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TENNESSEE INSTRUCTIONAL LEADERSHIP STANDARDS (TILS) EVALUATION RUBRIC

Standard A: Continuous Improvement An effective instruction leader implements a systematic, coherent approach to bring about the continuous growth in the academic achievement of all students. EXAMPLES OF AUTHENTIC DATA SOURCES/EVIDENCE: INDICATOR ASPIRING BEGINNING PROFESSIONAL Is able to identify the key Has a sound understanding Leads the process of 1. Engages the education · School Improvement Plan (SIP) developing the school's stakeholders in developing a stakeholders and articulate of the process of developing · Appropriate stakeholders identified for all vision/mission/goals that school vision, mission and ways to engage them in the a school vision, mission and sections of the SIP engages all stakeholders and goals that emphasize learning development of a school vision, goals that focus on learning for · Analysis of quantitative and qualitative data in ensures learning for all for all students and is mission, and goals that align all students and are consistent the SIP and/or TCSPP students. The outcomes are consistent with that of the with the district and support with the district. Is able to · Alignment made between the SIP and TCSPP appropriately school district. student learning. engage the appropriate · Agenda for meetings (SIP, faculty or team aligned with the district stakeholders in the meetings) plan. process. · Instruments to assess school culture · Communicates the vision and mission of the Is able to identify ways to Effectively implements Has a sound understanding 2. Facilitates the school to all stakeholders visually and through goals and strategies that carry implementation of clear goals, facilitate the implementation of of the facilitation process symbols, ceremonies and stories out the vision and mission that strategies, and timelines to goals/strategies that carry out required in establishing and · Develops action plans that are aligned with the ensure learning for all students. carry out the vision and the vision/mission that implementing goals/strategies vision and mission of the school A consistent focus is placed mission that emphasize emphasizes learning for all that carry out the · Action plans provide for ongoing student upon these goals throughout learning for all students and students. vision/mission and support learning and professional development the implementation process, keep those goals in the learning for all students. Is · Artifacts available that demonstrate the and the goals drive all forefront of the school's able to facilitate the consistent focus on goals and data driven decisions. attention. development of these goals decisions (examples: faculty meeting/staff and strategies and implement development session agendas, grade level/team them adequately. agendas/minutes, etc.) Is gaining knowledge of Is knowledgeable of various Is able to systematically create 3. Creates and sustains an · Demonstrates the practice of empowering and and sustain a valuable organizational structure that various organizational organizational structures that engaging the school faculty evidenced in a organizational structure supports school vision, structures that support the support the process of variety of ways (examples: leadership team that supports the school's mission, and goals that process of continuous continuous improvement and is work, grade level/team decision making, utilizing vision/mission/goals and emphasize learning for all improvement and learning for able to create an faculty "experts" in mentoring and professional ensure that all students learn. . students. all students. organizational framework development opportunities, etc.) Routinely assesses how the to support the implementation · Analyzes the organizational structure/changes structure supports the of the vision/mission/goals. with respect to student learning vision/mission/goals and · Demonstrates the alignment of the adjusts when needed. vision/mission/goals with the chosen Consistently facilitates the Has an understanding of the Has a strong understanding of 4. Facilitates the organizational structure cyclical process of development, school wide improvement the school wide improvement · Develops an ongoing formative evaluation of the developing, implementing, implementation, evaluation planning process for the planning process that utilizes school improvement plan evaluating, and revising school and revision of data informed purpose of continuous school data to develop, · Evaluates progress and makes modifications to wide improvement planning school-wide improvement improvement. implement, evaluate, and the plan to insure continuous school that is data driven. plans for the purpose of revise plans for the purpose improvement continuous school of continuous improvement. Is · Analyzes both formative and summative data to improvement. able to facilitate the identify appropriate staff development which is process at the school level ongoing and embedded in the implementation of using formative data the school-wide plan sources/evidence. · Identifies a range of appropriate stakeholders Consistently develops Is able to identify parent, Is able to identify parent, 5. Collaborates with and empowers them through participatory collaborations with community, and other groups parents/guardians, community, and other groups decision making in this continuous improvement parent/guardians, community that can enhance the community agencies and that can enhance the process agencies and district leaders continuous improvement school system leaders in the continuous improvement · Identifies options for meaningful involvement of that support the process of process at the school level, and implementation of continuous process at the school level. parents/guardians, community agencies, and continuous improvement. is beginning to establish improvement. school system leaders in continuous growth of some relationships within the students these groups. · Agendas from actual team or community meetings · Track volunteers or other partnerships Espouses the belief that all Espouses the belief that all 6. Communicates and All actions and · Sign-in sheets from students can be successful and operates from a strong belief students can be academically communications with various parent/community/partnership meetings approaches leadership that all students can achieve successful. stakeholder groups are steeped · Provides documentation of a variety of types of tasks with this in mind. academic success. in the belief that all students communications that promote a strong belief can academically achieve. that all students can achieve academic success · Other: EXEMPLARY Is a leader at the district/state level in strategic planning and mentors developing school leaders in this school level process.

Able to effectively replicate the process of establishing goals/strategies that support the school's vision/mission and ensure all students are successful while mentoring other school leaders.

Is able to systematically create and sustain a valuable organizational structure that supports the school's vision/mission/goals and ensure that all students learn. Routinely assesses how the structure supports the vision/mission/goals and adjusts when needed. Is able to coach other leaders through this process. Consistently facilitates the cyclical process of developing, implementing, evaluating, and revising school wide improvement planning that is data driven. Is able to assist other school leaders in this continuous school wide improvement process and articulate/demonstrate how to improve upon their practices. Consistently develops collaborations and partnerships with parent/guardians, community agencies and district leaders that support the cycle of continuous improvement. Is able to assist other school leaders in identifying methods and systems to replicate positive and effective partnerships. Is able to articulate this belief and act accordingly in a consistent manner. Is an active advocate for this belief at the district level and beyond.

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Standard B: Culture for Teaching and Learning An effective instructional leader creates a school culture and climate based on high expectations conducive to the success of all students. EXAMPLES OF AUTHENTIC DATA SOURCES/EVIDENCE: INDICATOR ASPIRING BEGINNING Is able to identify Is able to identify 1. Develops and sustains a · Identifies components of the school culture that components related to components related to school culture based on value ethics, diversity, equity, and collaboration establishing a school culture establishing a school culture that ethics, diversity, equity, and · Provides a short and long term plan of that values/honors ethics, values/honors ethics, diversity, collaboration. implementation related to cultural diversity diversity, equity, and equity, and collaboration. · Provides evidence of activities that promote collaboration. Is able to multicultural values over time articulate a short and · Identifies "best practices," research based long term plan of and/or evidence based, that ensure success for implementation. all students · Develops both a short and long term plan of implementation for enhancing the school culture Advocates for research Is able to identify "best 2. Advocates, nurtures, and · Produces a professional development plan for based and/or evidence practices" and leads a culture conducive to individual staff members based upon cultural based, effective "best methods/structures related to student learning. needs practices" which are the development of a school · Can recognize the existence of a safe, secure conducive to student culture that is focused on and disciplined learning environment and identify learning. Is able to student learning. "best practices" articulate a short and · Produces a school safety plan long term plan to develop a · Produces a school-wide discipline plan and/or student focused school code of conduct plan climate. · Provides an analysis of the implementation of 3. Develops and sustains a Is able to identify "best Establishes a safety plan the plan based upon school data safe, secure and disciplined practices" related to school and a student discipline/code · Identifies behaviors that support the learning environment. safety and security and student of conduct plan for school; development of self-discipline and engagement discipline. implement, assess and in learning monitor, and modify the · Leads the staff in designing a school-wide plan as needed based upon discipline plan school data. · Provides evidence of implementation of the plan Is able to recognize Begins to initiate 4. Models and · Discusses the research/evidence that supports communicates to staff, behaviors that a leader can strategies aimed at protecting and maximizing learning time students, and parents selfundertake to support the developing self-discipline and · Provides documentation related to practices that discipline and engagement development of self-discipline reflective thought/practices facilitate, protect, and maximize learning time in lifelong learning. and engagement in lifelong and shares with constituents · School schedule learning. (students, parents, and · Evidence available that supports the staff). The leader ensures development of an effectively functioning that learners are leadership team (team structure, agendas and engaged. minutes of meetings, School Improvement Plan Recognizes the value of Plan for, facilitate, 5. Facilitates and sustains a artifacts, etc.) protect, and maximize culture that protects and protecting instructional/learning · Documented results/evidence of leadership instructional/learning time in maximizes learning time. time. team's effectiveness the school setting and is able · Qualitative data from actual leadership team to document efforts of members, students, community members, etc. doing so. that demonstrate the effectiveness of teamwork · Conducts an analysis of school academic and non-academic data which includes an Has begun the process of Has an understanding of 6. Develops a leadership assessment of the organizational structure team designed to share tenets of effective teamwork establishing an effectively · Identifies the productive and non-productive responsibilities and within a school culture that is functioning team elements in the school's environment and sets ownership to meet student aligned with student learning. structure that builds upon priorities for change learning goals. Also understands that the staff strengths and are · Produces a short and long term plan of leadership team is an aligned with student learning. implementation (examples: Principal integral component to Demonstrates a Performance Contract, School Improvement meeting the school's goals willingness to share the Plan, Professional Growth Plan, etc.) for student learning. responsibilities. · Conducts an ongoing assessment of related outcomes utilizing dynamic academic and nonacademic data · Provides documentation of the modeling of collegiality and collaboration · School Climate Surveys 7. Demonstrates an Has an understanding of Has an understanding of

PROFESSIONAL Is able to provide evidence of how the school's culture honors differences, values ethics, recognizes equity issues, and nurtures collaboration. These cultural values are pervasive and sustainable. Advocates, nurtures, and leads a culture focused on student learning for all students. Is able to provide evidence of success.

EXEMPLARY Is able to provide evidence of how the school's culture honors differences, values ethics, recognizes equity issues, and nurtures collaboration. Has knowledge of internal and external constituencies that influence the learning agenda. These cultural values are sustainable. Is able to mentor other school leaders in the development of this process. Advocates, nurtures, and leads a culture focused on student learning for all students. Is able to provide evidence of success. Plans and executes professional development based on cultural needs. Serves as a mentor to other school leaders in establishing such a culture conducive to student learning. Develops and sustains a safe, secure and disciplined learning environment. Is able to provide evidence of success. Serves as a mentor to other school leaders in establishing such an environment. Uses the knowledge of rigor and relevance to ensure reflective thought. Is able to document evidence of this and articulate strategies that ensure students/staff/parent groups develop self-discipline and are engaged in learning. Serves as a mentor to other school leaders in developing these leadership skills. Consistently plans for, facilitates, protects, and maximizes instructional/learning time. All school structures and practices support learning. Serves as a mentor or coach in assisting other leaders in establishing such a culture of learning. Ascertains the strengths of staff members to form teams which continuously examine relevant data, share responsibilities and ownership of an improvement plan that is aligned with student learning goals. Is highly competent in setting up conditions for effective teamwork and serves as a change agent in the school and district setting. Serves as a mentor or coach in assisting other leaders in establishing effective leadership teams. Has established the processes that

Develops and sustains a safe, secure and disciplined learning environment. Is able to provide evidence of success. Uses the knowledge of rigor and relevance to ensure reflective thought. Is able to document evidence of this and articulate strategies that ensure students/staff/parent groups develop self-discipline and are engaged in learning. Consistently plans for, facilitates, protects, and maximizes instructional/learning time. The focus on learning time is easily recognizable in all structures and practices within the school culture. Ascertains the strengths of staff members to form teams that continuously examine relevant data, share responsibilities and ownership of an improvement plan that is aligned with student learning goals.

Has established the

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· Qualitative data from school staff and other stakeholders that affirm relationship building and its relationship to the learning environment · Conducts an analysis of school academic and non-academic data · Assesses the need for research based change(s) · Conducts an ongoing assessment of related outcomes · Demonstrates the ability to evaluate the school's family involvement · Alternative methods of involving parents and significant others · Analyzes and evaluates the school's data as the means of determining accomplishments and failures · Efforts made to recognize and celebrate accomplishments · Plan(s) made to address needs/failures · Demonstrates an effective, ongoing process of data collection that provides accurate information for decision making related to this standard · Organizational structure provides for team work, grade level/team planning, leadership team focus, etc.; related school procedures; parent/community involvement opportunities; etc. · Teacher retention data · Teacher recruitment plan · Other:

understanding of change processes and the ability to lead the implementation of productive changes in the school.

change processes based upon sound data/evidence/research.

change processes and demonstrates the ability to lead the implementation of an appropriate change in the school based upon sound data/evidence. Is able to enhance the relationship building in the school community that is supportive of learning and collaboration.

8. Leads the school community in building relationships that result in a productive learning environment.

Has an understanding of the importance of relationships within the school community and beyond that result in a productive learning environment.

processes that identifies the need for change, effectively leads the implementation of productive changes within the school, and continuously reassesses related outcomes. Affirms with all stakeholders the mission, vision, and goals. Seeks input and leads stakeholders in relationship building that results in rigor and relevance for students and staff. Researches, networks, and collaborates to understand research based strategies/programs/issues. Leads and encourages others in this process. Effectively able to institutionalize research based changes at the school and/or district level. Builds and sustains strong, supportive family connections. Is able to implement alternative methods of involving parents. Collects data as a means to support accomplishments/celebrations and to plan for addressing failures. Communication with teachers, parents, students, and stakeholders is two-way, effective, and collaborative. Actively recruits and hires teachers who exhibit professional and ethical standards, have strong instructional skills, are engaged in professional growth, and align their professional actions with the school's mission. Consistently is able to maintain a sound retention record of such teachers.

9. Encourages and leads challenging, research based changes.

Has an understanding of research based strategies and "best practices" that align with school reform efforts aimed at improving learning.

Considers changes that are research based. Is able to plan for, encourage others, and begin to lead the process.

identifies the need for change, effectively leads the implementation of productive changes within the school, and continuously reassesses related outcomes. Serves as a coach for other leaders in successfully implementing change in a school culture. Affirms with all stakeholders the mission, vision, and goals. Seeks input and leads stakeholders in relationship building that results in rigor and relevance for students and staff. Is able to assess this process and continually make adjustments. Serves as an "expert" with regard to this standard beyond the school level. Continually researching, networking, and collaborating to understand research based strategies/programs/issues. Effectively able to institutionalize research based changes at the school and/or district level. Serves as a mentor or coach to other school leaders in this area. Builds and sustains strong relationships within community with families. Acts as a mentor or coach to other school leaders in this area. Continually collects data as a means to support accomplishments and celebrations and to plan for addressing failures. Serves as a mentor or coach to other school leaders in this area. Communication with teachers, parents, students, and stakeholders is two-way, effective, and collaborative. Serves as a mentor of other leaders in the area of enhancing two-way communication. Actively recruits and hires teachers who exhibit professional and ethical standards, have strong instructional skills, are engaged in professional growth, and align their professional actions with the school's mission. Is able to retain such teachers. Serves as a mentor to other leaders, the system, and/or the state in the recruitment, hiring, and retention of strong teacher candidates.

10. Establishes and cultivates strong, supportive family connections. 11. Recognizes and celebrates school accomplishments and addresses failures. 12. Establishes strong lines of communication with teachers, parents, students, and stakeholders. 13. Recruits, hires, and retains teachers whose values and instructional frameworks align with the school's mission.

Has an understanding of the need to establish and cultivate strong, supportive family connections. Understands the importance of recognizing and celebrating accomplishments and addressing failures at the school level. Recognizes the importance of and understands the research surrounding strong lines of communication with teachers, parents, students, and stakeholders. Has knowledge of recruitment practices, conducting effective interviews, and offering retention options which help maintain a strong workforce of teachers.

Considers connections to families and makes decisions that align with positive relationships with families. Develops and implements a school plan that addresses recognitions/celebrations of accomplishments and failures/needs. Communication with teachers, parents, students, and stakeholders is two-way or reciprocal. Is able to effectively participate in recruitment activities which produce teachers whose values and instructional frameworks align with the school's mission. Is able to effectively interview such candidates and make appropriate hiring decisions that align with the school's goals and needs. Consideration is given to effective retention practices within the leader's control.

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Standard C: Instructional Leadership and Assessment An effective instructional leader facilitates instructional practices that are based on assessment data and continually improve student learning. EXAMPLES OF AUTHENTIC DATA SOURCES/EVIDENCE: INDICATOR ASPIRING BEGINNING PROFESSIONAL Has an understanding of Engages all students and 1. Leads a systematic process Utilizes and evaluates · Analyzes all data to evaluate the school program of student assessment and appropriate student various types of student the faculty in a systematic · Supports the utilization of a systematic process program evaluation using assessments and evaluates assessments and program process of student of student assessment and program evaluation qualitative and quantitative research-based programs that evaluation using both assessment (using qualitative aligned with student learning (i.e. able to data. improve student learning. qualitative and quantitative and quantitative data) and determine the types of data that will drive the data. program evaluation that decision making process) improves student learning. · School's professional learning community documents (examples: related staff Begins to create a Engages the professional 2. Leads the professional Has an understanding of development, learning teams structure, artifacts learning community in what a professional learning professional learning learning community in of professional learning teams work and related analyzing and improving community is and its impact community that analyzes and analyzing and improving outcomes, etc.) curriculum and instruction. upon improving curriculum improves curriculum and curriculum and instruction · School Improvement Plan, Component 4 and instruction. instruction. with the result of · School Improvement Action Plan, etc. improved student · School Improvement Plan, Component 6 performance. · School Report Card Understands what 3. Ensures access to a Assesses the rigor of the Continual assessment and · Assesses the rigor of the curriculum within constitutes a rigorous rigorous curriculum and the school's curriculum. adjustment of the plan individual classrooms and across the school curriculum and its supports necessary for all Develops and implements which ensures rigor. · Utilizes available resources to enhance and relationship to high students to meet high a plan which ensures rigor. support a rigorous curriculum expectations for all students. expectations. · Shows alignment with district, state and national Ensures that literacy and Has an understanding that Seeks to identify ways to 4. Recognizes literacy and standards numeracy are appropriately embed literacy and numeracy numeracy are essential for literacy and numeracy are · Identifies appropriate research-based literacy embedded in all subject areas in all subject areas as a learning and ensures they are important for all students. and numeracy instructional strategies and as a strategy to improve means of improving student embedded in all subject areas. related professional development student learning. learning. · Provides evidence of the inclusion of literacy and Is able to assess and Has an understanding of Seeks to use research based 5. Uses research based best numeracy strategies in all subject areas as a implement applicable research best practice in the practice in the development, research based best practices means to improve student learning (examples: based best practices in the development, design, design, monitoring and in the educational process. School Improvement Plan, grade level/team cyclical process of instruction monitoring and implementation of curriculum, planning documents, etc.) that results in continuous implementation of curriculum, instruction, and assessment. · Identifies, based on data, those best practices student improvement. instruction and assessment. that will meet the needs of the students in the school and documents through the School Improvement Plan, individual student plans, etc. Has an understanding of the Focuses on monitoring and Consistently engages school 6. Monitors and evaluates the · Demonstrates the implementation of the use of school's curricular program for curriculum and the standards. evaluating the school's leaders in the monitoring and non-traditional curriculum delivery systems rigor. Is able to assess the curricular program for rigor. assessment of the rigor of the · Provides evidence of student improvement based curriculum for rigor. curriculum. upon selected curriculum delivery systems · Other: 7. Provides teachers and parents with assessment results on a regular basis. 8. Develops and implements a system to regularly communicate student academic progress and assessment results to parents, students, and teachers. Has an understanding of the value of communicating assessment results in a timely manner. Has an awareness of the student assessment process at the school level and the importance of communicating results and other related information to parents, students, and teachers. Identifies times to communicate assessment results to the appropriate parties (teachers and parents). Begins to identify the most effective ways of regularly communicating student academic progress and assessment results to parents, students, and teachers. Has established a routine and effective schedule for informing teachers and parents with appropriate assessment results. Develops and implements a system to regularly communicate student academic progress and assessment results to parents, students, and teachers.

EXEMPLARY Is able to structure and adapt the systematic assessment/evaluation process to known and unknown challenges in a variety of school settings. Serves as a mentor or coach to other school leaders in this area. Is able to assess the needs of other professional learning communities and lead them in analyzing and improving curriculum and instruction. Serves as a mentor or coach to other school leaders in this area. Is able to assist in structuring a rigorous curriculum with the necessary supports in place in diverse settings. Serves as a mentor or coach to other school leaders in this area. Is able to effectively embed literacy and numeracy in all subject areas and replicate with success in diverse settings. Serves as a mentor or coach to other school leaders in this area. Is able to assess and implement applicable research based best practices in the cyclical process of instruction that results in continuous student improvement. This process can be replicated in a variety of settings and shared with other school leaders. Consistently engages school leaders in the monitoring and assessment of the curricular rigor. Participates in this process at the district, state and/or national level. Is able to leads others in this process of monitoring and evaluating the curriculum. Has established a routine and effective schedule for informing teachers and parents with appropriate assessment results. Serves as a mentor for other leaders in the area of assessment. Develops and implements a system to regularly communicate student academic progress and assessment results to parents, students, and teachers. Acts as a district leader or mentor to others in developing this standard.

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Standard D: Professional Growth An effective instructional leader improves student learning and achievement by developing and sustaining high quality professional development. EXAMPLES OF AUTHENTIC DATA SOURCES/EVIDENCE: INDICATOR ASPIRING BEGINNING Has an understanding of Supervises and evaluates 1. Systematically supervises · Produces a schedule of observations/evaluations that faculty and staff according to and evaluates faculty and various supervision and meets the legal requirements for faculty and staff compliance requirements. staff. evaluation processes and the evaluation impact supervision and · Provides evidence of correct use of applied evaluation "TN evaluation has on the Framework", showing notes from pre-conferences, scripts effectiveness of the school of observations and post conference notes as well as faculty and staff. written recommendations · Provides evidence of an alignment between the appraisal Promotes, facilitates, and 2. Promotes, facilitates, and Recognizes the value of documents and a staff member's professional growth plan evaluates professional evaluates professional professional development. Is · (Promotes) Shows evidence of how faculty will be/have development. development. able to map own professional been encouraged to engage in appropriate professional development plan and align growth activities this plan with appropriate · (Facilitates) Provides documentation of school based professional development professional development activities that are opportunities. 1. Work/SIP embedded 2. Aligned with adult learning Has an understanding that a Seeks personal professional 3. Models continuous 3. Individualized development opportunities learning and engages in leader should engage in 4. Ongoing that support continuous personal professional professional learning that is · (Evaluates) Produces evidence of an evaluation system for learning. development. focused on continuous school-wide PD and can provide rationale for learning. recommendations for the future (see #5 below) · Has evidence of an ongoing personal professional growth Has an interest in creating a 4. Provides leadership Seeks to provide leadership plan that reveals continuous learning opportunities for the culture that supports opportunities for others and · Participates in school wide and/or system level professional professional learning leadership development. serve as a mentor/coach for development community and mentors aspiring leaders. · Has evidence of an active school leadership team aspiring leaders. · Develops action plans that empower teachers and others in the learning community to take a leadership role (examples: School Improvement Plans, individual teacher's professional development plans, etc.) Has an understanding that Seeks to collaborate with 5. Works in collaboration · Has identified one or more protégés and assisted them in school members/leaders in with the school community to professional development developing a professional growth plan (example: planning and implementing plan and implement high should be aligned with mentor/protégé plan) professional development that quality professional student learning, and works · Has evidence of meetings (leadership team, faculty, is aligned with the school's development with the school's with others to identify high advisory, etc.) where student data are discussed and improvement plan and that improvement plan to impact quality professional analyzed within the limits of FERPA positively impacts student student learning. development. · Appropriately uses multiple sources of student data as part learning. of the evaluation of the professional development plan · Documents source of funding designated for professional development and other needed resources · Provides evidence of efforts to locate needed resources for the successful execution of staff's work (example: Seeks to provide faculty and 6. Provides faculty and staff Is learning faculty and staff provides time for grant writing to further support PD fund staff with the resources with the resources necessary members' job requirements allocation; works collaboratively with the community to necessary for the successful for the successful execution and the resources required to locate alternative resources; etc.) execution of their jobs. of their jobs. execute these jobs · Other: adequately.

PROFESSIONAL Systematically supervises and evaluates faculty and staff in a manner that positively impacts the school environment. Promotes, facilitates, and evaluates professional development and aligns it with staff/school needs.

Models continuous learning and engages in personal professional development.

Provides leadership opportunities for the professional learning community and mentors aspiring leaders.

Works collaboratively with the school community to plan and implement high quality professional development that is imbedded in the school's improvement plan and directly impacts student learning.

Provides faculty and staff with the resources necessary for the successful execution of their jobs.

EXEMPLARY Systematically supervises and evaluates faculty and staff in a manner that positively impacts the school environment. Serves as a mentor/coach/trainer at the district level in this area. Serves as a school and district leader in developing, promoting, facilitating, and/or evaluating professional development opportunities that are aligned with individual teacher/staff, school, and district needs. Models continuous learning and engages in personal professional development. Is able to assist others in establishing appropriate professional growth plans. Provides leadership opportunities for the professional learning community and mentors aspiring leaders. Helps design leadership programs at the district, state, and/or national level. Works collaboratively with the school community to plan and implement high quality professional development that is imbedded in the school's improvement plan and directly impacts student learning. Assists with the planning and implementation of high quality professional development at the district, state, and/or national level. Provides faculty and staff with the resources necessary for the successful execution of their jobs. Serves as a mentor/coach for other school leaders in assisting them in this area.

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Standard E: Management of the School An effective instructional leader facilitates learning and teaching through the effective use of resources. EXAMPLES OF AUTHENTIC DATA SOURCES/EVIDENCE: INDICATOR ASPIRING 1. Establishes a set of Is able to identify standard · Creates and provides staff with printed overview of basic standard operating operating procedures and expected operating guidelines on first day of in-service routines that should be in procedures and routines that · Reviews guidelines and provides for written staff place to assure effective are understood and followed feedback and recommendations at the conclusion of school management. by all staff. school year · Requires the use of school purchase orders for all school account purchases 2. Focuses daily operation on Has an awareness of daily · Provides evidence of appropriate learning opportunities the academic achievement of operations and its impact on for all students (examples: school schedules, School all students. student achievement. Improvement Plan, curriculum, etc.) · Schedules extracurricular, club, and athletic events to minimize interruptions to the academic schedule Has an understanding of the 3. Garners and employs · Provides evidence of an analysis of student data and daily resources to achieve the resources required in order to operations school's mission. achieve the school's mission. · Develops an annual school budget which directly relates to the goals and objectives of the School Improvement Plan (SIP) · Establishes a budget committee to meet quarterly to Has a basic understanding of 4. Prepares and regularly assist with the adjustment of new resources or deficit monitors an annual the budgetary process. categories operational budget that aligns · Operates within Local Education Association (LEA) with the school's improvement guidelines pertaining to in-school and out-of-school plan. fundraising · Involves the parent organization president (and/or other officers) in budget committee meetings as a way of providing suggestions for allocations of community Is able to identify community 5. Mobilizes community generated school funds resources to support the resources to support the · Includes students, club sponsors, business partners, and school's mission. school's mission. para-professional staff members in identifying school budget needs Has an awareness of potential 6. Identifies potential · Establishes effective local business and community problems and issues in school problems and is strategic in partnerships to create streams of financial support to management and a working planning proactive responses. augment the regular school budget knowledge of strategic · Creates a grant writing team to identify and write grants planning. to support the school's mission Has an understanding of 7. Implements a shared · Reviews each budget line item on a monthly basis to understanding of resource resource management that is identify potential problem areas and addresses these management based upon based upon equity, integrity, shortfalls in a prompt manner equity, integrity, fairness, and fairness, and ethical conduct. · Corrects all budgetary concerns within timeframes ethical conduct. established by school system auditors · Provides evidence of proactive problem solving opportunities Has an understanding of the 8. Develops a comprehensive · Allows for resource allocations for each school entity strategy for positive community and the media's (athletic team and clubs) based upon the above criteria community and media impact and involvement in · Secures free extra-curricula enrichment opportunities for relations. school success. Is able to all students identify ways to positively · Regularly communicates with inter and intra school impact such relationships. community members concerning the school budgetary needs and local, state, and federal resource allocation requirements · School Improvement Plan · School or District level Communication Plan · Newspaper articles or similar artifacts · Other:

BEGINNING Establishes a set of standard operating procedures and routines for the school and ensures that staff is aware of and follows them. Articulates that student academic achievement should align with daily operations. Has knowledge of the resources required to achieve the school's mission and is beginning to make appropriate decisions regarding implementation. Is able to identify how the budget process aligns with the school's improvement plan and has a knowledge of the system requirements. Solicits assistance as needed in the preparation of the annual budget as herein described. Has begun to solicit the support of viable community resources to support the school's mission. Has begun to identify potential problems in school management and design a strategic plan to proactively address the issues. Has begun to create a cultureshared understanding that manages resources based upon equity, integrity, fairness, and ethical conduct. Considers community and media relations as a part of school improvement planning and makes plans for positive interactions.

PROFESSIONAL Ensures that all staff understands and follows the standard operating procedures/routines that support the school's mission. Academic achievement for all students is the focus of daily operation. Uses continuous improvement to assess the success of the program. Locates and is able to utilize resources effectively to achieve the school's mission.

EXEMPLARY Is able to assist in assessing other schools' needs and suggest standard operating procedures and routines that can be understood and followed by all staff. Able to lead others in setting academic achievement for all students as the focus of the daily school operation. Is able to lead others in the allocation of resources effectively to achieve the school's mission. Is able to effectively lead others in the development of the school budget process and routine monitoring process.

Annually prepares the school's operational budget that aligns with the system's procedures and the school's improvement plan. Regularly and effectively monitors the budget process. Mobilizes community resources to support the school's mission. Identifies potential problems and is strategic in planning proactive responses. Implements a shared understanding of resource management based upon equity, integrity, fairness, and ethical conduct. Consistently and comprehensively plans for positive community and media relations. Is able to articulate the plan and align it with daily activities as well as long-range initiatives.

Is able to lead others in the mobilization of community resources to support the school's mission. Is able to lead others in identifying potential problems and is strategic in planning proactive responses. Is able to lead others in the implementation of resource management based upon equity, integrity, fairness, and ethical conduct. Is able to help others create a culture of shared understanding. Consistently and comprehensively plans for positive community and media relations. Is able to articulate the plan and align it with daily activities as well as long-range initiatives. Serves as a mentor to other leaders as they develop this standard.

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Standard F: Ethics An effective instructional leader facilitates continuous improvement in student achievement through processes that meet the highest ethical standards and promote advocacy including political action when appropriate. EXAMPLES OF AUTHENTIC DATA ASPIRING BEGINNING PROFESSIONAL EXEMPLARY INDICATOR SOURCES/EVIDENCE: Serves as a mentor/coach in Recognizes the impact of Performs all professional 1. Performs all professional Considers his/her own sense of · Provides evidence of using positional working with other leaders as responsibilities with integrity and responsibilities with integrity and integrity and fairness when doing integrity and fairness in a leadership to set the standard for ethical they develop the ethical skills of fairness. fairness. the work of a leader. professional setting. behavior in the school community integrity and fairness through the · Provides evidence of a professional code professional work. of ethics and values · Provides evidence of using positional 2. Models and adheres to a Is cognizant that leaders should Can articulate his/her own Models and adheres to a Serves as a mentor/coach in leadership to set the standard for ethical professional code of ethics and have a professional code of professional code of ethics and professional code of ethics and working with other leaders as behavior in the school community values. ethics and values, and beginning values. values. they develop their ethical · Provides evidence of a professional code to form his/her own. code/values through the of ethics and values professional work. · Provides evidence of opportunities Serves as a mentor/coach in Makes decisions within an ethical Considers the ethical context and Is able to identify and discuss 3. Makes decisions within an offered to school stakeholders for working with other leaders as context while respecting the exemplifies respect for others examples/non-examples of when ethical context and respecting effecting positive change they make decisions within an dignity of all. when making decisions. school leaders have made the dignity of all. · Provides evidence of decision-making ethical context, which respect the decisions that revealed an that insures the protection of the rights dignity of all. attention to the ethical context and responsibilities of the student and while respecting the dignity of all. that support the school's vision Serves as a mentor/coach in Advocates educational, social or Is able to identify when an Is able to identify when 4. Advocates educational, social · Demonstrates knowledge of educational working with other leaders as political change when necessary educational, social or political educational, social or political or political change when law and ethics in decision-making they advocate for (educational, to improve learning for students. change is needed to improve change is needed to improve necessary to improve learning for · Provides evidence that the law has been social, and/or political) change student learning and is willing to student learning, and is able to students. applied fairly and wisely when necessary to improve advocate. discuss the possible ramifications · Other: student learning. of such change. Serves as a mentor/coach in Makes decisions that are in the Has an understanding that the Often considers the impact of 5. Makes decisions that are in working with other leaders as best interests of students aligned decision making upon students the best interests of students students' best interests and the they make decisions that are in with the vision of the school. and whether the options support aligned with the vision of the school's vision should be the best interests of students the school's vision. school. considered when making aligned with the school vision. decisions. Understands the legal, moral and Is able to identify a range of Serves as mentor/coach in 6. Considers legal, moral and Consistently considers legal, working with other leaders as ethical implications when making ethical implications related to legal, moral and ethical moral and ethical implications they consider legal, moral and decisions. school based decisions. implications related to potential when making decisions. ethical implications when making decision(s). decisions. Serves as a mentor/coach in Is learning about federal and Has knowledge of federal and Acts in accordance with federal 7. Acts in accordance with working with other leaders as and state constitutional federal and state constitutional state constitutional provisions, state constitutional provisions, they act in accordance with provisions, statutory standards provisions, statutory standards statutory standards and statutory standards and federal and state constitutional and regulatory applications. and regulatory applications. regulatory applications. regulatory applications. Is provisions, statutory standards diligent in soliciting assistance to and regulatory applications. maintain compliance.

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Standard G: Diversity An effective instructional leader responds to and influences the larger personal, political, social, economic, legal and cultural context in the classroom, school, and the local community while addressing diverse student needs to ensure the success of all students. EXAMPLES OF AUTHENTIC DATA SOURCES/EVIDENCE: INDICATOR ASPIRING BEGINNING PROFESSIONAL EXEMPLARY Serves as a district leader Involves a diverse cross section Considers diversity of the Has an understanding of the 1. Develops and implements an · Demonstrates an appropriate understanding and and/or mentor/coach in of the school community and stakeholders (including all role that diversity plays when appropriate diversity policy implementation of diversity policies, program working with other leaders as stakeholders in appropriate diverse school and community organizing work teams, making policies and assessment efforts involving the school community they involve a cross section of diversity policy implementation, groups) when establishing decisions, and analyzing and stakeholders which · Demonstrates an understanding that diversity the school community and program planning and work teams, decisions, and/or data/outcomes which impact encompasses program planning entails more than ethnicity, race, and religious stakeholders in appropriate assessment efforts. outcomes of policy policy implementation, program and assessment efforts. beliefs diversity policy implementation, implementation, program planning and assessment · Provides evidence of an effort to recruit, hire and program planning and planning and assessment efforts. retain a diverse staff assessment efforts. efforts. · Provides evidence to demonstrate appropriate and effective interpersonal relations with diverse 2. Recruits, hires, and retains Has an understanding of Considers diversity in Recruits, hires, and retains a Serves as district leader in the individuals and groups in a variety of settlings a diverse staff. diversity issues related to recruitment and hiring. Is diverse staff. area of recruitment, hiring · Demonstrates an ability to analyze the effects of recruitment, hiring, and aware of diversity with regard practices, and retention of a cultural, learning and personal differences and to retention of school employees. to staff retention issues. diverse staff. make curricular modifications to meet these needs Serves as a mentor/coach to Exhibits effective Interacts effectively with 3. Interacts effectively with Has an understanding of the · Provides evidence of how he/she assists teachers in other leaders and/or as a communication skills with diverse individuals and groups diverse individuals and groups required communication skills recognizing the diverse needs of the school's district leader with regard to diverse individuals and groups. using a variety of interpersonal using a variety of interpersonal for interaction with diverse families effective interactions with skills in any given situation. skills in any given situation. individuals/groups. · Demonstrates the ability to provide the faculty with diverse individuals/groups in a the knowledge they need to engage parents in the variety of settings. education of their children · Process of Walk-Throughs or other class visitation Recognizes and addresses 4. Recognizes and addresses Is able to identify cultural, Considers cultural, learning and Serves as a mentor/coach to models cultural, learning and personal learning and personal personal differences as a basis cultural, learning and personal other leaders in recognizing · Tennessee Framework for Evaluation process (class differences as a basis for differences as a basis for for academic decision-making. differences as a basis for and addressing cultural, observations, teacher lesson/unit planning, academic decision-making. academic decision-making. Has a working knowledge of academic decision-making. learning and personal Educator Information Record, etc.) these differences that exist in differences with regard to · School Improvement Planning process the school and community. academic decision-making. · Individual teacher and grade level results of student Leads the faculty in engaging Considers the families/parents Is able to identify opportunities Serves as a mentor/coach to 5. Leads the faculty in assessment data in the educational process and for the faculty/staff to fully other leaders in working with engaging families/parents in families/parents in the · School calendar (noting testing schedule, related encourages the faculty/staff to engage families/parents in the their faculty/staff in engaging the education of their children. education of their children. teacher meetings, parent/teacher conferences, etc.) be cognizant of their educational process of their families/parents in the · Staff Meeting/grade level/professional development involvement. children. educational process. agendas · School calendar (noting testing schedule, related teacher meetings, parent/teacher conferences, etc.) · Staff Meeting/grade level/professional development agendas · Other:

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