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Tennessee Technological University

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: insl@tntech.edu

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

Tennessee Technological University

Re

vised August 2017 2

TABLE OF CONTENTS

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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

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Revised August 2017 3

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 insl@tntech.edu.

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.

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Revised August 2017 4

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.

Tennessee Technological University

Revised August 2017 5

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

Tennessee Technological University

Revised August 2017 6

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.

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Revised August 2017 7

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.

Tennessee Technological University

Revised August 2017 8

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.

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Revised August 2017 9

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.

Tennessee Technological University

Revised August 2017 10

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.

Tennessee Technological University

Revised August 2017 11

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.

Tennessee Technological University

Revised August 2017 12

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.)

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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

Tennessee Technological University

Revised August 2017 14

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

Tennessee Technological University

Revised August 2017 15

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

Tennessee Technological University

Revised August 2017 16

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/

Tennessee Technological University

Revised August 2017 17

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

Tennessee Technological University

Revised August 2017 18

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 6

th

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 3

rd

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?

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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

Tennessee Technological University

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Participation Rubric

CATEGORY

EXEMPLARY

A

ACCEPTABLE

B

DEVELOPING

C

UNACCEPTABLE

D

Reliability/Prepar

ation

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, in

sensitive,

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

Tennessee Technological University

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.

Candidate introduces

himself/herself and

maintains eye contact

most of the time but

frequently returns to

notes.

Candidate introduces

himself/herself and

occasionally uses eye

contact, but still reads

most of report.

Candidate introduces

himself/herself and

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 gen

eral 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.

Tennessee Technological University

Revised August 2017 22

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 present

ation

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/Mecha

nics

(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 _________

Tennessee Technological University

Revised August 2017 23

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

structures, such as

logical order and

transitions, to develop a

position with

inadequate presentation

of content.

Little or no evidence of

organizational

strategies and

structures, such as

logical order and

transitions, to devel

op 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.

Tennessee Technological University

Revised August 2017 24

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 a

rtifacts 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 errors (spelling,

grammar, colors, font size,

broken web links, etc.)

The portfolio makes a

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

visual errors (spelling,

grammar, colors, font size,

broken web links, etc.)

The portfolio makes a

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 ____________

Tennessee Technological University

Revised August 2017 25

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.

Date: __________________________

Aspiring Beginning Professional Exemplary N/A

1. 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

Aspiring Beginning Professional Exemplary N/A

1. 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 Beginni n g Professional Exemplary N/A

1. 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 Profess ional E xemplary N/A

6. 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/A

1. 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/A

1. 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 Beginni n g Professional Exemplary N/A

1. 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.

32

Aspiring

Beginning Profess ional E xemplary N/A

6. 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

Last First M.

System/School/Dept.

Position

Year

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

ACTION PLAN

Professional Growth Goal:

Resources Needed: Time Frame:

Action Steps

Expected Results

Documented Outcome(s)

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

Signature of Principal/Administrator

Date

School/Dept

Signature of Director/Designee

Date

System

Signature of IHE Representative

Date

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 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 on professional growth and learning for

oneself 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 of

practice defined in the indicators and descriptors

• Inclusive of all salient aspects of a school leader’s role,

rather it focuses primarily on the dimensions of

leadership most directly linked to managing teacher

effectiveness and increasing student achievement

• Meant to address areas of performance related to

personal conduct as described in district and state

policies

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 enact

clear, measurable, annual goals;

• linkage to goals that support student achievement, gap

closure, and college and career readiness with evidence

of growth;

• communication to nearly all stakeholders;

• modeling of personal commitment to continuous

improvement and a culture conducive to teaching and

learning; and

• modeling of school-wide beliefs in professional learning

and 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 of

Leadership on Student Achievement, 2003

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 are

mission and vision aligned

• Reviewing behavioral data to assess

the effectiveness of routines and

making any needed adjustments

• Identifying classroom-level

behavioral/safety targets and

recognizing students when targets

are met or exceeded

• Expectations are aligned with the

school’s mission and vision

• School and district conduct policies

are:

o clearly communicated

o implemented consistently and

fairly

o related to students’ physical

and emotional safety

• School routines include smooth

transitions that maximize

instructional time

• Establishes practices that support

educators in:

o analyzing student behavioral

data to assess the effectiveness

of routines

o making needed adjustments to

routines based on data

o implementing classroom

protocols to maximize learning

and decrease distractions

• Sufficient evidence of:

o student support for adhering to

behavioral and learning

expectations

o shared accountability for all

students’ social and emotional

safety

• Expectations are not clearly aligned

with the school’s mission and vision

• School and district conduct policies

are not:

o clearly communicated

o implemented consistently and

fairly

o 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 of

routines

o use of data to adjust routines

o use of protocols to maximize

learning and decrease

distractions

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 staff

interviews

• Observations of appropriate

student 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 families

that:

o provides information about

student progress and learning

expectations

o is readily accessible to all

regardless of socioeconomic,

cultural or linguistic diversity

• Facilitates family and community

partnerships that are visible and

sustainable

• Welcomes and engages all families

• Offers opportunities for families to

participate in decision-making and

school initiatives

• Provides educators with sufficient

resources (time, finances, space,

printing, technology) needed to

communicate regularly with

families

• Creates flexible scheduling for

meetings, gatherings and

celebrations in response to parent

needs

Shows limited or no evidence of:

• Welcoming and engaging families

• Offering timely, relevant, and

accessible communication

• Offering opportunities for families

to participate in decision-making

and school initiatives

• Providing educators with sufficient

resources (time, finances, space,

printing, technology) needed to

communicate regularly with

families

• Creating flexible scheduling for

meetings, gatherings and

celebrations in response to parent

needs

Practice/Observation

• Newsletters

• Website

• Meeting agendas and schedules

• Phone/contact logs

• Parent surveys

• Parental volunteer log

Ou

tcomes

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 a

school-wide commitment to the

possibility of success for all

students

• Frequently assesses shared

ownership by seeking feedback and

input from members of the school

community

• Clearly and consistently uses

multiple means to communicate

educators’ individual responsibility

for whole school success

• Establishes a culture where nearly

all members of the school

community address low

expectations about student

potential

• Models commitment to the

possibility of success for all

students

• Designs and/or implements

structures to increase shared

ownership in school success

• Clearly and consistently

communicates high expectations

for educators’ individual

responsibility for whole school

success

• Addresses adults who display low

expectations about student

potential

Shows limited or no:

• Modeling commitment to the

possibility of success for all

students

• Designing and/or implementing

structures that increase shared

ownership in school success

• Setting high expectations for

educators’ individual responsibility

for whole school success

• Addressing adults who display low

expectations about student

potential

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 for

recognition and celebration of

educators and students

• Implements regular recognition

and celebration of student

performance and growth through a

variety of communication methods

and activities

• Implements regular recognition

and celebration of educator

performance and growth through a

variety of communication methods

and activities

Shows limited or no use of:

• Clear criteria for recognition and

celebration of educators and

students

• Regular recognition and celebration

of student performance and growth

through a variety of communication

methods and activities

• Regular recognition and celebration

of educator performance and

growth through a variety of

communication methods and

activities

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)

Ou

tcomes

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 continuous

improvement, such that educators

view the evaluation process as an

opportunity for professional

learning and growth

• Holds self and others accountable

for customizing supports for

educators

• Creates a school-wide plan for

professional learning aligned to the

school’s vision for professional

learning and growth

• Accurately modifies school or

grade-level professional learning

goals and plans

•

Encourages educators to use the

evaluation process for professional

learning and growth

• Adheres to all evaluation processes,

which include:

o timelines for feedback

o follow-up support

o finalizing all required

observations

o conducting summative

conferences

• Ensures the classroom observation

process includes:

o gathering evidence balancing

educator and student actions

related to teaching and

learning

o grounding all evidence coding

and scoring to the rubric with

accuracy to ensure fidelity of

the process

o using a preponderance of

evidence to evaluate teaching

o using the rubric to structure

feedback to educators

o offering specific, actionable

feedback recommendations

connected to improving

student achievement

o facilitating educator

implementation of

recommended improvement

strategies

• Uses evaluation data to determine

trends and assess educator

strengths and growth opportunities

Shows limited or no use of:

• Encouragement for educators to

use the evaluation process for

professional learning and growth

• Adherence to all evaluation

processes, which include:

o timelines for feedback

o follow-up support

o finalizing all required

observations

o 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 coding

and scoring to the rubric with

accuracy to ensure fidelity of

the process

o using a preponderance of

evidence to evaluate teaching

o using the rubric to structure

feedback to educators

o offering specific, actionable

feedback recommendations

connected to improving

student achievement

o facilitating educator

implementation of

recommended improvement

strategies

• Limited or no use of evaluation

data to determine trends and

assess

Practice/Observation

• Documented observation records,

which may include, but are not

limited 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 the

observation process, specifically

providing actionable feedback to

improve practice

• Educator survey responses related

to the observation and feedback

processes

• Review of observation data analysis

and related action plan

• Observation data analysis and

related action plan with attention to

noted plan adjustments

• Educators’ professional growth and

learning/improvement plans

related to observation data

• Compliance reports

Ou

tcomes

• 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 professiona

l

earning opportunities based o

n

ed

ucator needs and preferences

o facilitate implementation of

knowledge and skills gained

from professional learning

activitie

s

• Develops accountability structures

whereby nearly all educators seek

to share knowledge gained from

learning opportunities

• Engages staff in activities aligned

with the Tennessee Standards for

Professional Learning

• Differentiates professional learning

opportunities based on individual

educator needs

• Communicates expectations for

implementing knowledge and sk

ills

gained from professional learning

activities

• Holds educators accountable for

implementing knowledge and sk

ills

g

ained from professional learning

opportunities

Rarely or never differentiates

professional learning for faculty and

self by:

• Engaging in activities aligned with

the Tennessee Standards for

Professional Learning

• Differentiating professiona

l

earning opportunities based o

n

individual educator needs

• Communicating expectations for

implementing knowledge and sk

ills

g

ained from professional learning

activities

• Holding educators accountable for

implementing knowledge and sk

ills

g

ained from professional learning

opportunities

Practice/Observation

• Leader’s self-reflection

• Leader’s participation in

professional development training

s

w

ithin the state and/or district

• Leader’s attendance at national

professional association

conferences and development of

portfolio artifacts aligned with core

leadership competencies

• Data displays related to

professional learning and

observation dat

a

• R

efinement observations and

reviews

• Individual educator professiona

l

learning plans to gauge

differentiated support

• Conversations with educators

about professional learning and

growth

O

utcomes

• Student performance data results

in relationship to the school-wide

professional 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

p

rogram for new educators

• Develop strategies for retaining

high-performing educators

• Develop strategies for fostering

leadership skills in the most

ef

fective educators based on

evidence of student and educator

outcomes

• Support the development of nearly

all teachers utilizing a variety of

methods

•

Designs and implements an

induction program for new

e

ducators

• Develops strategies for:

o retaining high-performing

educators

o fostering leadership skills in

the most effective educators

based on evidence of student

and educator outcomes

o utilizing a variety of method

s

to

support the developmen

t

o

f all teachers

•

Rarely or never inducts, supports,

retains, and grows educators by

designing and implementing a

n

i

nduction program for new

educators

• Develops strategies for:

o retaining high performing

educators

o fostering leadership skills in

the most effective educators

based on student outcomes

o utilizing a variety of methods

to support the developmen

t

of

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

a

ligned with the Tennessee Teacher

Leadership Standards

• Use a variety of data to identify

potential teacher-leader

s

• Communicate a clear leadership

pathway for potential teacher-

leader

s

• Pro

vide sufficient growth

opportunities to address specific

leadership actions and behaviors

• Provide potential teacher-leaders

with varied leadership

opportunities

• Monitor teacher-leaders in a variety

of 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-leaders

with varied leadership

opportunities

• Monitors teacher-leaders in

a

variety of settings and providing

specific feedback to support their

continued development

Rarely or never identifies and

supports potential teacher-leaders by:

• Engaging in activities aligned with

the Tennessee Teacher Leadershi

p

St

andards

• Using effectiveness data

• Communicating a clear leadership

pathway

• Developing specific leadership

actions and behavior

s

• Pro

viding teacher-leaders with

varied leadership opportunities

• Monitoring teacher-leaders in a

v

ariety of settings and providing

specific feedback to support their

continued development

Practice/Observation

• Teacher-leader plan in alignment

with the Tennessee Teacher

Leadership Standards

• Conversations with leadership

team about design and

implementation of the teacher

leader plan

• List of selected teacher leaders and

their student achievement and

growth data

• Teacher-leaders engaged with their

colleagues

• Conversations with teacher-leaders

and 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 on

personal instructional leadership

practices and makes any necessary

changes for improvement

• Connects personal leadership

practices to student achievemen

t

a

nd educator performance by

sharing his/her performance

evaluation results with staff

• Reflects on leadership alignment

with core values, school vision, and

goal attainment

• Uses feedback from a variety of

sources to reflect on personal

instructional leadership practice

s

an

d make any necessary changes

for improvement

• Engages in professional learning

aligned to student, educator, and

self-need

• Develops an understanding of

performance expectation

s

associated with Tennessee state

standards

• Implements new, relevant learning

from feedback and professional

learning opportunities wit

h

evidence of improvement

Rarely or never improves self-practice

by:

• Using feedback from sources to

reflect on personal instructional

leadership practices and does not

make any necessary changes for

improvement

• Engaging in professional learning:

o aligned to student, educator

,

a

nd self-need

o focused on developing a

n

und

erstanding of performance

expectations associated with

the Tennessee state standards

• Implementing new, relevant

learning from feedback and

professional 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 professional

standards

• 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 additional

resources that support teaching

and learning

• Highlights usage of resources and

shares school accomplishments by

regular communication with

community partners

• Conducts an accurate assessment

of community partners and

resources

• Ensures accepted resources

support the school’s mission, vision,

and goals

• Allocates fiscal, human,

technological, and physical

resources to align with the school’s

mission, 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 physical

resources 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 engaging

diverse stakeholders to provide

input and feedback in school

improvement decisions

• Develops structures to encourage

diverse stakeholders

1

to provide

input and feedback in school

improvement decisions

• Engages limited or non-diverse

stakeholders to provide input and

feedback 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.

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

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

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

and learning.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

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

professional learning and growth.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

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

standards-based curriculum to all students.

Strongly

Agree

Neutral

Disagree

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

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

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

address all students’ learning needs.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

53

7. My principal systematically monitors progress toward established

goals.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

8. My principal facilitates the implementation of strategies leading to

continuous improvement.

Strongly

Agree

Neutral

Disagree

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

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

10. My principal fosters an environment that is respectful.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

11. My principal fosters an environment that is orderly.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

12. My principal strategically utilizes educator strengths to engage all

students in meaningful, relevant learning opportunities.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

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

education of their children.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

14. My principal communicates expectations for individual and shared

ownership of school success.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

54

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

as individuals, capable of growth.

Strongly

Agree

Neutral

Disagree

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

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

17. My principal recognizes and celebrates improved educator

performance related to school vision and goals.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

18. My principal recognizes and celebrates improved student performance

related to school vision and goals.

Strongly

Agree

Neutral

Disagree

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

informed by multiple sources of data.

19. My principal implements and monitors a rigorous evaluation system

by gathering evidence that reflects a balance between educator and

student actions.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

20. My principal implements and monitors a rigorous evaluation system

by grounding all evidence coding and scoring to the rubric with

accuracy to ensure fidelity of the process.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

21. My principal implements and monitors a rigorous evaluation system

by using a preponderance of evidence to evaluate my teaching.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

55

22. My principal implements and monitors a rigorous evaluation system

by using the rubric to structure feedback about my teaching.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

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

embedded.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

24. My principal engages educators in professional learning that is

informed by data.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

25. My principal engages educators in professional learning that is

differentiated to meet educator needs.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

26. My principal engages educators in professional learning that is

differentiated to meet school-improvement needs.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

27. My principal engages educators in professional learning that is

research-based.

Strongly

Agree

Neutral

Disagree

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

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

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

collaborates with others to develop/support all educators.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

56

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

collaborates with others to retain and grow/extend effective

educators.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

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

collaborates with others to identify and support potential teacher-

leaders.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

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

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

sources of feedback.

Strongly

Agree

Neutral

Disagree

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

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

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

school improvement decisions.

Strongly

Agree

Neutral

Disagree

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

Agree

Neutral

Disagree

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

Agree

Neutral

Disagree

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

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

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

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

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

learning goals.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

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

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

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

within the building.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

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

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

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

work.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

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

building.

Strongly

Agree

Neutral

Disagree

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

Agree

Neutral

Disagree

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

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

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

learning environment.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

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

their lives inside of school.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

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

their lives outside of school.

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

Not

Observed

(N/A)

50. My principal treats me with respect.

Strongly

Agree

Neutral

Disagree

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):

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