transparent administrator evaluation• Developed to establish a culture of support for

instructional leaders• Intended to help engage educators in reflective dialogue

among and between peers and evaluators to improvepractice

• Used to support school leaders and those who supportschool leaders in acknowledging a leader’s effectivepractices and results

• Supportive of a leader’s opportunities for improvement,offering guidance on professional growth and learning foroneself and for other educators

The Administrator Evaluation Rubric is not… • A checklist, but should be used to weigh the

preponderance of evidence over time against the levels ofpractice defined in the indicators and descriptors

• Inclusive of all salient aspects of a school leader’s role,rather it focuses primarily on the dimensions ofleadership most directly linked to managing teachereffectiveness and increasing student achievement

• Meant to address areas of performance related topersonal conduct as described in district and statepolicies

Begin with the End in Mind: The Importance of Vision In Tennessee, it is expected that the vision of the school, developed in collaboration with multiple partners and aligned with the district’s vision, will drive the actions demonstrated in the

Updated 4.2016 | 37

indicators and descriptors in this rubric over time to increase student achievement. The vision provides a powerful communication and coalescing tool for all stakeholders in the school, creating a “word picture” of what is to be created and maintained. Crafting an exemplary vision requires asking an essential question: When a vision for continuous improvement, culture conducive to teaching and learning, and professional learning and growth (standards A, B, and C) has been developed and implemented, what will be different for:

• your students?• your teachers?• your school?• your parents?

An exemplary visioning process occurs when school leaders jointly develop a vision for continuous improvement, contextualized through a) a vision for a culture conducive to teaching and learning and b) a vision for professional learning and growth. The resulting overarching school vision thus exhibits and requires:

• collaboration with key partners to identify and enactclear, measurable, annual goals;

• linkage to goals that support student achievement, gapclosure, and college and career readiness with evidenceof growth;

• communication to nearly all stakeholders;• modeling of personal commitment to continuous

improvement and a culture conducive to teaching andlearning; and

• modeling of school-wide beliefs in professional learningand growth

Research Supporting the Administrator Evaluation Rubric In collaboration with the superintendents’, supervisors’ and principals’ study councils, the drafting process for the Administrator Evaluation Rubric was largely informed by administrators throughout the state whose suggestions, questions, and concerns regarding the rubric’s language were strongly considered during the development of all iterations of the draft. In addition to input from colleagues statewide, the following research supports the content of the rubric:

• American Institutes for Research’s The Ripple Effect, 2012• Georgia Department of Education’s Leader Keys

Effectiveness System, 2012• Indiana Department of Education’s Principal Effectiveness

Rubric, 2013• ISLLC’s Educational Leadership Policy Standards, 2008• James Stronge’s Principal Evaluation, 2012• Kim Marshall’s Principal Evaluation Rubrics, 2012• Tennessee’s Standards for Professional Learning, 2012• McREL’s Principal Evaluation System, 2009• New Leaders’ Urban Excellence Framework, 2011• Stronge, Richard, and Catano’s Qualities of Effective

Principals, 2008• Tennessee’s Teacher Leader Standards, 2011• Waters, Marzano, and McNulty’s Balanced Leadership:

What 30 Years of Research Tells us about the Effect ofLeadership on Student Achievement, 2003

Updated 4.2016 | 38

Standard A: Instructional Leadership for Continuous Improvement “Good leadership is not about you. It is about what you leave behind…. In the process of improvement, it is almost inevitable that significant barriers will

arise. Great leaders learn to build trenches under barriers and find ladders to use to climb over them.” —Joseph Murphy, Essential Lessons for School Leaders, 2011

Indicator 5 3 1 Possible Sources of Evidence A1. Capacity Building

Builds capacity of educators to provide all students a rigorous curriculum, aligned with Tennessee state standards

Utilizes shared leadership practices to build capacity of nearly all educators for: • Developing an accurate

understanding of Tennessee-adopted standards andinstructional practices

• Studying, analyzing, and evaluatingapproved curriculum resources, including texts

• Maintaining shared accountabilitywhen making needed adjustmentsto deepen classroom rigor

• Maintaining a system formonitoring student work for rigor and curriculum alignment

• Implementing on-going strategiesand feedback for peers

Builds capacity among educators for: • Developing an accurate


• Demonstrating fidelity to state anddistrict-approved curriculumstandards

• Studying, analyzing, and evaluatingapproved curriculum resources, including texts

• Establishing a system formonitoring student work for rigorand curriculum alignment

• Establishing collectiveaccountability when makingneeded adjustments to deepenclassroom rigor

Builds limited or no capacity among educators for: • Developing educator


• Demonstrating fidelity to state anddistrict-approved standards

• Studying, analyzing, and evaluatingapproved curriculum resources

• Establishing a system formonitoring student work for rigor

• Establishing collectiveaccountability when makingneeded adjustments to deepenclassroom rigor

Practice/Observation • Lesson plans and feedback on the

plans• Agendas and meeting notes from

Professional Learning Communities • Course offerings (range of levels

and types—Advanced Placement and Dual Enrollment offerings forhigh schools)

Outcomes • Demonstrated growth on

observations• Met or exceeded goals for:

o student achievemento gap closureo college/career readiness

• TVAAS

Updated 4.2016 | 39

Indicator 5 3 1 Possible Sources of Evidence A2. Data Analysis & Use

Collaborates with educators to analyze and use multiple forms of data throughout the year to establish specific goals and strategies targeting student achievement and growth

Utilizes shared leadership practices and structures: • Builds capacity among nearly all

educators for analyzing and usingmultiple sources of student, educator, and school-wide data

• Develops and monitors a school-wide data plan that includes a)student progress tracking; b)establishing specific strategies to meet or exceed academic andbehavioral growth andachievement goals; c) baselinecomparisons to benchmarksthroughout the year; and d) time for instructional adjustmentsinformed by data

• Maintains shared accountability forinstructional decisions targetingachievement and growth goals

• Establishes data-specific growthand achievement targets that resultin gains

Collaborates with educators to: • Use multiple sources of student,

educator, and school-wide data• Determine specific data to analyze

when tracking student progress • Establish specific strategies to meet

or exceed academic and behavioralgrowth goals

• Identify a data baseline forcomparing benchmarksthroughout the year

• Communicate expectations for adjusting instruction in response to formative and summativeassessment data

• Establish shared accountability forinstructional decisions targetingstudent achievement and growthgoals

Shows limited or no use of: • Multiple student, educator, and

school-wide data• Specific data when analyzing and

tracking student progress • Academic and behavioral growth

goals• Baseline data for comparing

benchmarks throughout the year• Expectations for adjusting

instruction based on data• Shared accountability for

instructional decisions targetingstudent achievement and growthgoals

Practice/Observations • Data tracking and training• Data meetings• Intervention schedules and plan• Work sample scores • Benchmark assessments • Use of rubrics • Attendance rates • Discipline referrals and reports

Outcomes • Formative and summative teacher-

administered test data• Data tracking• Graduation rates • ACT/SAT scores • Advanced placement scores • TVAAS

A3. Interventions

Leads educators to develop and execute interventions to address all student learning needs grounded in multiple sources of data (academic, social, and/or emotional).

Utilizes shared leadership practices that demonstrate support for educators in: • Using multiple sources of data to

develop and implementdifferentiated interventions withinand outside normal class structures

• Setting and meeting goals andtargets for individual students andsub-groups

• Developing intervention schedules• Monitoring and adjusting

interventions, as needed • Establishing an organizational

system whereby general andspecial educators jointly develop and deliver appropriateinterventions

• Maintaining shared accountabilityfor implementation, fidelity, andquality of intervention outcomes

• Leads educators to implementinterventions based on annualgoals

• Supports educators in: o utilizing multiple sources of data

to develop and implementinterventions within and outsidenormal class structures

o aligning interventions andstudent achievement outcomes

o monitoring and adjustinginterventions, as needed

o collaborating with general andspecial educators to develop and deliver appropriate interventions

• Develops shared accountability forimplementation, fidelity, andquality of intervention outcomes

Shows limited or no use of interventions based on annual goals • No observable alignment between

interventions and studentachievement outcomes

• Lack of support structures to: o develop and implement

interventions based onannual goals

o monitor and adjustinterventions, as needed

• Inconsistent selection and use of interventions

• No process for general and specialeducators to jointly develop anddeliver interventions

• Inadequate accountability forimplementation, fidelity, andquality of intervention outcomes

Practice/Observations • Intervention schedules and plans• Lesson plans (collaboratively

created by general and specialeducators)

• At-risk list

Outcomes • Formative assessment data/

benchmark data for TCAP• Met or exceeded student growth

and achievement• TVAAS

Updated 4.2016 | 40

Indicator 5 3 1 Possible Sources of Evidence A4. Progress Monitoring

Systematically monitors and adjusts progress toward established goals and facilitates procedures and practices leading to continuous improvement.

• Incorporates collaborative school-wide planning that addressesstudents’ academic growth goals (and behavior growth goals asneeded)

• Supports educators to leadmonitoring and adjusting plannedand implemented school, grade, and classroom level strategies

• Regularly leads processes foreducators to assess and provideinput on practices that presentevidence of improvement

• Incorporates planning thataddresses students’ academicgrowth goals (and behavior growthgoals as needed)

• Collaborates with educators to monitor and adjust planned andimplemented strategies that aregoal-aligned

• Regularly facilitates procedures andpractices that present evidence ofimprovement

Shows limited or no: • Planning that addresses students’

academic growth goals (andbehavior growth goals as needed)

• Goal-aligned adjustments• Implementation of procedures

showing evidence of improvement

Practice/Observations • Intervention schedules and plans• Lesson plans (collaborative General

Education and Special Education)• At-risk list• Conversations with stakeholders • Review of goals and action plans • Review of leader's data analysis • SIP implementation data- gaps

identified through data analysisand strategy developed to closethem

• Leader self-reports • Teacher and staff questionnaires • District records • Teacher and staff interviews and

focus groups

Outcomes • Formative assessment data/

benchmark data for TCAP• Met or exceeded student growth

and achievement

Updated 4.2016 | 41

Standard B: Culture for Teaching & Learning “Effective principals understand that they cannot reach instructional goals alone, so they distribute leadership across their schools, which in turn contributes to sustainable improvements within the school organization.”

—May, H. & Supovitz, J.A., The Scope of Principal Efforts to Improve Instruction, 2011

Indicator 5 3 1 Possible Sources of Evidence B1. Leveraging Educator Strengths

Leverages educator strengths to engage all students in meaningful, relevant learning opportunities

• Engages with the school leadershipteam to review multiple datasources (including school goals andstudent learning needs) to determine optimal educator gradelevel and/or content areaplacement

• Creates a coherent system to extend impact of educators at all performance levels

• Develops and/or sustains a collegialenvironment where learningcommunities use their collectivestrengths, skills, and experience to improve classroom practice

• Assigns educators based on:o student learning needs o demonstrated effectiveness o school goals

• Provides opportunities to extend impact of high performing teachersbased on area(s) of demonstratedeffectiveness

• Develops and/or sustains a collegialenvironment by using collectiveeducator strengths, skills, andexperience to improve classroom practice

• Shows limited or no assignment ofeducators based on:o student learning needs o demonstrated effectiveness o school goals

• Shows limited or no opportunitiesto extend impact of high-performing teachers (i.e., use ofcollective educator strengths, skills, and experiences to improveclassroom practice)

Practice/Observation • Leadership team agendas and

meeting notes• PLCs, Grade-level and Content

Teams• Conversations with educators

Outcomes Teacher assignments to grade/ content areas using demonstrated effectiveness (e.g., student achievement, observations, TVAAS, climate surveys, etc.)

Updated 4.2016 | 42

Indicator 5 3 1 Possible Sources of Evidence B2. Environment

Fosters a safe, respectful, and orderly learning environment for all

In addition to Level 3 descriptors, facilitates educator participation in: • Helping set expectations for the

learning environment that aremission and vision aligned

• Reviewing behavioral data to assessthe effectiveness of routines and making any needed adjustments

• Identifying classroom-levelbehavioral/safety targets andrecognizing students when targetsare met or exceeded

• Expectations are aligned with theschool’s mission and vision

• School and district conduct policiesare:o clearly communicatedo implemented consistently and

fairlyo related to students’ physical

and emotional safety • School routines include smooth

transitions that maximizeinstructional time

• Establishes practices that supporteducators in: o analyzing student behavioral

data to assess the effectivenessof routines

o making needed adjustments to routines based on data

o implementing classroomprotocols to maximize learningand decrease distractions

• Sufficient evidence of: o student support for adhering to

behavioral and learningexpectations

o shared accountability for allstudents’ social and emotionalsafety

• Expectations are not clearly alignedwith the school’s mission and vision

• School and district conduct policiesare not:o clearly communicated o implemented consistently and

fairlyo related to students’ physical

and emotional safety• Learning transitions do not

maximize instructional time• Inadequate support for:

o analyzing of behavioral data to assess the effectiveness ofroutines

o use of data to adjust routineso use of protocols to maximize

learning and decreasedistractions

Practice/Observation • School-wide code of conduct• Hallway transitions • Cafeteria protocols and schedule• Emergency drills • Classroom codes of conduct• School climate surveys of faculty

and staff• Student, parent, community

stakeholder, teacher and staffinterviews

• Observations of appropriatestudent behaviors

• Attendance rates • Discipline referrals and reports

(suspension and expulsion rates)

Outcomes • School safety plan • Climate survey data

B3. Family Involvement

Takes measures to actively involve families in the education of their children

In addition to Level 3 descriptors: • Establishes a two-way

communication process for familiesthat: o provides information about

student progress and learningexpectations

o is readily accessible to allregardless of socioeconomic, cultural or linguistic diversity

• Facilitates family and community partnerships that are visible andsustainable

• Welcomes and engages all families• Offers opportunities for families to

participate in decision-making andschool initiatives

• Provides educators with sufficientresources (time, finances, space, printing, technology) needed to communicate regularly withfamilies

• Creates flexible scheduling formeetings, gatherings andcelebrations in response to parentneeds

Shows limited or no evidence of: • Welcoming and engaging families• Offering timely, relevant, and

accessible communication• Offering opportunities for families

to participate in decision-makingand school initiatives

• Providing educators with sufficientresources (time, finances, space,printing, technology) needed to communicate regularly withfamilies

• Creating flexible scheduling formeetings, gatherings andcelebrations in response to parentneeds

Practice/Observation • Newsletters • Website• Meeting agendas and schedules • Phone/contact logs • Parent surveys • Parental volunteer log

Outcomes Climate/ stakeholder perception survey data

Updated 4.2016 | 43

Indicator 5 3 1 Possible Sources of Evidence B4. Ownership

Models and communicates expectations for individual and shared ownership of student, educator, and school success

• Enacts procedures that reflect aschool-wide commitment to thepossibility of success for allstudents

• Frequently assesses sharedownership by seeking feedback andinput from members of the schoolcommunity

• Clearly and consistently usesmultiple means to communicateeducators’ individual responsibilityfor whole school success

• Establishes a culture where nearlyall members of the schoolcommunity address lowexpectations about studentpotential

• Models commitment to thepossibility of success for allstudents

• Designs and/or implementsstructures to increase sharedownership in school success

• Clearly and consistentlycommunicates high expectations for educators’ individualresponsibility for whole schoolsuccess

• Addresses adults who display lowexpectations about studentpotential

Shows limited or no: • Modeling commitment to the

possibility of success for allstudents

• Designing and/or implementingstructures that increase sharedownership in school success

• Setting high expectations foreducators’ individual responsibilityfor whole school success

• Addressing adults who display lowexpectations about studentpotential

Practice/Observation • Conversations with educators and

students • Leader’s self-reflection

Outcomes • Climate surveys • Policies and procedures

B5. Recognition & Celebration

Recognizes and celebrates improved educator and student performance related to school vision and goals

In addition to Level 3 descriptors, utilizes shared leadership with members of school community to: • Create school rituals, traditions,

and initiatives• Recognize educator and student

performance

• Creates clear criteria forrecognition and celebration ofeducators and students

• Implements regular recognitionand celebration of studentperformance and growth through a variety of communication methodsand activities

• Implements regular recognitionand celebration of educatorperformance and growth through avariety of communication methodsand activities

Shows limited or no use of: • Clear criteria for recognition and

celebration of educators andstudents

• Regular recognition and celebrationof student performance and growth through a variety of communicationmethods and activities

• Regular recognition and celebrationof educator performance andgrowth through a variety ofcommunication methods andactivities

Practice/Observation • Recognition awards• Newsletter/newspaper articles• Award assemblies/documentation• Conversations with educators and

students • Attendance rates • Discipline referrals and reports

(suspension and expulsion rates)

Outcomes Data walls (school, class/subject)

Updated 4.2016 | 44

Standard C: Professional Learning & Growth “Highly effective principals work explicitly to improve instruction in the classroom in the form of conducting observations and giving feedback,

leading professional development sessions, leading data-driven instruction teams and insisting on high expectations for all students. [They] provide ways for teachers to continuously grow in their careers. [Highly effective principals] arrange opportunities for staff

to learn from one another, and they delegate leadership roles.” —Adams, E.; Taliaferro, L.; & Ikemoto, G., Playmakers: How Great Principals Build and Lead Great Teams of Teachers, 2012

Indicator 5 3 1 Possible Sources of Evidence C1. Evaluation

Implements and monitors a rigorous evaluation system using an approved Tennessee evaluation model and uses educator evaluation data to inform, assess, and adjust professional learning goals and plans

In addition to Level 3 descriptors: • Builds and sustains a culture

focused on continuousimprovement, such that educatorsview the evaluation process as anopportunity for professionallearning and growth

• Holds self and others accountablefor customizing supports foreducators

• Creates a school-wide plan for professional learning aligned to theschool’s vision for professionallearning and growth

• Accurately modifies school orgrade-level professional learning goals and plans

• Encourages educators to use the evaluation process for professionallearning and growth

• Adheres to all evaluation processes, which include:o timelines for feedback o follow-up supporto finalizing all required

observationso conducting summative

conferences• Ensures the classroom observation

process includes: o gathering evidence balancing

educator and student actionsrelated to teaching andlearning

o grounding all evidence codingand scoring to the rubric withaccuracy to ensure fidelity ofthe process

o using a preponderance ofevidence to evaluate teaching

o using the rubric to structurefeedback to educators

o offering specific, actionablefeedback recommendationsconnected to improvingstudent achievement

o facilitating educatorimplementation ofrecommended improvementstrategies

• Uses evaluation data to determinetrends and assess educatorstrengths and growth opportunities

Shows limited or no use of: • Encouragement for educators to

use the evaluation process forprofessional learning and growth

• Adherence to all evaluationprocesses, which include:o timelines for feedback o follow-up supporto finalizing all required

observationso conducting summative

conferences• Sufficient implementation of

classroom observation processes:o gathering evidence balancing

educator and student actions related to teaching and learning

o grounding all evidence codingand scoring to the rubric withaccuracy to ensure fidelity ofthe process

o using a preponderance ofevidence to evaluate teaching

o using the rubric to structurefeedback to educators

o offering specific, actionablefeedback recommendationsconnected to improvingstudent achievement

o facilitating educatorimplementation ofrecommended improvementstrategies

• Limited or no use of evaluationdata to determine trends andassess

Practice/Observation • Documented observation records,

which may include, but are notlimited to:o observation notes o evidence coding and rating

• Post-conference notes• Educator refinement follow-up

notes• Observation of school leader

engaged in any portion of theobservation process, specificallyproviding actionable feedback to improve practice

• Educator survey responses relatedto the observation and feedback processes

• Review of observation data analysisand related action plan

• Observation data analysis andrelated action plan with attention to noted plan adjustments

• Educators’ professional growth andlearning/improvement plansrelated to observation data

• Compliance reports

Outcomes • Improved teaching practice

(evaluation score increases)• Improved teacher support• TVAAS

Updated 4.2016 | 45

Indicator 5 3 1 Possible Sources of Evidence C2. Differentiated Professional Learning

Engages faculty and self in data-informed, differentiated professional learning opportunities for educators, aligned with the Tennessee Standards for Professional Learning

• Ensures all professional learning activities align with the Tennessee Standards for Professional Learning

• Engages leadership team to: o differentiate professional

learning opportunities based oneducator needs and preferences

o facilitate implementation ofknowledge and skills gainedfrom professional learningactivities

• Develops accountability structureswhereby nearly all educators seekto share knowledge gained from learning opportunities

• Engages staff in activities aligned with the Tennessee Standards forProfessional Learning

• Differentiates professional learningopportunities based on individualeducator needs

• Communicates expectations for implementing knowledge and skillsgained from professional learningactivities

• Holds educators accountable for implementing knowledge and skillsgained from professional learningopportunities

Rarely or never differentiates professional learning for faculty and self by: • Engaging in activities aligned with

the Tennessee Standards forProfessional Learning

• Differentiating professionallearning opportunities based onindividual educator needs

• Communicating expectations for implementing knowledge and skillsgained from professional learningactivities

• Holding educators accountable forimplementing knowledge and skillsgained from professional learningopportunities

Practice/Observation • Leader’s self-reflection • Leader’s participation in

professional development trainingswithin the state and/or district

• Leader’s attendance at nationalprofessional associationconferences and development ofportfolio artifacts aligned with coreleadership competencies

• Data displays related to professional learning andobservation data

• Refinement observations andreviews

• Individual educator professionallearning plans to gaugedifferentiated support

• Conversations with educatorsabout professional learning andgrowth

Outcomes • Student performance data results

in relationship to the school-wideprofessional learning plan

• TVAAS

C3. Induction, Support, Retention, & Growth

Collaborates with others to induct, support, retain and grow/extend effective educators based on evidence of student and educator outcomes

Engages with leadership team to: • Design and implement an induction

program for new educators• Develop strategies for retaining

high-performing educators• Develop strategies for fostering

leadership skills in the mosteffective educators based onevidence of student and educatoroutcomes

• Support the development of nearlyall teachers utilizing a variety ofmethods

• Designs and implements aninduction program for neweducators

• Develops strategies for: o retaining high-performing

educators o fostering leadership skills in

the most effective educatorsbased on evidence of studentand educator outcomes

o utilizing a variety of methodsto support the developmentof all teachers

• Rarely or never inducts, supports, retains, and grows educators bydesigning and implementing aninduction program for neweducators

• Develops strategies for: o retaining high performing

educators o fostering leadership skills in

the most effective educatorsbased on student outcomes

o utilizing a variety of methodsto support the developmentof most teachers

Practice/Observation Data regarding induction, support, retention, and growth, which may include: • Surveys • Educator focus group

interview/conversation• Student and stakeholder feedback

Outcomes • Quality of induction program• Increased rates of high performing

educators • Increased retention rates

Updated 4.2016 | 46

Indicator 5 3 1 Possible Sources of Evidence C4. Teacher Leaders

Identifies and supports potential teacher-leaders and provides growth opportunities in alignment with the Tennessee Teacher Leadership Standards

Engages with leadership team to: • Involve teacher-leaders in activities

aligned with the Tennessee TeacherLeadership Standards

• Use a variety of data to identifypotential teacher-leaders

• Communicate a clear leadershippathway for potential teacher-leaders

• Provide sufficient growthopportunities to address specific leadership actions and behaviors

• Provide potential teacher-leaderswith varied leadershipopportunities

• Monitor teacher-leaders in a varietyof settings and providing specific feedback to support their continued development

• Engages in activities aligned with the Tennessee Teacher Leadership Standards

• Uses a variety of effectiveness data• Communicates a clear leadership

pathway• Provides adequate growth

opportunities to address specific leadership actions and behaviors

• Provides potential teacher-leaderswith varied leadershipopportunities

• Monitors teacher-leaders in avariety of settings and providingspecific feedback to support their continued development

Rarely or never identifies and supports potential teacher-leaders by: • Engaging in activities aligned with

the Tennessee Teacher LeadershipStandards

• Using effectiveness data • Communicating a clear leadership

pathway• Developing specific leadership

actions and behaviors• Providing teacher-leaders with

varied leadership opportunities• Monitoring teacher-leaders in a

variety of settings and providingspecific feedback to support their continued development

Practice/Observation • Teacher-leader plan in alignment

with the Tennessee TeacherLeadership Standards

• Conversations with leadershipteam about design andimplementation of the teacherleader plan

• List of selected teacher leaders andtheir student achievement andgrowth data

• Teacher-leaders engaged with theircolleagues

• Conversations with teacher-leadersand other teachers

Outcomes • Improved teaching practice

(evaluation score increases)• Improved teacher support• TVAAS

C5. Self-Practice

Improves self-practices based on multiple sources of feedback, including performance evaluation results and self-reflection

In addition to Level 3 descriptors: • Actively seeks feedback from a

variety of sources to reflect onpersonal instructional leadership practices and makes any necessarychanges for improvement

• Connects personal leadershippractices to student achievementand educator performance bysharing his/her performanceevaluation results with staff

• Reflects on leadership alignment with core values, school vision, andgoal attainment

• Uses feedback from a variety ofsources to reflect on personalinstructional leadership practicesand make any necessary changesfor improvement

• Engages in professional learningaligned to student, educator, andself-need

• Develops an understanding ofperformance expectationsassociated with Tennessee statestandards

• Implements new, relevant learningfrom feedback and professionallearning opportunities withevidence of improvement

Rarely or never improves self-practice by: • Using feedback from sources to

reflect on personal instructionalleadership practices and does notmake any necessary changes forimprovement

• Engaging in professional learning: o aligned to student, educator,

and self-needo focused on developing an

understanding of performanceexpectations associated withthe Tennessee state standards

• Implementing new, relevantlearning from feedback andprofessional learning opportunities

Practice/Observation • Leader’s self-reflection • Leader’s personal professional growth

and support plan in relationship to the school’s core values, vision, and goals

• Conversations with school leader, leadership team, and other educators

• Portfolio artifacts of principal performance aligned to state,

• District or national professionalstandards

• The degree to which the leader achieved goals from the previous year’s professional growth plan

• Observations of leader’s practice • 360-degree surveys of faculty, staff

and evaluators

Outcomes • Improved leadership practices • Improved educator practices • Improved student outcomes • TVAAS

Updated 4.2016 | 47

Standard D: Resource Management “When principals provide teachers with the resources they need to build social capital—time, space, and staffing—the

quality of instruction in the school [is] higher and students’ scores on standardized tests in both reading and math [increase].” —Carrie, Leana, The Missing Link in School Reform, 2011

Indicator 5 3 1 Possible Sources of Evidence D1. Community Resources

Strategically utilizes community resources and partners to support the school’s mission, vision and goals

In addition to Level 3 descriptors: • Assesses potential community

partners and secures additionalresources that support teachingand learning

• Highlights usage of resources andshares school accomplishments byregular communication withcommunity partners

• Conducts an accurate assessmentof community partners andresources

• Ensures accepted resourcessupport the school’s mission, vision, and goals

• Allocates fiscal, human, technological, and physicalresources to align with the school’smission, vision, and goals

Rarely or never utilizes community resources and partners by: • Conducting an assessment of

community partners and resources • Accepting resources that are not in

support of the school’s mission, vision, and goals

• Allocating fiscal, human, technological, and physicalresources or allocates these with misalignment to the school’s vision, mission, and goals

Practice/Observation • Community assets inventory • Documented partnership activities • Donations and contributions to the

school• Community support notes • Displays of partnership and

partnering activities• Community support surveys • Conversations with community

partners and educators

Outcomes Met or exceeded goals for community engagement

D2. Diversity

Includes a diverse set of educators and stakeholders in school improvement decisions

• Develops capacity of educators to implement structures for engagingdiverse stakeholders to provideinput and feedback in schoolimprovement decisions

• Develops structures to encouragediverse stakeholders1 to provideinput and feedback in schoolimprovement decisions

• Engages limited or non-diversestakeholders to provide input andfeedback in school improvement

Practice/Observation Conversations with stakeholders

Outcomes Increased diversity among stakeholders

1 Diverse stakeholders include diversity in race, culture, gender, experience, thought, voice, opinion, and role.

Updated 4.2016 | 48

Indicator 5 3 1 Possible Sources of Evidence D3. Employee & Fiscal Management

Establishes, communicates and enforces a set of standard operating procedures and routines aligned with district, state and federal policy and performs all budgetary responsibilities with accuracy, transparency, and in the best interest of students and staff

In addition to Level 3 descriptors: • Leads staff and students in

frequent reviews of standardoperating procedures to veteffectiveness of procedures androutines supporting the effective and efficient operation of theschool

• Leads staff in frequent reviews offiscal resource allocationto support the effective andefficient operation of the school

• Establishes, communicates andenforces a set of standardoperating procedures and routinesby:o aligning them with district,

state, and federal policies o utilizing a variety of methods to

communicate the established standard operating proceduresand routines

o ensuring that educators andstudents understand and areaccountable to the school’sstandard operating proceduresand routines

• Performs timely, accurate, transparent budgetaryresponsibilities by: o allocating fiscal resources in

alignment with the school anddistrict priorities to increasestudent achievement

o ensuring that delegated budgetary responsibilities areperformed within allappropriate district, state, andfederal guidelines

• Rarely or never establishes, communicates, and enforces a setof standard operating proceduresand routines by: o aligning them with district,

state, and federal policies o utilizing methods to

communicate established standard operating proceduresand routines

o ensuring that educators andstudents understand and areaccountable to them

• Rarely or never performs allbudgetary responsibilities by:o allocating fiscal resources in

alignment with the school anddistrict priorities to increasestudent achievement

o ensuring that delegated budgetary responsibilities areperformed within allappropriate district, state, andfederal guidelines

Practice/Observation • Handbook• Compliance agreements • Audit report• Conversations with educators

Outcomes • Compliance with operating

procedures • Compliance with budgetary

procedures

Updated 4.2016 | 49

Glossary of Terms Standard A1: Capacity Building Build Capacity: The term is also noted as “capacity building” in several descriptors of the rubric and refers to a school leader’s ability to develop the knowledge base and skill set of educators related to the specific indicator in which the term appears. Options and examples of how building capacity is measured are found in the rubric’s Possible Sources of Evidence column.

Shared Leadership: The term refers to the school leader’s ability to maximize all of the human resources in an organization by strategically developing and supporting individuals and giving them an opportunity to take leadership positions in their areas of expertise.

Standard B1: Leveraging Educator Strengths Extend Impact: The term refers to a school leader’s ability to use the demonstrated skills and expertise of educators to support, not only the academic growth and achievement of their assigned students, but to also create conditions for educators to support the growth and learning of other educators. The goal of extending the impact or positive reach of all educators is to have school leaders appropriately distribute leadership across the school community as a way to create and/or sustain students’ ability to meet or exceed academic and or behavioral growth and achievement targets.

Standard C2: Differentiated Professional Learning Tennessee Standards for Professional Learning define the tenets for implementing and monitoring effective Differentiated Professional Learning. To see the standards in detail, go to http://www.tn.gov/sbe/policies.shtml

Data: Professional learning that increases educator effectiveness and results for all students, uses a variety of sources and types of student, educator, and system data to plan, assess, and evaluate professional learning. Examples include clearly articulating the critical link between increased student learning and educator professional learning.

Leadership: Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning. Examples include:

• Developing capacity for learning and leading at all levelssupport

• Providing constructive feedback to refine new practices• Sustaining implementation of new educator practice and

student learning through ongoing• Facilitating implementation of knowledge and skills gained

from professional learning activities• Communicating expectations for implementing knowledge

and skills gained from professional learning activities• Monitoring implementation of knowledge and skills gained

from professional learning activities

Learning Communities: Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.

http://www.tn.gov/sbe/policies.shtml

Updated 4.2016 | 50

Learning Designs: Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.

Resources: Professional learning that increases educator effectiveness and results for all students requires prioritizing, monitoring, and coordinating resources for educator learning. Examples include prioritizing, monitoring, and coordinating human, fiscal, material, technology, and time resources needed for professional learning to occur.

Standard C4: Teacher Leaders The standards consist of seven domains describing the diverse and varied dimensions of teacher leadership and are in direct alignment with the national Teacher Leader Model Standards. To see the standards in detail, go to http://www.tn.gov/sbe/policies.shtml

Domain I: Fostering a Collaborative Culture to Support Educator Development and Student Learning

Domain II: Accessing and Using Research to Improve Practice and Student Achievement

Domain III: Promoting Professional Learning for Continuous Improvement

Domain IV: Facilitating Improvements in Instruction and Student Learning

Domain V: Using Assessments and Data for School and District Improvement

Domain VI: Improving Outreach and Collaboration with Families and Community

Domain VII: Advocating for Student Learning and the Profession

Standard D3: Employee and Fiscal Management Standard operating procedures: The term is defined by state and district policies related to specific laws that govern school operations, fiscal management, personnel, and safety procedures.

http://www.tn.gov/sbe/policies.shtml

51

Tennessee Teacher Perception Survey

“Compared with lower-achieving schools, higher-achieving schools provided all

stakeholders with greater influence on decisions. The higher performance of these

schools might be explained as a consequence of the greater access they have to collective

knowledge and wisdom embedded within their communities.”

Louis, K.S., Leithwood, K., Wahlstrom, K., & Anderson, S. (2010).

The Tennessee Instructional Leadership Standards (TILS) serve as the

structural framework of the revised Administrator Evaluation Rubric by

defining a set of indicators and detailed descriptors that provide a clear set

of expectations for school and district leaders. The revised rubric is designed

to help instructional leaders develop the type of leadership practices directly

related to substantial gains in student achievement. Moreover, the

leadership practices embedded in the indicators and descriptors are largely

tied to the indirect, but vital role and impact school leaders have on student

achievement.

The Tennessee Teacher Perception Survey is aligned to the TILS standards

and indicators and designed for educators to provide anonymous, timely,

relevant, and thoughtful feedback to instructional leaders and district

personnel to inform effective practices.

The Tennessee Teacher Perception Survey is…

A tool used by teachers to provide fair, effective, and transparent

feedback

Intended to help engage school leaders in reflective dialogue among

and between peers and evaluators to improve practice

Used to support school leaders and those who support school leaders

in acknowledging a leader’s effective practices and results

Supportive of a leader’s opportunities for improvement, offering

guidance from teachers on professional growth and learning for

oneself and for others in the building

Aligned to the dimensions of leadership most directly linked to

managing teacher effectiveness and increasing student achievement

as defined by the TILS

52

The Tennessee Teacher Perception Survey is not…

Developed as a random checklist of isolated practices

To be counted as a specific percentage of a component in the

administrator evaluation model

Meant to address areas of performance related to personal conduct as

described in district and state policies

TILS Standard A: Instructional Leadership for Continuous Improvement

An ethical and effective instructional leader facilitates professional practice

that continually improves student learning.

1. The vision for our school incorporates continuous improvement.

Strongly

Agree Agree Neutral Disagree

Strongly

Disagree

Not

Observed

(N/A)

2. The vision for our school incorporates a culture conducive to teaching

and learning.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

3. The vision for our school incorporates the expectation of ongoing

professional learning and growth.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

4. My principal builds capacity of educators to provide a rigorous,

standards-based curriculum to all students.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

5. My principal collaborates with educators to analyze and use data

throughout the year to establish specific goals and strategies aimed at

improving student achievement and growth.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

6. My principal leads educators to develop and execute interventions to

address all students’ learning needs.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

53

7. My principal systematically monitors progress toward established

goals.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

8. My principal facilitates the implementation of strategies leading to

continuous improvement.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

TILS Standard B: Culture for Teaching and Learning

An ethical and effective instructional leader collaborates with stakeholders to

create and sustain an inclusive, respectful and safe environment conducive

to learning and growth for all.

9. My principal fosters an environment that is safe.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

10. My principal fosters an environment that is respectful.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

11. My principal fosters an environment that is orderly.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

12. My principal strategically utilizes educator strengths to engage all

students in meaningful, relevant learning opportunities.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

13. My principal takes measures to actively involve families in the

education of their children.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

14. My principal communicates expectations for individual and shared

ownership of school success.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

54

15. My principal facilitates and sustains a culture that recognizes students

as individuals, capable of growth.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

16. My principal facilitates and sustains a culture that actively encourages

educators to help all students reach their full potential.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

17. My principal recognizes and celebrates improved educator

performance related to school vision and goals.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

18. My principal recognizes and celebrates improved student performance

related to school vision and goals.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

TILS Standard C: Professional Learning and Growth

An ethical and effective instructional leader develops capacity of all

educators by designing, facilitating, and participating in collaborative learning


19. My principal implements and monitors a rigorous evaluation system

by gathering evidence that reflects a balance between educator and

student actions.

Strongly


Strongly

Disagree

Not

Observed

(N/A)


by grounding all evidence coding and scoring to the rubric with

accuracy to ensure fidelity of the process.

Strongly


Strongly

Disagree

Not

Observed

(N/A)


by using a preponderance of evidence to evaluate my teaching.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

55


by using the rubric to structure feedback about my teaching.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

23. My principal engages educators in professional learning that is job-

embedded.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

24. My principal engages educators in professional learning that is

informed by data.

Strongly


Strongly

Disagree

Not

Observed

(N/A)


differentiated to meet educator needs.

Strongly


Strongly

Disagree

Not

Observed

(N/A)


differentiated to meet school-improvement needs.

Strongly


Strongly

Disagree

Not

Observed

(N/A)


research-based.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

28. Based on evidence of student and educator outcomes, my principal

collaborates with others to induct new educators.

Strongly


Strongly

Disagree

Not

Observed

(N/A)


collaborates with others to develop/support all educators.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

56


collaborates with others to retain and grow/extend effective

educators.

Strongly


Strongly

Disagree

Not

Observed

(N/A)


collaborates with others to identify and support potential teacher-

leaders.

Strongly


Strongly

Disagree

Not

Observed

(N/A)


collaborates with others to improve his/her practice based on multiple

sources of feedback.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

TILS Standard D: Resource Management

An ethical and effective instructional leader facilitates the development of a

highly effective learning community through processes that enlist diverse

stakeholders and resources.

33. My principal communicates strategies for utilizing community

resources and partners to support the school’s mission, vision, and

goals.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

34. My principal includes a diverse set of educators and stakeholders in

school improvement decisions.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

35. My principal establishes, communicates, enforces, and makes

necessary adjustments to a set of standard operating procedures and

routines.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

57

36. My principal communicates expectations for all educators to perform

monetary responsibilities with accuracy, transparency, and in the best

interest of students and staff.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

Educator Development and Support

37. My principal provides feedback with specific action steps to improve

my classroom practice.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

38. My principal listens and acts upon feedback from my peers and me.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

39. My principal uses my evaluation data to inform my professional

learning goals.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

40. My principal holds me accountable for the quality of my work.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

41. My principal communicates about what high quality work looks like

within the building.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

42. My principal appreciates high quality work performed by teachers.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

43. My principal holds all educators accountable for the quality of their

work.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

44. My principal communicates the roles of all staff members in the

building.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

58

45. My principal uses organizational skills to advise me in a timely manner

of upcoming meetings and deadlines.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

46. My principal is willing to make difficult decisions, aligned to the

mission and vision of our school, even in the face of adversity.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

47. My principal collaborates with educators to create a student-centered

learning environment.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

48. My principal respects students by showing interest and concern about

their lives inside of school.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

49. My principal respects students by showing interest and concern about

their lives outside of school.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

50. My principal treats me with respect.

Strongly


Strongly

Disagree

Not

Observed

(N/A)

Open-ended Questions

51. Briefly describe two to three areas of strength demonstrated by your

principal that have had the greatest impact on your school.

52. Briefly describe one area of your principal’s leadership that, if

improved, could have the greatest impact on your school.

53. Additional comments (optional):

Documents

Instructional Leadership - Tennessee Technological University · INSL 6520 School-based Management & Community Relations (6 credit hrs) INSL 6530 Data Driven Curriculum: Development,