Standard A: Continuous Improvement

Appendix L

MODIFIED TENNESSEE INSTRUCTIONAL LEADERSHIP STANDARDS (TILS) SELF-APPRAISAL INSTRUMENT

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.

INDICATOR ASPIRING BEGINNING

1. Engages the education stakeholders Is able to identify the key stakeholders and Has a sound understanding of the process of in developing a school vision, mission articulate ways to engage them in the developing a school vision, mission and goals that and goals that emphasize learning for all development of a school vision, mission, and goals focus on learning for all students and are students and is consistent with that of that align with the district and support student consistent with the district. Is able to engage the the school district. learning. appropriate stakeholders in the process. Evidence:

2. Facilitates the implementation of clear Is able to identify ways to facilitate the Has a sound understanding of the facilitation goals, strategies, and timelines to carry implementation of goals/strategies that carry out process required in establishing and implementing out the vision and mission that the vision/mission that emphasizes learning for all goals/strategies that carry out the vision/mission emphasize learning for all students and students. and support learning for all students. Is able to keep those goals in the forefront of the facilitate the development of these goals and school’s attention. strategies and implement them adequately. Evidence:

3. Creates and sustains an Is gaining knowledge of various organizational Is knowledgeable of various organizational organizational structure that supports structures that support the process of continuous structures that support the process of continuous school vision, mission, and goals that improvement and learning for all students. improvement and is able to create an emphasize learning for all students. organizational framework to support the implementation of the vision/mission/goals. Evidence:

4. Facilitates the development, Has an understanding of the school wide Has a strong understanding of the school wide implementation, evaluation and revision improvement planning process for the purpose of improvement planning process that utilizes data to of data informed school-wide continuous school improvement. develop, implement, evaluate, and revise plans for improvement plans for the purpose of the purpose of continuous improvement. Is able continuous school improvement. to facilitate the process at the school level using formative Data Sources/Evidence. Evidence:

5. Collaborates with parents/guardians, Is able to identify parent, community, and other Is able to identify parent, community, and other community agencies and school system groups that can enhance the continuous groups that can enhance the continuous leaders in the implementation of improvement process at the school level. improvement process at the school level, and is continuous improvement. beginning to establish some relationships within these groups. Evidence:

6. Communicates and operates from a Espouses the belief that all students can be Espouses the belief that all students can be strong belief that all students can achieve academically successful. successful and approaches leadership tasks with academic success. this in mind. Evidence: 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.

1. Develops and sustains a school Is able to identify components related to Is able to identify components related to culture based on ethics, diversity, equity, establishing a school culture that values/honors establishing a school culture that values/honors and collaboration. ethics, diversity, equity, and collaboration. ethics, diversity, equity, and collaboration. Is able to articulate a short and long term plan of implementation. Evidence:

2. Advocates, nurtures, and leads a Is able to identify “best practices” and Advocates for research based and/or evidence culture conducive to student learning. methods/structures related to the development of based, effective “best practices” which are a school culture that is focused on student conducive to student learning. Is able to 1 Lipscomb Univeristy College of Education, Revised 4/18/09 learning. articulate a short and long term plan to develop a student focused school climate. Evidence:

3. Develops and sustains a safe, secure Is able to identify “best practices” related to school Establishes a safety plan and a student and disciplined learning environment. safety and security and student discipline. discipline/code of conduct plan for school; implement, assess and monitor, and modify the plan as needed based upon school data. Evidence:

4. Models and communicates to staff, Is able to recognize related factors and behaviors Begins to initiate strategies aimed at developing students, and parents self-discipline and that a leader can acquire to support the self-discipline and reflective thought/practices for engagement in lifelong learning. development of self-discipline and engagement in constituents (students, parents, and staff). The lifelong learning for the staff, students and leader ensures that learners are engaged. parents. Evidence:

5. Facilitates and sustains a culture that Recognizes the value of protecting Is cognizant of the need to plan for, facilitate, protects and maximizes learning time. instructional/learning time. protect, and maximize instructional/learning time in the school setting and is able to document efforts of doing so.

Evidence:

6. Develops a leadership team designed Has an understanding of tenets of effective Has begun the process of establishing an to share responsibilities and ownership to teamwork within a school culture that is aligned effectively functioning team structure that builds meet student learning goals. with student learning. Also understands that the upon staff strengths and are aligned with student leadership team is an integral component to learning. Demonstrates a willingness to share the meeting the school’s goals for student learning. responsibilities of running the school. Evidence:

7. Demonstrates an understanding of Has an understanding of change processes and is Has an understanding of change processes and change processes and the ability to lead able to plan for the implementation of productive demonstrates the ability to lead the the implementation of productive changes based upon sound data/evidence and implementation of an appropriate change in the changes in the school. research proven strategies. school based upon sound data/evidence. Evidence:

8. Leads the school community in Has an understanding of the importance of Is able to enhance the relationship building in the building relationships that result in a relationships within the school community and school community that is supportive of learning productive learning environment. beyond that result in a productive learning and collaboration. environment. Evidence:

9. Encourages and leads challenging, Has an understanding of research based strategies Considers changes that are research based. Is research based changes. and “best practices” that align with school reform able to plan for, encourage others, and begin to efforts aimed at improving learning. lead the process. Evidence:

10. Establishes and cultivates strong, Has an understanding of the need to establish and Considers connections to families and makes supportive family connections. cultivate strong, supportive family connections. decisions that align with positive relationships with families. Evidence:

11. Recognizes and celebrates school Understands the importance of recognizing and Beginning to develop a school plan that addresses accomplishments and addresses failures. celebrating accomplishments and addressing recognitions/celebrations of accomplishments and failures at the school level. failures/needs. Evidence:

2 Lipscomb Univeristy College of Education, Revised 4/18/09 INDICATOR ASPIRING BEGINNING

12. Establishes strong lines of Recognizes the importance of establishing strong Communication with teachers, parents, students, communication with teachers, parents, lines of communication with teachers, parents, and stakeholders is two-way or reciprocal. students, and stakeholders. students, and stakeholders. Evidence:

13. Recruits, hires, and retains teachers Recognizes the importance of examining Is able to effectively participate in recruitment whose values and instructional recruitment practices, conducting effective activities which produce teacher’s whose values frameworks align with the school’s interviews, and offering retention options which and instructional frameworks align with the mission. help maintain a strong workforce of teachers. 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. Evidence: Standard C: Instructional Leadership and Assessment An effective instructional leader facilitates instructional practices that are based on assessment data and continually improve student learning.

1. Leads a systematic process of student Has an understanding of various types of student Seeks to utilize appropriate student assessments assessment and program evaluation assessments and program evaluation using both and evaluate research-based programs that using qualitative and quantitative data. qualitative and quantitative data. improve student learning. Evidence:

2. Leads the professional learning Has an understanding of what a professional Begins to create a professional learning community in analyzing and improving learning community is and its impact upon community that analyzes and improves curriculum curriculum and instruction. improving curriculum and instruction. and instruction. Evidence:

3. Ensures access to a rigorous Has an understanding of the value of a rigorous Seeks to provide accessibility to a more rigorous curriculum and the supports necessary curriculum and its relationship to high expectations curriculum and provide support for all students to for all students to meet high for all students. be successful. expectations. Evidence:

4. Recognizes literacy and numeracy are Has an understanding that literacy and numeracy Seeks to identify ways to embed literacy and essential for learning and ensures they are important for all students. numeracy in all subject areas as a means of are embedded in all subject areas. improving student learning. Evidence:

5. Uses research based best practice in Has an understanding of research based best Seeks to use research based best practice in the the development, design, monitoring and practices in the educational process. development, design, monitoring and implementation of curriculum, implementation of curriculum, instruction and instruction, and assessment. assessment. Evidence:

6. Monitors and evaluates the school’s Has an understanding of the curriculum and the Focuses on monitoring and evaluating the school’s curricular program for rigor. standards. Is able to assess the curriculum for curricular program for rigor. rigor. Evidence:

7. Provides teachers and parents with Has an understanding of the value of Identifies times to communicate assessment assessment results on a regular basis. communicating assessment results in a timely results to the appropriate parties (teachers and manner. parents). Evidence:

8. Develops and Has an awareness of the Begins to identify the most effective ways of regularly communicating student academic implements a system to student assessment progress and assessment results to parents, students, and teachers. regularly communicate process at the school level student academic progress and the importance of and assessment results to communicating results and parents, students, and other related information teachers. to parents, students, and teachers. Evidence: Standard D: Professional Growth An effective instructional leader improves student learning and achievement by developing and sustaining high quality professional development.

1. Systematically supervises and Has an understanding of various supervision and Supervises and evaluates faculty and staff evaluates faculty and staff. evaluation processes and the impact supervision according to compliance requirements. and evaluation has on the effectiveness of the school faculty and staff. Evidence:

2. Promotes, facilitates, and evaluates Recognizes the value of professional development. Promotes, facilitates, and evaluates professional professional development. Is able to map own professional development plan development. and align this plan with appropriate professional development opportunities. Evidence:

3. Models continuous learning and Has an understanding that a leader should engage Seeks personal professional development engages in personal professional in professional learning that is focused on opportunities that support continuous learning. development. continuous learning. Evidence:

4. Provides leadership opportunities for Has an interest in creating a culture that supports Seeks to provide leadership opportunities for the professional learning community and leadership development. others and serve as a mentor/coach for aspiring mentors aspiring leaders. leaders. Evidence:

5. Works in collaboration with the school Has an understanding that professional Seeks to collaborate with school members/leaders community to plan and implement high development should be aligned with student in planning and implementing professional quality professional development with the learning, and works with others to identify high development that is aligned with the school’s school’s improvement plan to impact quality professional development. improvement plan and that positively impacts student learning. student learning. Evidence:

6. Provides faculty and staff with the Is learning faculty and staff members’ job Seeks to provide faculty and staff with the resources necessary for the successful requirements and the resources required to resources necessary for the successful execution execution of their jobs. execute these jobs adequately. of their jobs. Evidence: Standard E: Management of the School An effective instructional leader facilitates learning and teaching through the effective use of resources.

1. Establishes a set of standard Is able to identify standard operating procedures Establishes a set of standard operating procedures operating procedures and routines that and routines that should be in place to assure and routines for the school and ensures that staff are understood and followed by all staff. effective school management. is aware of and follows them. Evidence:

2. Focuses daily operation on the Has an awareness of daily operations and its Articulates that student academic achievement academic achievement of all students. impact on student achievement. should align with daily operations. Evidence:

3. Garners and employs resources to Has an understanding of the resources required in Has knowledge of the resources required to achieve the school’s mission. order to achieve the school’s mission. achieve the school’s mission and is beginning to make appropriate decisions regarding implementation. Evidence:

4. Prepares and regularly monitors an Has a basic understanding of the budgetary Is able to identify how the budget process aligns annual operational budget that aligns process. with the school’s improvement plan and has a with the school’s improvement plan. knowledge of the system requirements. Solicits assistance as needed in the preparation of the annual budget as herein described. Evidence:

5. Mobilizes community resources to Is able to identify community resources to support Has begun to solicit the support of viable support the school’s mission. the school’s mission. community resources to support the school’s mission. Evidence:

6. Identifies potential problems and is Has an awareness of potential problems and issues Has begun to identify potential problems in school strategic in planning proactive responses. in school management and a working knowledge management and design a strategic plan to of strategic planning. proactively address the issues. Evidence:

7. Implements a shared understanding Has an understanding of resource management Has begun to create a culture-shared of resource management based upon that is based upon equity, integrity, fairness, and understanding that manages resources based equity, integrity, fairness, and ethical ethical conduct. upon equity, integrity, fairness, and ethical conduct. conduct. Evidence:

8. Develops a comprehensive strategy for Has an understanding of the community and the Considers community and media relations as a positive community and media relations. media’s impact and involvement in school success. part of school improvement planning and makes Is able to identify ways to positively impact such plans for positive interactions. relationships. Evidence: 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.

1. Performs all professional Recognizes the impact of integrity and fairness in a Considers his/her own sense of integrity and responsibilities with integrity and professional setting. fairness when doing the work of a leader. fairness. Evidence:

2. Models and adheres to a professional Is cognizant that leaders should have a Can articulate his/her own professional code of code of ethics and values. professional code of ethics and values, and ethics and values. beginning to form his/her own. Evidence:

3. Makes decisions within an ethical Is able to identify and discuss examples/non- Considers the ethical context and exemplifies context and respecting the dignity of all. examples of when school leaders have made respect for others when making decisions. decisions that revealed an attention to the ethical context while respecting the dignity of all. Evidence:

4. Advocates educational, social or Is able to identify when educational, social or Is able to identify when an educational, social or political change when necessary to political change is needed to improve student political change is needed to improve student improve learning for students. learning, and is able to discuss the possible learning and is willing to advocate. ramifications of such change. Evidence:

5. Makes decisions that are in the best Has an understanding that the students’ best Often considers the impact of decision making interests of students aligned with the interests and the school’s vision should be upon students and whether the options support vision of the school. considered when making decisions. the school’s vision. Evidence:

6. Considers legal, moral and ethical Understands the legal, moral and ethical Is able to identify a range of legal, moral and implications when making decisions. implications related to school based decisions. ethical implications related to potential decision(s). Evidence:

7. Acts in accordance with federal and Is learning about federal and state constitutional Has knowledge of federal and state constitutional state constitutional provisions, statutory provisions, statutory standards and regulatory provisions, statutory standards and regulatory standards and regulatory applications. applications. applications. Is diligent in soliciting assistance to maintain compliance. Evidence: 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.

1. Develops and implements an Has an understanding of the role that diversity Considers diversity of the stakeholders (including appropriate diversity policy involving the plays when organizing work teams, making all diverse school and community groups) when school community and stakeholders decisions, and analyzing data/outcomes which establishing work teams, decisions, and/or which encompasses program planning impact policy implementation, program planning outcomes of policy implementation, program and assessment efforts. and assessment efforts. planning and assessment efforts. Evidence:

2. Recruits, hires, and retains a diverse Has an understanding of diversity issues related to Considers diversity in recruitment and hiring. Is staff. recruitment, hiring, and retention of school aware of diversity with regard to staff retention employees. issues. Evidence:

3. Interacts effectively with diverse Has an understanding of the required Exhibits effective communication skills with diverse individuals and groups using a variety of communication skills for interaction with diverse individuals and groups. interpersonal skills in any given situation. individuals/groups.

Evidence:

4. Recognizes and addresses cultural, Is able to identify cultural, learning and personal Considers cultural, learning and personal learning and personal differences as a differences as a basis for academic decision- differences as a basis for academic decision- basis for academic decision-making. making. making. Has a working knowledge of these differences that exist in the school and community. Evidence:

5. Leads the faculty in engaging Is able to identify opportunities for the Considers the families/parents in the educational families/parents in the education of their faculty/staff to fully engage families/parents in the process and encourages the faculty/staff to be children. educational process of their children. cognizant of their involvement. Evidence:

6 Lipscomb Univeristy College of Education, Revised 4/18/09