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	Documentation and Reflection
· School Improvement Plan (SIP) · Appropriate stakeholders identified for all sections of the SIP · Analysis of quantitative and qualitative data in the SIP and/or TCSPP · Alignment made between the SIP and TCSPP · Agenda for meetings (SIP, faculty or team meetings) · Instruments to assess school culture · Communicates the vision and mission of the school to all stakeholders visually and through symbols, ceremonies and stories · Develops action plans that are aligned with the vision and mission of the school · Action plans provide for ongoing student learning and professional development · Artifacts available that demonstrate the consistent focus on goals and data driven decisions (examples: faculty meeting/staff development session agendas, grade level/team agendas/minutes, etc.) · Demonstrates the practice of empowering and engaging the school faculty evidenced in a variety of ways (examples: leadership team work, grade level/team decision making, utilizing faculty “experts” in mentoring and professional development opportunities, etc.) · Analyzes the organizational structure/changes with respect to student learning · Demonstrates the alignment of the vision/mission/goals with the chosen organizational structure · Develops an ongoing formative evaluation of the school improvement plan · Evaluates progress and makes modifications to the plan to insure continuous school improvement · Analyzes both formative and summative data to identify appropriate staff development which is ongoing and embedded in the implementation of the school-wide plan · Identifies a range of appropriate stakeholders and empowers them through participatory decision making in this continuous improvement process · Identifies options for meaningful involvement of parents/guardians, community agencies, and school system leaders in continuous growth of the students · Agendas from actual team or community meetings · Track volunteers or other partnerships · Sign-in sheets from parent/community/partnership meetings · Provides documentation of a variety of types of communications that promote a strong belief that all students can achieve academic success.	1. Engages the education stakeholders in developing a school vision, mission and goals that emphasize learning for all students and is consistent with that of the school district.	Is able to identify the key stakeholders and articulate ways to engage them in the development of a school vision, mission, and goals that align with the district and support student learning.
	2. Facilitates the implementation of clear goals, strategies, and timelines to carry out the vision and mission that emphasize learning for all students and keep those goals in the forefront of the school’s attention.	Is able to identify ways to facilitate the implementation of goals/strategies that carry out the vision/mission that emphasizes learning for all students.
	3. Creates and sustains an organizational structure that supports school vision, mission, and goals that emphasize learning for all students.	Is gaining knowledge of various organizational structures that support the process of continuous improvement and learning for all students.
	4. Facilitates the development, implementation, evaluation and revision of data informed school-wide improvement plans for the purpose of continuous school improvement.	Has an understanding of the school wide improvement planning process for the purpose of continuous school improvement.
	5. Collaborates with parents/guardians, community agencies and school system leaders in the implementation of continuous improvement.	Is able to identify parent, community, and other groups that can enhance the continuous improvement process at the school level.
	6. Communicates and operates from a strong belief that all students can achieve academic success.	Espouses the belief that all students can be academically successful.

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	Documentation and Reflection
· Identifies components of the school culture that value ethics, diversity, equity, and collaboration · Provides a short and long term plan of implementation related to cultural diversity · Provides evidence of activities that promote multicultural values over time · Identifies “best practices,” research based and/or evidence based, that ensure success for all students · Develops both a short and long term plan of implementation for enhancing the school culture · Produces a professional development plan for individual staff members based upon cultural needs · Can recognize the existence of a safe, secure and disciplined learning environment and identify “best practices” · Produces a school safety plan · Produces a school-wide discipline plan and/or code of conduct plan · Provides an analysis of the implementation of the plan based upon school data · Identifies behaviors that support the development of self-discipline and engagement in learning · Leads the staff in designing a school-wide discipline plan · Provides evidence of implementation of the plan · Discusses the research/evidence that supports protecting and maximizing learning time · Provides documentation related to practices that facilitate, protect, and maximize learning time · School schedule · Evidence available that supports the development of an effectively functioning leadership team (team structure, agendas and minutes of meetings, School Improvement Plan artifacts, etc.) · Documented results/evidence of leadership team’s effectiveness · Qualitative data from actual leadership team members, students, community members, etc. that demonstrate the effectiveness of teamwork · Conducts an analysis of school academic and non-academic data which includes an assessment of the organizational structure · Identifies the productive and non-productive elements in the school’s environment and sets priorities for change · Produces a short and long term plan of implementation (examples: Principal Performance Contract, School Improvement Plan, Professional Growth Plan, etc.) · Conducts an ongoing assessment of related outcomes utilizing dynamic academic and non-academic data · Provides documentation of the modeling of collegiality and collaboration · School Climate Surveys · 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) · Produces a short and long term plan of implementation (examples: Principal Performance Contract, School Improvement Plan, Professional Growth Plan, etc.) · 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 teamwork, grade level/team planning, leadership team focus, etc.; related school procedures; parent/community involvement opportunities; etc. · Teacher retention data · Teacher recruitment plan	1. Develops and sustains a school culture based on ethics, diversity, equity, and collaboration.	Is able to identify components related to establishing a school culture that values/honors ethics, diversity, equity, and collaboration.
	2. Advocates, nurtures, and leads a culture conducive to student learning.	Is able to identify “best practices” and methods/structures related to the development of a school culture that is focused on student learning.
	3. Develops and sustains a safe, secure and disciplined learning environment.	Is able to identify “best practices” related to school safety and security and student discipline.
	4. Models and communicates to staff, students, and parents self-discipline and engagement in lifelong learning.	Is able to recognize behaviors that a leader can undertake to support the development of self-discipline and engagement in lifelong learning.
	5. Facilitates and sustains a culture that protects and maximizes learning time.	Recognizes the value of protecting instructional/learning time.
	6. Develops a leadership team designed to share responsibilities and ownership to meet student learning goals.	Has an understanding of tenets of effective teamwork within a school culture that is aligned with student learning. Also understands that the leadership team is an integral component to meeting the school’s goals for student learning.
	7. Demonstrates an understanding of change processes and the ability to lead the implementation of productive changes in the school.	Has an understanding of change processes based upon sound data/evidence/research.
	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.
	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.
	10. Establishes and cultivates strong, supportive family connections.	Has an understanding of the need to establish and cultivate strong, supportive family connections.
	11. Recognizes and celebrates school accomplishments and addresses failures.	Understands the importance of recognizing and celebrating accomplishments and addressing failures at the school level.
	12. Establishes strong lines of communication with teachers, parents, students, and stakeholders.	Recognizes the importance of and understands the research surrounding 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 knowledge of recruitment practices, conducting effective interviews, and offering retention options which help maintain a strong workforce of teachers.

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	Documentation and Reflection
· Analyzes all data to evaluate the school program · Supports the utilization of a systematic process of student assessment and program evaluation aligned with student learning (i.e. able to determine the types of data that will drive the decision making process) · School’s professional learning community documents (examples: related staff development, learning teams structure, artifacts of professional learning teams work and related outcomes, etc.) · School Improvement Plan, Component 4 · School Improvement Action Plan, etc. · School Improvement Plan, Component 6 · School Report Card · Assesses the rigor of the curriculum within individual classrooms and across the school · Utilizes available resources to enhance and support a rigorous curriculum · Shows alignment with district, state and national standards · Identifies appropriate research-based literacy and numeracy instructional strategies and related professional development · Provides evidence of the inclusion of literacy and numeracy strategies in all subject areas as a means to improve student learning (examples: School Improvement Plan, grade level/team planning documents, etc.) · Identifies, based on data, those best practices that will meet the needs of the students in the school and documents through the School Improvement Plan, individual student plans, etc. · Demonstrates the implementation of the use of non-traditional curriculum delivery systems · Provides evidence of student improvement based upon selected curriculum delivery systems	1. Leads a systematic process of student assessment and program evaluation using qualitative and quantitative data.	Has an understanding of various types of student assessments and program evaluation using both qualitative and quantitative data.
	2. Leads the professional learning community in analyzing and improving curriculum and instruction.	Has an understanding of what a professional learning community is and its impact upon improving curriculum and instruction.
	3. Ensures access to a rigorous curriculum and the supports necessary for all students to meet high expectations.	Understands what constitutes a rigorous curriculum and its relationship to high expectations for all students.
	4. Recognizes literacy and numeracy are essential for learning and ensures they are embedded in all subject areas.	Has an understanding that literacy and numeracy are important for all students and serve as foundations for all subjects.
	5. Uses research based best practice in the development, design, monitoring and implementation of curriculum, instruction, and assessment.	Has an understanding of research based best practices in the educational process.
	6. Monitors and evaluates the school’s curricular program for rigor.	Has an understanding of the curriculum and the standards. Is able to assess the curriculum for rigor.
	7. Provides teachers and parents with assessment results on a regular basis.	Has an understanding of the value of communicating assessment results in a timely manner.
	8. Develops and implements a system to regularly communicate student academic progress and assessment results to parents, students, and teachers.	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.

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		Documentation and Reflection
· Produces a schedule of observations/evaluations that meets the legal requirements for faculty and staff evaluation · Provides evidence of correct use of applied evaluation “TN Framework”, showing notes from pre-conferences, scripts of observations and post conference notes as well as written recommendations · Provides evidence of an alignment between the appraisal documents and a staff member’s professional growth plan · (Promotes) Shows evidence of how faculty will be/have been encouraged to engage in appropriate professional growth activities · (Facilitates) Provides documentation of school based professional development activities that are 1. Work/SIP embedded 2. Aligned with adult learning 3. Individualized 4. Ongoing · (Evaluates) Produces evidence of an evaluation system for school-wide PD and can provide rationale for recommendations for the future (see #5 below) · Has evidence of an ongoing personal professional growth plan that reveals continuous learning · Participates in school wide and/or system level professional development · Has evidence of an active school leadership team · 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 identified one or more protégés and assisted them in developing a professional growth plan (example: mentor/protégé plan) · (Promotes) Shows evidence of how faculty will be/have been encouraged to engage in appropriate professional growth activities · (Facilitates) Provides documentation of school based professional development activities that are 1. Work/SIP embedded 2. Aligned with adult learning 3. Individualized 4. Ongoing · (Evaluates) Produces evidence of an evaluation system for school-wide PD and can provide rationale for recommendations for the future · Has evidence of meetings (leadership team, faculty, advisory, etc.) where student data are discussed and analyzed within the limits of FERPA · Appropriately uses multiple sources of student data as part 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: provides time for grant writing to further support PD fund allocation; works collaboratively with the community to locate alternative resources; etc.)		1. Systematically supervises and evaluates faculty and staff.		Has an understanding of various supervision and evaluation processes and the impact supervision and evaluation has on the effectiveness of the school faculty and staff.
		2. Promotes, facilitates, and evaluates professional development.		Recognizes the value of professional development. Is able to map own professional development plan and align this plan with appropriate professional development opportunities.
		3. Models continuous learning and engages in personal professional development.		Has an understanding that a leader should engage in professional learning that is focused on continuous learning.
		4. Provides leadership opportunities for the professional learning community and mentors aspiring leaders.		Has an interest in creating a culture that supports leadership development.
		5. Works in collaboration with the school community to plan and implement high quality professional development with the school’s improvement plan to impact student learning.		Has an understanding that professional development should be aligned with student learning, and works with others to identify high quality professional development.
		6. Provides faculty and staff with the resources necessary for the successful execution of their jobs.		Is learning faculty and staff members’ job requirements and the resources required to execute these jobs adequately.
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		Documentation and Reflection
· Creates and provides staff with printed overview of basic expected operating guidelines on first day of in-service · Reviews guidelines and provides for written staff feedback and recommendations at the conclusion of school year · Provides evidence of appropriate learning opportunities for all students (examples: school schedules, School Improvement Plan, curriculum, etc.) · Schedules extracurricular, club, and athletic events to minimize interruptions to the academic schedule · Provides evidence of an analysis of student data and daily operations · 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 assist with the adjustment of new resources or deficit categories · Operates within Local Education Association (LEA) guidelines pertaining to in-school and out-of-school fundraising · List of community resources · Involves the parent organization president (and/or other officers) in budget committee meetings as a way of providing suggestions for allocations of community generated school funds · Includes students, club sponsors, business partners, and para-professional staff members in identifying school budget needs · Establishes effective local business and community partnerships to create streams of financial support to augment the regular school budget · Creates a grant writing team to identify and write grants to support the school’s mission · Reviews each budget line item on a monthly basis to identify potential problem areas and addresses these shortfalls in a prompt manner · Corrects all budgetary concerns within timeframes established by school system auditors · Provides evidence of proactive problem solving opportunities · Allows for resource allocations for each school entity (athletic team and clubs) based upon the above criteria · Secures free extra-curricula enrichment opportunities for all students · Regularly communicates with inter and intra school 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	1. Establishes a set of standard operating procedures and routines that are understood and followed by all staff.		Is able to identify standard operating procedures and routines that should be in place to assure effective school management.
	2. Focuses daily operation on the academic achievement of all students.		Has an awareness of daily operations and its impact on student achievement.
	3. Garners and employs resources to achieve the school’s mission.		Has an understanding of the resources required in order to achieve the school’s mission.
	4. Prepares and regularly monitors an annual operational budget that aligns with the school’s improvement plan.		Has a basic understanding of the budgetary process.
	5. Mobilizes community resources to support the school’s mission.		Is able to identify community resources to support the school’s mission.
	6. Identifies potential problems and is strategic in planning proactive responses.		Has an awareness of potential problems and issues in school management and a working knowledge of strategic planning.
	7. Implements a shared understanding of resource management based upon equity, integrity, fairness, and ethical conduct.		Has an understanding of resource management that is based upon equity, integrity, fairness, and ethical conduct.
	8. Develops a comprehensive strategy for positive community and media relations.		Has an understanding of the community and the media’s impact and involvement in school success. Is able to identify ways to positively impact such relationships.

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 Sources/Evidence:	Indicator	Aspiring	Documentation and Reflection
· Provides evidence of using positional leadership to set the standard for ethical behavior in the school community · Provides evidence of a professional code of ethics and values · Provides evidence of using positional leadership to set the standard for ethical behavior in the school community · Anecdotal evidence of a professional code of ethics and values · 360 degree cultural instrument · Provides evidence of opportunities offered to school stakeholders for effecting positive change · Provides evidence of decision-making that insures the protection of the rights and responsibilities of the student and that support the school’s vision · Demonstrates knowledge of educational law and ethics in decision-making · Provides evidence that the law has been applied fairly and wisely	1. Performs all professional responsibilities with integrity and fairness.	Recognizes the impact of integrity and fairness in a professional setting.
	2. Models and adheres to a professional code of ethics and values.	Is cognizant that leaders should have a professional code of ethics and values, and beginning to form his/her own.
	3. Makes decisions within an ethical context and respecting the dignity of all.	Is able to identify and discuss examples/non-examples of when school leaders have made decisions that revealed an attention to the ethical context while respecting the dignity of all.
	4. Advocates educational, social or political change when necessary to improve learning for students.	Is able to recognize when educational, social or political change is needed to improve student learning in some situations.
	5. Makes decisions that are in the best interests of students aligned with the vision of the school.	Has an understanding that the students’ best interests and the school’s vision should be considered when making decisions.
	6. Considers legal, moral and ethical implications when making decisions.	Understands the legal, moral and ethical implications related to school based decisions.
	7. Acts in accordance with federal and state constitutional provisions, statutory standards and regulatory applications.	Is learning about federal and state constitutional provisions, statutory standards and regulatory applications.

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	Documentation and Reflection
· Demonstrates an appropriate understanding and implementation of diversity policies, program policies and assessment efforts · Demonstrates an understanding that diversity entails more than ethnicity, race, and religious beliefs · Provides evidence of an effort to recruit, hire and retain a diverse staff · Provides evidence to demonstrate appropriate and effective interpersonal relations with diverse individuals and groups in a variety of settlings · Demonstrates an ability to analyze the effects of cultural, learning and personal differences and to make curricular modifications to meet these needs · Provides evidence of how he/she assists teachers in recognizing the diverse needs of the school’s families · Demonstrates the ability to provide the faculty with the knowledge they need to engage parents in the education of their children · Process of Walk-Throughs or other class visitation models · Tennessee Framework for Evaluation process (class observations, teacher lesson/unit planning, Educator Information Record, etc.) · School Improvement Planning process · Individual teacher and grade level results of student assessment data · School calendar (noting testing schedule, related teacher meetings, parent/teacher conferences, etc.) · Staff Meeting/grade level/professional development agendas · School calendar (noting testing schedule, related teacher meetings, parent/teacher conferences, etc.) · Staff Meeting/grade level/professional development agendas	1. Develops and implements an appropriate diversity policy involving the school community and stakeholders which encompasses program planning and assessment efforts.	Has an understanding of the role that diversity plays when organizing work teams, making decisions, and analyzing data/outcomes which impact policy implementation, program planning and assessment efforts.
	2. Recruits, hires, and retains a diverse staff.	Has an understanding of diversity issues related to recruitment, hiring, and retention of school employees.
	3. Interacts effectively with diverse individuals and groups using a variety of interpersonal skills in any given situation.	Has an understanding of the required communication skills for interaction with diverse individuals/groups.
	4. Recognizes and addresses cultural, learning and personal differences as a basis for academic decision-making.	Is able to identify cultural, learning and personal differences as a basis for academic decision-making.
	5. Leads the faculty in engaging families/parents in the education of their children.	Is able to identify opportunities for the faculty/staff to fully engage families/parents in the educational process of their children.