Tils
Revised Tennessee Instructional Leadership Standards (2013)
Tennessee seeks to transform what it means to be an effective instructional leader at
all phases of a leaders career. This aim is accomplished by setting high standards for
effective leadership based upon research and best practice, supporting leaders to
reach those standards, and empowering districts to build a network of exceptional
instructional leaders who get results. Operating from the belief that ethical behavior
permeates the mindset and actions of every effective leader, the revised Tennessee
Instructional Leadership Standards (TILS) embed the phrase, ethical and effective
instructional leader, into the opening stem of each leadership standard. The
purposeful placement of this phrase articulates the intrinsic nature of ethical behavior
in all facets of school leadership. 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. Effectiveness pertains to educators capacity to meet
performance expectations, implement evidence-based practices, create and sustain
conditions for effective learning, and increase student learning (Learning Forward,
2011, p. 20). Based upon best practice and current research, and sharpened by the
wisdom of experienced educators, the Tennessee Instructional Leadership Standards
(TILS) identify core performance indicators of ethical and effective instructional
leaders.
Standard A: Instructional Leadership for Continuous Improvement
An ethical and effective instructional leader facilitates professional practice that
continually improves student learning.
Indicators:
1. Collaborates with stakeholders to establish and communicate a clear,
compelling vision for continuous improvement.
2. Builds capacity of educators to provide all students a rigorous curriculum,
aligned with national standards.
3. Collaborates with educators to analyze and use multiple forms of data
throughout the year to establish specific goals and strategies targeting student
achievement and growth.
4. Leads educators to develop and execute interventions to address all students
learning needs, grounded in multiple sources of data (academic, social, and/or
emotional).
5. Systematically monitors and adjusts progress toward established goals and
facilitates procedures and practices leading to continuous improvement.
Standard B: Culture for Teaching and Learning
An ethical and effective instructional leader collaborates with stakeholders to create
and sustain an inclusive, respectful and safe environment conducive to learning and
growth for all.
Indicators:
1. Collaborates with stakeholders to establish and communicate a clear,
compelling vision for a culture conducive to teaching and learning.
2. Leverages educator strengths to engage all students in meaningful, relevant
learning opportunities.
3. Fosters a safe, respectful, and orderly environment for all.
4. Takes measures to actively involve families in the education of their children.
5. Models and communicates expectations for individual and shared ownership of
student, educator, and school success.
6. Recognizes and celebrates improved educator and student performance related
to school vision and goals.
Standard C: Professional Learning and Growth
An ethical and effective instructional leader develops capacity of all educators by
designing, facilitating, and participating in collaborative learning informed by multiple
sources of data.
Indicators:
1. Collaborates with stakeholders to communicate a clear, compelling vision for
professional learning and growth.
2. Implements and monitors a rigorous evaluation system using an approved
Tennessee evaluation model.
3. Uses educator evaluation data to inform, assess, and adjust professional
learning goals and plans.
4. Engages faculty and self in data-informed, differentiated professional learning
opportunities for educators, aligned with the Tennessee Standards for
Professional Learning.
5. Collaborates with others to induct, support, retain and/or promote effective
educators based on evidence of student and educator outcomes.
6. Identifies and supports potential teacher-leaders and provides growth
opportunities in alignment with the Tennessee Teacher Leadership Standards.
7. Improves self-practice based on multiple sources of feedback, including
performance evaluation results and self-reflection.
Standard D: Resource Management
An ethical and effective instructional leader facilitates the development of a highly
effective learning community through processes that enlist diverse stakeholders and
resources.
Indicators:
1. Strategically utilizes community resources and partners to support the schools
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.
