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UTC Field Experience Requirements: Revised 2/2013

SLead program/GSD/CEAPS/UTC

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UTC School Leadership Programs
Field Experience Menu
TILS Standards REV 2013
Revised and Aligned with ELCC

Students in the School Leadership program should copy this file from my website (www.utc.edu/~vpetzko) and use it as a log of their field experiences.
OC=Observation activity with critique
PC=Participation and critique
LR=Lead and reflect
At least 1/3 of your activities must be done at the PC and LR levels. Please highlight/check the level at which you participated for each activity
***********************
Req means this is a required field experience

Italicized directions indicated what you would submit in your portfolio. When the item calls for a critique, what is required is an explanation of strengths
and weaknesses as well as a reflection on how you would do it better in the future.

UTC Field Experience Requirements: Revised 2/2013


SLead program/GSD/CEAPS/UTC

TILS A (2013) : Standard A: Instructional Leadership for Continuous Improvement


An ethical and effective instructional leader facilitates the use of instructional practices informed by
assessment data that continually improve student learning.
Indicators:

1. Builds capacity of educators to provide all students access to a rigorous


curriculum, aligned with national standards.
2. Collaborates with educators to analyze and use multiple forms of data
throughout the year to establish specific goals and strategies that reflect a
commitment to student achievement and growth.
3. Develops and executes a plan to use multiple forms of data to drive and
implement interventions to address all students learning needs.
4. Systematically monitors progress toward established goals and makes decisions
that lead to continuous improvement.
New TILS A-2

a.

New TILS A-3

b.

New TILS A-3

c.

New TILS A-4

d.

New TILS C-2, C-3

e.

New TILS A-2,3

f.

New TILS A-2, 3, 4

g.

Page 2/24

Estimated
HOURS
Candidate
enters
actual # of
hours and
OC, PC or
LR

ELCC Element

ELCC
alignment
1.1
1.2
1.3
1.4.
See specifics
below

OC
PC
LR

Chair or take leadership in a subcommittee that writes your School Improvement Plan. Show its
alignment to the school data. Submit the part of the plan you chaired. Submit a reflection: how
could the process (writing that part of the SIP) have been improved?
Analyze one or more data sets needed for the SIP. Submit the analysis and its implications for
the SIP.
Develop Action Plans based on one or more of the above analyses. Submit the SIP Action with
rationale.

Up to 40

Develop and/or conduct an on-going evaluation of one or more goals of the SIP. This activity
requires that you evaluate the outcome of the SIP, not its format and content. Submit a
formative and/or summative evaluation, with recommendations for improvement.
Based on the above, develop a proposal for professional development. Such a plan must be ongoing, embedded in the everyday vision/culture of the school, and have an evaluation
component. Submit the plan. If the plan is implemented, submit an evaluation.
Required: f or g: Participate in or lead in the SIP component that analyzes student achievement
data and makes recommendations based on those data. Submit the recommendations/goals that
emerged from the process.
Required: f or g: Analyze the TVAS /Terra nova/GA scores for your school, a grade level,

10

5 each
5 each

ELCC 1.1-1.4
ELCC 1.2
ELCC 1.3
1.4
1.5
ELCC
1.3

Also TILSD

ELCC 1.4
2.4

25
PC

ELCC 1.3

25

ELCC 2.2

UTC Field Experience Requirements: Revised 2/2013


SLead program/GSD/CEAPS/UTC

New TILS A-2, B-3,


D-3

h.
i.

j.

a.

none

b. New TILS A-1, D-3


New TILS A-1, D-3
c.

New TILS A-1, D-3

and/or a department or course. Work with one specific grade level to enhance instructional
strategies to improve the scores for that grade level. At the end of the year, write a summary of
what went well, what did not, and (if you have the results) what changes you saw in student
performance. If you have already done this, you may use your previous alignment but must add
the summary as described.
You may do this more than once
Participate in the schools leadership team for a school year. You may count all the hours.
Log/journal the situations where decisions were made based on the vision of the school. Write
a summary of how the schools vision/mission was used to help decision making and conflict
resolution and/or how student achievement was at the core of all decision making. How could
it have been used more effectively?
Note: If you are not invited to be a member of your LT, ask if you can be an observer and do
the same. If you cannot do that either, see me.

Page 3/24

2.3
2.4

Assuming
the LT
meets X2
monthly,
this could
easily be
40 hours.
PC

ELCC 1.3
1.4
3.2
3.3

k.

Serve on a district or building strategic planning team. Do not include all agendas, etc. but DO
include the plan itself and a set of recommendations for conducting such a process in the future.

# of mtg
hrs

ELCC 6.1
6.2

l.

Work with the administrator to create and build the master schedule. Submit the list of
priorities that were addressed; critique the process, the priorities and the product.

10-50
LR

ELCC 3.1
3.2

10

ELCC 3.1
3.2
ELCC 3.2,
3.1

m. Examine this years master schedule, and identify problem areas. Provide rationale for why the
problem exists, or make recommendations for improvement.
n. (ELEM) Work with the school principal on class assignments for the next school year; submit a
list of rules/tips/limitations, which were presented to you.

d. New TILS A-1, D-3

o.

e. New TILS A-1-4

p.

f. New TILS A-1-4

q.

Develop a Special Day Schedule for the entire school. You must hold to the current lunch
and bus schedules and provide teachers with contractually required preparation time. Your
primary goal is to present time for teaching and learning even though it is a special day.
Submit an outline of rules/tips/scheduling constraints that were presented to you and reminders
for when you build your own
Assume the role of grade level or department chair for a school year. Write an end of the year
summary that identifies what you did well, where you need to improve your performance, and
what you would do differently the next year. If you cannot assume the role of grade level chair,
chair an all-school committee and do the same thing .
Organize and facilitate a faculty committee to review a major instructional issue (assume 5-6
meetings). Prepare and submit a final report describing the committees recommendations and
an evaluation of how you could conduct such work in a more effective/efficient manner in the

25
LR
8

. ELCC 3.2
3.1

70
LR

ELCC 3.1a
3.1b
3.2a

25+

ELCC 2.2,
2.3
(possible)
3

UTC Field Experience Requirements: Revised 2/2013


SLead program/GSD/CEAPS/UTC

g. New TILS A-1-4

h. New TILS A-1-4


i. C2, 3

New TILS B-1, B-4


A-2, A-3
j. New TILS A-1, 4
New TILS A-1-4
D-3
New TILS A-1-4

New TILS A-1-4


C1-4
New TILS A-1-4
C1-4
New TILS A-1-4
C1-4

r.

s.
t.

future.
Assess the instructional practices in your school/grade level/department/team using instruments
such as IPI (Instructional Practices Inventory) or another observation instrument. What percent
of instructional time in student centered/engaged? Teacher centered? Teacher directed? Off
task? Write a set of recommendations, including recommendations for professional
development.
This may be done more than once with various groups/individuals
Work with a teacher whose students have not made AYP the previous year. Engage in all
aspects of improving her practices: data analyses, observations, developing new instructional
strategies, developing new curricular design, interpersonal relationships, professional
development. Submit a summary of the entire project, omitting the teachers name..

Page 4/24

25+

2.4
ELCC 2.2
2.3

70?
(assuming
2
hours/wk)

ELCC 2.2
2.3
2.4

Analyze school or grade level attendance rates and, in collaboration with others, create an
improvement plan that addresses both short and long term interventions. Include the
intervention plan and a set of recommendations for conducting such a process in the future.

Up to 30

ELCC 2.1
2.2
2.3

Analyze one specific textbook regarding reading level, promotion of cultural diversity and use
of recent research in multiple intelligences. Submit a summary of the analysis and
recommendations
w. Complete a curriculum audit. The audit will include graphs representing subjects and the
amount of time spent on each. Combine this information with test scores and make
recommendations regarding 1) how the curriculum is meeting student needs, and 2) changes
that should be made.
x. Align your curriculum with standardized tests that are used for student advancement. At the
end of the year, identify areas that still need to be changed and submit a summary of how
effective your efforts had been. (If you have already done this, you may use your previous
alignment but must add the summary as described.)
y. Literacy: Work with other faculty to determine the effectiveness of your schools program for
teaching literacy across the curriculum. As part of that, look at how well prepared teachers are
to do so: plan and conduct professional development for faculty who do not have sufficient
expertise in the area. Submit the evaluation, the PD outline and results of the PD sessions
z. Numeracy: Work with other faculty to determine the effectiveness of your schools program for
teaching numeracy across the curriculum. As part of that, look at how well prepared teachers
are to do so: plan and conduct professional development for faculty who do not have sufficient
expertise in the area. Submit the evaluation, the PD outline and results of the PD sessions.
aa. Use the above definition to assess the level of rigor of your curriculum and instructional
practices: make recommendations for improvement. Submit analysis and recommendations.

20

ELCC 2.2
4.2

20

ELCC 2.2
2.3

10

ELCC 2.2
2.3

25-50

ELCC 2.4
2.2
2.3

25-50

ELCC 2.4
2.2
2.3

u.

v.

Estimated Hours for Standard A: 180 hours

25-50
Estimated

ELCC 2.4
2.2
2.3
ELLC

UTC Field Experience Requirements: Revised 2/2013


SLead program/GSD/CEAPS/UTC
TILS B (2013): Standard B: 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. Communicates and supports high expectations for trust, collaboration, a safe and orderly
environment and respect for all.
2. Facilitates the development of supportive structures to involve families in the education of
their children.
3. Facilitates collaborative relationships among all stakeholders by establishing high
expectations for clear, concise and constructive written and spoken communication.
4. Recognizes and celebrates improved educator and student performance related to school
improvement goals.

Page 5/24

HOURS
Candidate
enters
actual # of
hours and
OC, PC or
LR

Alignment
2.1(primary)

OC
PC
LR

New TILS B-1

a.

Required. Conduct a Climate Analysis in your school. If you use the analysis you developed in
552, do the actual survey as a request from your principal, NOT as a part of your UTC program.
Identify strengths and weaknesses. Make recommendations. Prioritize and develop a skeleton
action plan.

25
PC

ELCC 2.1

New TILS B-1, B-2

b.

20

ELCC 2.2
2.3

New TILS B-1

c.

10
LR

New TILS B-1, B-3

d.

ELCC 2.1
2.2
2.3
2.4
ELCC
2.1
2.2

New TILS B-1

e.

New TILS B-1

f.

Lead or participate in a school transition team (K, 5-6, 8-9). Develop a plan and implement. For
this standard, focus on issues in transition related to school culture. (You may do this again in
Standard C focusing on academics). Submit a list of events; critique and make recommendations
for improvement in the process as well as the events.
Consult with the principal or AP to select a teacher who may need help in the area of student
discipline. Analyze his/her discipline referrals for period of time. Observe in his/her classroom.
Conference with the teacher. Make recommendations. Evaluate progress. Summarize activities
and critique the process as well as outcome. This or d below required.
Convene and chair a committee to review your schools discipline plan. Analyze school-wide
referrals. Bring the committee to consensus on patterns and make recommendations; submit. If
you cannot convene such a committee, do the analysis yourself. Note patterns, make
recommendations, and submit. Do NOT include any names. This OR c above is required.
Conduct a focus group of students regarding school safety. Explore the students perceptions of
their safety in school, including but not limited to facility concerns, student fights and harassment
and gangs. Bring the focus group to consensus on recommendations and submit. Also critique: if
you were to conduct a focus group of students again, how would you improve it?
Conduct a school safety audit. Review your safety plan, emergency plan, and crisis plan. See

40

10

20

ELCC 2.1
2.2
2.3
3.1
ELCC 2.1
5

UTC Field Experience Requirements: Revised 2/2013


SLead program/GSD/CEAPS/UTC

New TILS B-1, B-2

g.

New TILS B-1, B-4


A-2, A-3

h.

New TILS B-1, B-2,


B-3
New TILS B-1, B-2,
B-3
New TILS B-1, B-2,
B-3, D-3

New TILS B-1, C-1

New TILS B-1, C-3

New TILS B3
C-2,3,5,6

safeschools.org or safeschools.com for ideas/free trial offer.. Submit recommendations.


Lead/work with others to develop/implement an incentive plan for student behavior and/or
attendance. Submit the plan, the results and recommendations for improvement of the plan and
the process.

Analyze school or grade level attendance rates and, in collaboration with others, create an
improvement plan that addresses both short and long term interventions. Include the intervention
plan and a set of recommendations for conducting such a process in the future.
i. Develop a crisis plan for a school bus accident related to a field trip. Facilitate a meeting
regarding the implementation of this plan. Construct a letter to parents informing them of
procedures to follow should such as incident occur. Submit the plan and the letter.
j. Evaluate your schools current Crisis plan, both for content and dissemination. Submit
recommendations for improvement.
k. Organize and facilitate a faculty committee to review a major issue of a non-instructional naturesuch as attendance, climate, discipline issues, extra curricular programs, student services, etc.
(assume 5-6 meetings). Prepare and submit a final report describing the committees
recommendations and an evaluation of how you could conduct such work in a more
effective/efficient manner in the future.
l. Observe and critique a teacher, focusing on the climate and expectations in the classroom.
Submit a summary of the observation, and analysis of the classroom activity, and an itemization of
the teachers strengths and recommendations for improvement. Blot out the teachers name. For
TILS
m. This may be done more than once.
n. Initiate the use of discussion circles with a teacher group, where you share best practices
focusing on classroom climate and culture. This might be as formal as a critical friends group or
as informal as a grade level discussion. Have teachers evaluate the process at semester as well as
at the end of the year. Make recommendations for improvement based on those evaluations.
o. Plan, coordinate and implement a series of Critical Friends Groups related specifically to school
climate and culture. Have participants evaluate the series. Submit a list of the topics addressed a
summary of the evaluations, and a critique of both the process and the outcome.

New TILS B-2

p.

New TILS B-2, B-3

q.
r.

Page 6/24

PC
30
LR

3.1
ELCC 2.1
2.2
2.3

Up to 30
20

ELCC 2.1
2.2
2.3
ELCC 3.1

10

ELCC 3.1

20

ELCC 2.1
2.4
3.1

Hours?
LR

ELCC 2.4b

20

ELCC 2.2
2.3
2.4

20

ELCC 2.2
2.3
2.4

Work with the SIP committees and/or leadership team to identify additional opportunities for
20
meaningful involvement of parents and other stakeholders (community, system leaders, etc.) in the
continuous growth of students. Submit your plan.
If the plan is implemented, submit an evaluation.
Attend a readmission conference for a student who was suspended and write an analysis of the
5
conference and/or readmission plan that is based on that conference. Be sure to address
OC
consequences should the student be involved in another similar incident. What were the
High School
implications for climate and/or instruction? Critique the conference: how could it have been

ELCC
1.5
ELCC 2.1
2.2
2.3

UTC Field Experience Requirements: Revised 2/2013


SLead program/GSD/CEAPS/UTC

Page 7/24

improved? This may be done more than once.


New TILS B-1, B-2

s.

Create a BIP/FBA for a student with chronic disciplinary referrals. Implement and collect data on
the interventions. In collaboration with the teacher/parents/appropriate others continuously
evaluate the plan. Include the plan, some of the data which show change, and modifications to the
plan. Include recommendations to improve the process
Other: Please check for approval and enter here in the log.
Parent Support Session-Plan, organize, and conduct a parent support session for academic purposes.

30

ELCC 2.1
2.2
2.3

10

HOURS for STANDARD #B= 95

UTC Field Experience Requirements: Revised 2/2013


SLead program/GSD/CEAPS/UTC

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. Implements and monitors a rigorous, consistent evaluation system using an approved
Tennessee evaluation model.
2. Uses educator evaluation data to inform professional learning goals and plans.
3. Provides and engages in data-informed, differentiated professional learning opportunities
for educators, aligned with the Tennessee Standards for Professional Learning.
4. Identifies, retains, and develops the most effective educators based on evidence of
student and educator outcomes.
5. Identifies and supports potential teacher-leaders and provides growth opportunities in
alignment with the Tennessee Teacher Leadership Standards.
6. Takes action to improve self-practice based on multiple sources of feedback, including
performance evaluation results and self-reflection.

Page 8/24

Estimated
HOURS
Candidate
enters
actual # of
hours and
OC, PC or
LR

ELCC
2.4
(primarily)

OC
PC
LR

New TILS C-2, 3

a.

Based on student achievement data or other student data, develop a proposal for professional
development for your school, department, or grade level. Such a plan must be on-going,
embedded in the everyday culture of the school, and have an evaluation component. Submit the
rationale for the plan and the plan. If the plan is implemented, submit an evaluation.

15+
implementa
tion/
evaluation

ELCC 2.2
2.3
2.4

New TILS C-2, 3, 6

b.

ELCC 2.2
2.3
2.4

c.
d.

10 for each
topic plus time
you spent in
training
yourself.

New TILS C-2, C-3


New TILS C-2, C-3

e.

New TILS C-2, C-3

f.

Required: Plan and conduct a faculty staff development session. Submit your handouts and
agenda. Be sure to have participants do an evaluation and include a summary in your portfolio.
Write a short summary of what went well and, given the opportunity to do the same training in the
future, how you would improve it.
This (C) may be done more than once.
Based on the climate assessment you did, develop a proposal for professional development. Such
a plan must be on-going, embedded in the everyday vision/culture of the school, and have an
evaluation component. Submit the plan. If the plan is implemented, submit an evaluation.
Evaluate the staff development plan in your school for the current year. How is it tied to the
school improvement plan? Adult learning? Individualized? How is it connected to teacher
performance improvement? How are determinations made as to how the budget is spent? What
special provisions are made for new teachers? What special provisions are made for teachers with
assignments outside of their teaching field? Submit a summary with strengths and weaknesses
and recommendations.
Conduct a needs assessment of staff to identify professional staff development needs for the next
school year. Develop a set of recommendations for the next school year based on that survey; be

Also TILS- ELCC


D 1.4
2.4
15
ELCC 2.2
2.3
2.4

20

ELCC 2.2
2.3

UTC Field Experience Requirements: Revised 2/2013


SLead program/GSD/CEAPS/UTC

New TILS C-2, C-3


New TILS C-2, C-3
New TILS C-2, C-3
New TILS C-2, C-3
New TILS C-2,
3,4,5,
New TILS C 1-6
D-3
New TILS C1-6

New TILS C1

New TILS C1,5,6

New TILS C2,3,4,5

sure to align it to curriculum implementations and the school improvement plan. Submit the
recommendations and a critique of the process.
g. Literacy: Develop a series of PD Sessions for teachers interested in increasing the teaching of
literacy across the curriculum. Include opportunity for follow-up and peer coaching. Submit an
outline of the activities and summary of the results
h. Numeracy: Develop a series of PD sessions for teachers interested in increasing the teaching of
numeracy across the curriculum. Include opportunity for follow-up and peer coaching. Submit
an outline of the activities and summary of the results.
i. Rigor: Develop a series of PD sessions for teachers regarding increasing the level of rigor in their
curriculum and instructional practices. Submit an outline of the activities and summary of the
results.
j. Writing across the Curriculum: Develop a series of PD sessions for teachers interested in
increasing the quality of writing done in their classrooms. Include opportunity for follow-up and
peer coaching. Submit an outline of the activities and summary of the results.
k. Provide evidence that shows how teachers who engage in outside PD are encouraged/expected to
share their new knowledge with others as well as use it in their classrooms. Submit one or two
examples.
l. Train a group of teachers to use a specific software program to support instruction. Be sure this is
not a one-time training. Include a sample of the best training materials and a product produced
by one of teachers. Include the evaluation done by the teachers and reflections on what you did
well and how you could improve such a process in the future
m. Observe and critique a teacher, submitting a summary and an itemization of the teachers
strengths and recommendations for improvement. Blot out the teachers name. This may be done
more than once.
n. Follow up with additional observations over time. What is working? What is not? Make
additional recommendations based on your analysis. Follow up again. Write an end of the year
summary and reflection.
o. Evaluate the current evaluation process employed at your site by conducting a focus group of four
or more teachers, including one or more probationary teachers. Issues of timing, fairness,
substance, and recommendations for improvement should be addressed and summarized and
included in written recommendations.
p. Work with others to establish a system of peer observation, including identifying teachers who
would like to be observed, areas of their expertise, facilitating classroom coverage, and ensuring a
debriefing process for both teachers Submit a summary of how it went and how it could be
improved.
q. Accept the leadership in or participate in a committee to plan and implement a comprehensive
new teacher induction program for your school. Include the agenda of activities over the year as
well as the teachers evaluation of the program. Include reflections on what you did well and how
you could improve the program and/or the process in the future.

Page 9/24

2.4
20+
20+
20+
20+
5
20

ELCC 2.2
2.3
2.
ELCC 2.2
2.3
2.4
ELCC 2.2
2.3
2.4
ELCC 2.2
2.3
2.4
ELCC 2.2
2.3
2.4
ELCC 2.4
2.2c

10
Req 5760
LR

ELCC 2.2
2.3
2.4

ELCC 2.4
5.3
6.1

20

ELCC 2.2
2.3
2.4

40
LR

ELCC 2.2
2.3
2.4

UTC Field Experience Requirements: Revised 2/2013


SLead program/GSD/CEAPS/UTC

Page 10/24

New TILS C2,3,4,5

r.

Serve as a mentor for one or more new teachers through the school year. Submit a list of activities
and a reflection on what went well, including the new teachers effectiveness.

New TILS C2,3,4,5

s.

Identify one or more protgs and assist them throughout the induction process. Submit a
reflection of events, what went well and how you would change your involvement in the future.

New TILS C2,3,4,5

t.

New TILS C2,3,4,5

u.

Align one or more protgs with coaches other than yourself to assist them in the development of
specific skills. Submit a reflection of events, what went well and how you would change your
involvement in the future.
Identify one or more protgs and assist them in development their own professional development
plan. Help them align with their student achievement scores. Submit a reflection of events, what
went well and how you would change your involvement in the future

New TILS C2,3,4

v.

New TILS C4

w. Participate in the hiring process for one or more positions in your school. Evaluate the entire
process, from advertisement of the position through selection

10+
PC

New TILS C2,3,4

x.

25+

Interview a principal who has engaged in formal discipline (Letter of Deficiency, suspension or
termination) of a tenured teacher. Submit a list of recommendations as to how to do such a
process well and within legal requirements.

New TILS C3,5, 6


D1

Assess the instructional practices in your school/grade level/department/team using instruments


such as IPI (Instructional Practices Inventory) or another observation instrument. What percent of
instructional time in student centered/engaged? Teacher centered? Teacher directed? Off task?
Write a set of recommendations, including recommendations for professional development.
y. This may be done more than once with various groups/individuals
z. Work with others to develop non-traditional teaching or curriculum systems to re-teach concepts
to students who have not mastered them when previously taught. Submit the plans and/or outline
of strategies. If actually implemented, submit an evaluation of the results.
aa. Provide evidence of efforts to locate and secure resources for PD. Submit examples and reflection
of how you will do this more effectively in the future. THIS INCLUDES GRANT WRITING.

New TILS C3,5, 6


D1

bb. If you receive the grant (or funds) described above, manage the grant. Submit a summary of
results and reflection on how the process could have been improved through the grant proposal

New TILS C2,3,4,5

70
(Assuming
2
hours/wk)
LR
40+
15
20

5
OC

20+
10++

ELCC 2.2
2.3
2.4
ELCC 2.2
2.3
2.4
ELCC 2.2
2.3
2.4
ELCC 2.2
2.3
2.4
ELCC 2.4
5.1
6.1
6.2
ELCC 2.4
5.1
6.1
6.2
ELCC 2.2
2.3
2.4
6.1
ELCC 2.2
2.3
2.4
ELCC 2.2
2.3
2.4
3.3
6.1
ELCC 2.2
2.3

10

UTC Field Experience Requirements: Revised 2/2013


SLead program/GSD/CEAPS/UTC

Page 11/24

and/or implementation.
New TILS C1-4,
A1-4
New TILS C-1-4
A 1-4
New TILS B-1, C-1

New TILS B-1, C-3

New TILS-C-2,3,5,6
k.

New TILS C-3

New TILS C-6

New TILS C-6

cc. Numeracy: Work with other faculty to determine the effectiveness of your schools program for
teaching numeracy across the curriculum. As part of that, look at how well prepared teachers are
to do so: plan and conduct professional development for faculty who do not have sufficient
expertise in the area. Submit the evaluation, the PD outline and results of the PD sessions.
dd. Use the above definition to assess the level of rigor of your curriculum and instructional practices:
make recommendations for improvement. Submit analysis and recommendations.
ee. Observe and critique a teacher, focusing on the climate and expectations in the classroom.
Submit a summary of the observation, and analysis of the classroom activity, and an itemization
of the teachers strengths and recommendations for improvement. Blot out the teachers name.
For TILS
ff. This may be done more than once.
gg. Initiate the use of discussion circles with a teacher group, where you share best practices
focusing on classroom climate and culture. This might be as formal as a critical friends group
or as informal as a grade level discussion. Have teachers evaluate the process at semester as well
as at the end of the year. Make recommendations for improvement based on those evaluations.
hh. Plan, coordinate and implement a series of Critical Friends Groups. Have participants evaluate
the series. Submit a list of the topics addressed a summary of the evaluations, and a critique of
both the process and the outcome.
ii. Conduct a Readiness for Change analysis, based on the format supplied. Make
recommendations for professional development based on the priorities you established.
jj. Interview 2 or 3 principals to understand how they manage and balance their
personal/professional time: submit a summary of tips you learned that might work for you with
rationale. Also provide critique regarding tips that would not work for you, with rationale
kk. Develop a personal time management system. Implement and evaluate it. Submit the plan, your
evaluation and any modifications. Summarize what you are doing well to manage your
professional time. Suggest changes.
Other: Please check for approval and enter here in the log.
HOURS for STANDARD C= 105

2.4
3.3
6.1
25-50 ELCC 2.4
2.2
2.3
25-50 ELCC 2.4
2.2
2.3
LR ELCC 2.4b

ELCC 2.2
20 2.3
2.4
20

ELCC 2.2
2.3
2.4
8 ELCC
2.2
2.3
2.4
6
ELCC 3.1
OC
3.2
3.3
15

ELCC 3.1

11

UTC Field Experience Requirements: Revised 2/2013


SLead program/GSD/CEAPS/UTC
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. Enlists 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 responsibilities with accuracy, transparency, and in the best interest of
students and staff.

Page 12/24

Estimated
HOURS

ELCC
Alignment

Candidate
enters
actual # of
hours and
OC, PC or
LR

3, 4 and 6

OC
PC
LR
New TILS D-3

a.

New TILS D1, 3

b.
c.

New TILS D1, 3

d.

New TILS D1,2,3

e.

New TILS D-4

f.
g.

New TILS D-4

h.

Analyze data and make recommendations regarding the maximization of student learning time.
Submit data summary and recommendations for improvement.
If the plan is implemented, evaluate and submit results.
Examine procedures for the opening day of school. Make recommendations for improvement.
Submit the procedures and a summary of what you learned doing them.
Examine procedures for the closing day of school. Make recommendations for improvement.
Submit the procedures and a summary of what you learned doing them.
Provide evidence that extracurricular activities and athletic events have a minimal interruption
on academic time. If , on the other hand, such events do have a substantial impact on academic
time, develop a plan for how the schedule could be improved. If the plan is implemented, also
submit an evaluation. .
See scheduling activities from TILS C
Work with the site administrator responsible for the school discretionary budget. Analyze how
allocations are determined, and by whom. Describe sub-budgets, such as Title I, grant money,
donations, etc. Describe the principals method of bookkeeping to assure that the budget is
adequately maintained. Summarize findings and develop recommendations for how budget
decisions are made, and accountability. Include these recommendations in your portfolio
Conduct or chair a fundraising event. Submit evidence of the process, the results, and
affirmation that all state and LEA requirements have been met.

10

ELCC 3.3

ELCC 3.2
3.3
ELCC 3.2
3.3
ELCC 3.2
3.3

5
10

15
PC

ELCC 3.1

20

ELCC
3.1

12

UTC Field Experience Requirements: Revised 2/2013


SLead program/GSD/CEAPS/UTC

New TILS D-4

Convene a task force of parents, students, business partners, community members and faculty to
establish priorities for discretionary expenditures for l or m above. Submit a description of
the process you followed and the results.
j. Develop a plan for communication with internal and external stakeholders regarding budget
decisions, changes and needs. Submit examples of communication strategies and how
suggestions are aligned with implementation.
k. Input financial data/ balance the books with the schools bookkeeper. Submit a list of things you
learned to do/not to do.
l. Learn how to and input student management data into the schools data management system.
Submit a list of dos and donts regarding how to do this efficiently and how to use the
information effectively.
m. Develop a plan for parent involvement in your school. Submit the plan, how it ties to the talents
of the parents, and how it is aligned with the SIP.
n. If implemented, also submit an evaluation.

20

New TILS D1,2

o.

Evaluate the current plan for parents involvement. Is parent involvement at an appropriate
level? Is it tied to the SIP? Does it appear to be effective? If not, how could it be improved?

20
PC

New TILS D1,2, 3

p.

Develop a manual/handbook for volunteers. Address issues such as safety, confidentiality,


school procedures, training, communication, and expectations. Submit the handbook.

Up to 25

New TILS D1,2.3

q.

Up to 10

New TILS D1,3

r.

Conduct an orientation or parent (and other) volunteers based on the above information. Submit
an evaluation.
Create a Substitute Teacher Handbook. Begin with an assessment of what volunteers need to
know and be able to do to be effective in your school. Write the handbook. If you can, hold
meetings about it. Disseminate and review. Submit the handbook and a reflection.

New TILS D1,3

s.

Hold one or more information/orientation sessions for substitute teachers. Discuss items in t
above. Submit the agenda and a reflection.

Up to 10

New TILS D3

t.

Conduct a facilities needs assessment for projected enrollment for the next five years. Make
recommendations for use of space for 5 years, assuming that the projections are correct and no
additional construction takes place.

10-30

New TILS D1,2,4


New TILS D-4
New TILS D2,3
TILS D1,2

i.

Page 13/24

10
20
20
20

Up to 25

5.1
5.2
5.3
ELCC 3.3
4.1
4.3
ELCC 4.1
ELCC 3.3
5.1
ELCC 3.3
4.1
4.3
ELCC 3.2b
4.1
4.2
4.3
ELCC 3.2b
4.1
4.2
4.3
ELCC 3.3
4.2
4.3
ELCC 4.2
4.3
ELCC 2.2
2.3
3.2
3.3
ELCC 2.2
2.3
3.2
3.3
4.3
ELCC 3.1
3.2
3.3

13

UTC Field Experience Requirements: Revised 2/2013


SLead program/GSD/CEAPS/UTC

D1, 3

u.
v.

Develop a set of recommendations for the technology needs for your school, based on
technology standards and data . Submit the recommendations and how you could improve such
a process in the future

Page 14/24

15

ELCC 2.2
2.3
3.3

20

ELCC
4.1
4.2
4.3
ELCC
4.1
4.2

New TILS D-3, B-2,


3

w.
x. Plan a school-wide event, working collaboratively with students, teachers, administration, and
parents (as appropriate) and book keepers. Ensure that you have established/followed all
appropriate SOPS and budgetary responsibilities. Include the documentation of the end product
and a set of recommendations for conducting such a process in the future
y. Interview 4 of the 5 following people, asking each for a recommendation as to how they believe
the school could be improved (custodian, secretary, teacher, food service, parent) Submit a
summary of those recommendations (one paragraph for each is sufficient). Identify common
recommendations and/or conflicts; how would you address these
z. Review and revise the parent/school handbook(s). Submit the finished produce and a summary
of how it is an improvement over the previous document

New TILS D-1-3


B-1,2,3,4

aa. Critique your schools website. Identify strengths and weaknesses as they relate to
communicating a positive and achievement orientated culture for the school.

5
PC

New TILS B-1,2,3,4,


D-1-3
Copy to D

bb. Create a video production (VHS, DVD or web-based) for parent orientation to your school.
Critique it and provide recommendations for improvement.

20

New TILS D-1,3,4

New TILS D-1,2

25

ELCC
4.1
4.2
ELCC
3.2
4.1
4.3

New TILS D-1-3


B1

New TILS D-1, D-2,


D-3
l. New TILS D-3

cc. Assist in lunchroom supervision for some extended period of time (at least 4 weeks). Reflect on
how the cafeteria could be improved, and how that would have a positive impact on school
climate and/or achievement. Suggest (perhaps as a team) how this time could be productive for
you as a principal. In lieu of lunchroom duty, bus duty is an acceptable alternative. (Alternate)
Do as above and but the process of implementing the changes you suggest. Evaluate the new
procedures.
dd. Facilitate a focus group comprised of teachers, parents, community members and other pertinent
people to gather information and better work with all stakeholders regarding school governance,
local/regional politics, local people of influence, state policy A summary of activities,
information and recommendations are to be included in the portfolio.
ee. Work with the principal to fill out various state reports. Make notes as to the principals
recommendations as to how to do such reports efficiently.

25-40

3 hrs. per
mtg

ELCC
3.2
4.1
4.3
ELCC 3.1

ELCC 4.1
4.2
4.3
ELCC
3.1
3.3
6.1
6.2

14

UTC Field Experience Requirements: Revised 2/2013


SLead program/GSD/CEAPS/UTC
m. New TILS D-3, D-4
ff. Lead or participate in a school transition team (K, 5-6, 8-9). Develop a plan and implement. For
and/or others as
this standard, focus on issues in transition related to academics and instruction. (You may do this
defined by the
again in Standard B focusing on culture). Submit a list of events; critique and make
candidate
recommendations for improvement in the process as well as the events. ELCC Standard 2.2, 4.1
n.
o.
gg. Coordinate the parent volunteer program (or part of it) in your school, attempting to increase parent involvement, in part,
with meaningful volunteer opportunities. Submit a list of types of opportunities, and a critique of how you could
improve both the process and the outcome.
Other: Please check for approval and enter here in the log.
TITLE I notebook- Facilitate and organize all components in the Title I notebook, for
documentation.

Page 15/24

20

30

ELCC
3.2
4.3
6.1
6.2
6.3
ELCC 6.1
6.2
6.3
4.1
4.3

25

HOURS for STANDARD D= 85

The following ELCC Standards are not specifically represented in the TILS. Candidates MUST do a sufficient # of activities to
demonstrate proficiency in each ELCC standard element (5.1, 5.2, 5.3, 6.1, 6.2, 6.3)
ELCC Standard 5.0: Candidates who complete the program are educational leaders who have the knowledge and ability to
promote the success of all students by acting with integrity, fairly, and in an ethical manner.
1.1.1. 5.1 Acts with integrity
5.2 Acts fairly
5.3 Acts ethically

New TILS: This may


cut across all
standards, as an
OC activity.
Candidate must list
which standards are
addressed

1.1. Shadow 3 principals in schools other than your own for a day. Keep a log of all interactions.
Submit summary, reactions, and at least one recommendation that could have improved the
principals potential to model ethical standards, demonstrate integrity, or promote/reward the
same in his/her faculty/staff, /or to implement the school vision. ELCC Standard 1.3b
1.1.1.1.1. Elementary
1.1.1.1.2. Middle School
1.1.1.1.3. High School
1.2. (Alt) Shadow a change coach, lead (model) teacher and/or a math/literacy coach in a school
other than your own for a day. Keep a log of all interactions. Submit summary, reactions, and at
least one recommendation that could have improved the principals potential to influence
continuous growth in the academic achievement of all students.

OC
PR
LR
8 each
OC

ELCC
Alignment
in red

ELCC:
This may
cut across
all
standards,
as an
OC
activity.
Candidate
must list
which
15

UTC Field Experience Requirements: Revised 2/2013


SLead program/GSD/CEAPS/UTC

Page 16/24

standards
are
addressed
New
TILS:
This may
cut across
all
standards,
as an
OC
activity.
Candidate
must list
which
TILS
standards
are
addressed

1.3. Interview a principal. Ask him/her to address topics that s/he did not know enough about when
s/he took his/her first administrative job, especially with regard to implementation of vision and
school improvement. Submit a summary and reaction.

8 hrs

ELCC:
This may
cut across
all
standards,
as an
OC
activity.
Candidate
must list
which
standards
are
addressed

1.4. Interview a principal. Ask him/her to address ethical challenges that s/he has faced and how
they were resolved. Submit a summary and reaction.
1.5. alt) Interview a lead (model) teacher and/or a math/literacy coach. Ask him/her to address
topics that s/he did not know enough about when s/he took his/her first administrative job.
Submit a summary and reaction.

All of the following


will be listed
primarily as
demonstration of
ELCC Standards
a. Evaluate, critique, modify and implement anti harassment and/or bullying and/or hazing policy and strategies for your
school. Submit the final plan and an evaluation, if there is time. Critique both the process and the product.
b. Chair a committee or coordinate a faculty activity to develop, review, or revise the beliefs, vision and/or mission
for your school. Produce documents that can be distributed to teachers and posted in faculty handbooks, hallways and/or
classrooms. Submit a summary of what you did and how you could have improved the process.

Up to 30

c.

Write the professional code of ethics that you intend to follow as a school leader. Do not include laws. Include it in
your portfolio and use in b below.

10
P
C

d.

Prepare a report of the ethical issues that were implicitly or explicitly raised during your field experience. You may
address issues you faced as well as those you observed others face. Summarize the strengths you observed, as well as the
weaknesses. If that administrator were to have the chance to address those issues again, how could the process is
improved? This might be easiest to do in a 4 column table.issue-strengths-weaknesses- how to improve

10
O
C

ELCC 5.3
2.1
ELCC
1.1
1.2
1.3
ELCC 5.3
2.1
ELCC 2.1
5.1
5.2
5.3
16

UTC Field Experience Requirements: Revised 2/2013


SLead program/GSD/CEAPS/UTC

e.
f.
g.
h.

i.
j.

Page 17/24

10
Interview a school board member regarding issues of ethics (remind that person that his/her name will not be used).
Develop and ask a set of questions about ethics of interest to you; submit a summary.
Interview 3 principals other than your own. Ask about the most difficult ethical issues they faced (remind them that you
will not use any names, including theirs), and add those issues into the chart you prepared in b above. Name the
administrators Admin A, B, C. (You may use the same administrators you shadowed/interviewed in Standard 2) .
(Alternate) Interview 3 teacher leaders in schools other than your own. Ask about the most difficult ethical issues they
faced (remind them that you will not use any names, including theirs), and add those issues into the chart you prepared in
b above. Name the teachers Teacher A, B, C. (You may use the same teachers you shadowed/interviewed in
Standard 2)
Provide evidence of your own professional code of ethics and how it has influenced your decision-making and/or
interactions with others. Submit a summary and reflection of how you will better ground your future decisions and
actions in that set of standards
Evaluate decisions and actions of other administrators based on your professional code of ethics. Do NOT use names.
With the analysis, submit suggestions as to how those processes could have been improved

8
O
C

5
10

k.

Provide evidence that your professional code of ethics has served as a model for others. Submit a summary and reflection
of how you will better ground your future decisions and actions in that set of standards

l.

Review recent budget cut decisions in your system. Do you think those decisions were made based on sound ethical
standards? If so, why? If not, why not? Submit a summary and recommendations.

m. Re-examine the climate analysis you did . Focus on the issues that are grounded in diversity, tolerance, equity, ethics
and/or staff morale. Submit a list of recommendations for improvement.

n.

20

o.

p.

Based on the information gained from from the data in your SIP, plan and conduct one or more
sensitivity/diversity/multicultural awareness professional development sessions for your faculty/staff. Submit the final
documents as well as a summary of evaluations and your own critique of ways to improve both the process and the
product.
As you mentor a new teacher, help him/her develop a personal code of ethics. Be sure to refer to the NEA Code of
Professional Conduct, as well as any school district codes. At the end of the year, have this person test their decisions and
performance against their code, and reflect upon areas for improvement. Submit a summary. As always, do not use
names.
Conduct a (brief) facilities analysis for ADA. If a child in a wheelchair were to enroll in your school, is the program

10

ELCC 5.1
5.2
5.3
6.1
ELCC 5.2
5.3
6.1

ELCC 5.2
5.3
6.1
ELCC 5.1
5.2
5.3
ELCC 5.2
5.3
6.1
ELCC 4.2
5.1
5.2
5.3
ELCC 2.1
5.2
6.2
ELCC 2.1
5.2
6.2
ELCC 2.4
5.2
5.3
6.1
ELCC 2.4

17

UTC Field Experience Requirements: Revised 2/2013


SLead program/GSD/CEAPS/UTC

Page 18/24

physically accessible? Assume this child is cognitively capable, i.e., does not need an assistant. What would have to be
done to make the building accessible and responsive to the dignity/safety issues that are the core of ADA?

a.

P
C

5.2
5.3
6.1

ELCC 2.1
5.2
5.3
6.1
6.2
6.3
ELCC 2.1
5.2
5.3
6.1
6.2
6.3
ELCC 2.1
5.2
5.3
6.1
6.2
6.3
ELCC 6.1
6.2
6.3
ELCC 6.1
6.2
6.3
ELCC 6.1
6.2
6.3
ELCC 6.1
6.2
6.3

q.

Attend a due process hearing regarding change of placement for a special education IEP. Interview parents if they are
willing. Record your reactions in your journal. If you have been able to identify any areas where they school system
could have responded differently and avoided a hearing, indicate these alternatives in a short essay to be included in
your portfolio.

r.

Attend a due process hearing regarding change of placement for a special education IEP. Interview parents if they are
willing. Record your reactions in your journal. If you have been able to identify any areas where they school system
could have responded differently and avoided a hearing, indicate these alternatives in a short essay to be included in
your portfolio.

s.

IDEA (2004) contains specific guidelines for the discipline of special education students. Analyze your schools program
to determine if these guidelines are being followed.

20

t.

Attend (a) school board meeting(s) throughout the school year. Reflect on the issues addressed, the resolutions, the
progress made, and the unresolved issues.

u.

Attend a sufficient number of school board and county commissioner meetings to determine how the district budget it
developed and approved. Summarize findings regarding ethical decision making and advocacy in your portfolio.

v.

Review the teacher contract and provide a critique as to how the contract could be amended during the next negotiations
to improve teacher morale and increase student achievement. Identify current barriers to both

10

w. Review the grievance procedure in the contract and address a past grievance. Make specific recommendations as to how
this grievance could have been avoided.

5 per
meeting

Other: Please check for approval and enter here in the log.
HOURS for STANDARD F= 38
ELCC Standard 6.0: Candidates who complete the program are educational leaders who have the knowledge and ability to

ELCC
18

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SLead program/GSD/CEAPS/UTC

Page 19/24

promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal,
and cultural context.
6.1 Understands the larger political, social, economic, legal, and cultural context.

OC
PR
LR

Alignment
in red.

10
5

ELCC 6.1
ELCC 6.1
6.2
6.3
4.1
4.2
ELCC 6.1
6.2
6.3
2.1
5.2
ELCC 6.1
6.2
6.3
ELCC 6.1
6.2
6.3
4.1
4.3
ELCC 6.1
6.2
6.3
4.1
4.2
ELCC 6.1
6.2
6.3
4.1
4.2
ELCC 6.1
6.2
6.3
4.1

6.2 Responds to the larger political, social, economic, legal, and cultural context.
a.
b.

6.3 Influences the larger political, social, economic, legal, and cultural context.
Submit evidence that SIP data and other student assessment data are appropriately dis-aggregated across diverse populations.
Interview one significant (non-school) community/state leader to discern his/her attitude/concerns about the school. Identify
recommendations this leader would have. Reflect on those recommendations. (This may be done more than once)

c.

Develop and/or implement school programs or policy (student and or professional development) that address broadening
diversity in your school community. Submit the program outline or the policy and your reflection on the process of its
development.

10-30

d.

Participate in the recruitment and/or hiring process that promotes diversity. Submit a reflection on the process, paying specific
attention to how the goal of diversity and the goal of hiring the best possible person were integrated and addressed.

20

e.

Develop and implement part of a teacher induction program that examines the needs of the diverse populations of your school
and builds skills of new teachers that support working with those families. Submit the outline of the program and a reflection
on its implementation.

10

f.

Mentor/coach a new teacher to enhance his/her skills in working with families with diverse backgrounds or needs. Submit the
format you used to identify goals, the PD goals you identified, the plan for the new teacher, and a reflection. Do not use
his/her name.

20-30

g.

Mentor/coach a new teacher to enhance his/her skills in modifying curriculum/instruction to meets the needs of students with
diverse backgrounds or needs. Submit the format you used to identify goals, the PD goals you identified, the plan for the new
teacher, and a reflection. Do not use his/her name. (also would fit in standard B)

20-30

h.

Coordinate the parent volunteer program (or part of it) in your school, attempting to increase parent involvement, in part, with
meaningful volunteer opportunities. Submit a list of types of opportunities, and a critique of how you could improve both the
process and the outcome.

30

19

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SLead program/GSD/CEAPS/UTC

Page 20/24

i.

Plan and event with/for a PTA or parent meeting (literacy night, etc). Submit final documents, the program evaluation or
feedback, and your own recommendations regarding how both the process and the event could have been improved. May be
done more than once.

10

j.

Plan a presentation for a PTA meeting or another community meeting on a specific topic. Conduct the presentation and
critique it, submitting an outline of both the presentation and the critique. May be done more than once.

10

k.

Chair or work with a parent/community task force which meets over a period of time for the school year. You do not have to
log all the meetings and activities but summarize its activity, its goal accomplishment, and obstacles that hindered progress.
Make suggestions for improvement of such an activity in the future.

20

l.

Participate in one non-school community event/activity. The activity must be substantive and require at least 3 hours of
contact time, and must require interaction with others in the community (to distinguish from observing a community event).
Include a summary and reaction in your portfolio, being sure to focus on how such participation could enhance schoolcommunity relations.

3-10

m. Visit and observe in one or more of your local competitor private schools. Critically evaluate what you observe. If a parent
asked you if that school would be a better school for their child that your school, how would you answer honestly and
objectively?

10

4.3
ELCC 6.1
6.2
6.3
4.1
4.2
ELCC 6.1
6.2
6.3
4.1
4.2
ELCC 6.1
6.2
6.3
4.1
4.2
ELCC 6.1
6.2
6.3
4.1
4.3
ELCC 6.1
6.2
6.3
4.1
4.2

Other: Please check for approval and enter here in the log.
HOURS for ELCC 6=

20

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SLead program/GSD/CEAPS/UTC

Page 21/24

Additional: See Instructor for approval


A-d have the potential to align with any/all of the TILS/ ELCC standards. The reporting and
evaluation process will identify specifics.

Candidate
to specify
which
TILS
Standard
Elements
TILS 1-4

Candidate
to specify
which
ELCC
Standard
Elements
ELCC 1-6

a. Act in the capacity of the administrator for an after school program for an extended period of time. Address all
student, faculty, program and budget issues. Assume 3 hours per day

3x number of
days

b. Act in the capacity of the school administrator on an "as needed" basis. Address and reflect on all student,
faculty, parent and crisis issues. Assume 8 hours/day. Submit an end-of-the-year summary of the most important
things you learned, both about the job and about you. ELCC Standards 1-6

8x number of
days

TILS 1-4

ELCC 1-6

c. Act in the capacity of a summer school administrator for an extended period of time. Address and reflect on all
staff (hiring), student, parent, and program and accountability issues. Assume 10 hours per day, unless it is a halfday program, in which case assume 5 hours per day. Submit an end-of-the-year summary of the most important
things you learned, both about the job and about you. ELCC Standards 1-6
d. Act in the capacity of the school administrator for an extended period of time. This might be as an intern, a
principal in training, or other similar title. In your journal, address and reflect on all student, faculty, parent and
crisis issues. Assume 9 hours/day. Submit an end-of-the-year summary of the most important things you
learned, both about the job and about you. ELCC Standards 1-6
OTHER: See instructor for pre-approval

10 (5)x
number of
days

TILS 1-4

ELCC 1-6

10x number
of days

TILS 1-4

ELCC 1-6

Check Sheet for students: To successfully complete this program, you must have field experience in EACH of these. Please note that there is not a direct
correlation, ie: TILS A-1 does not align with ELCC 1.1. They are listed that way to save space.
TILS
A-1
A-2
A-3
A-4
B-1
B-2

ELCC
1.1
1.2
1.3
1.4
1.5
2.1

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B-3
B-4
C-1
C-2
C-3
C-4
D-1
D-2
D-3
D-4

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2.2
2.3
2.4
3.1
3.2
3.3
4.1
4.2
4.3
5.1
5.2
5.6
6.1
6.2
6.3

TILS A (2013)

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. Effective instructional leaders ensure that school
personnel, programs, procedures, and practices focus on the learning and achievement of all students. 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.
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Standard A: Instructional Leadership for Continuous Improvement


An ethical and effective instructional leader facilitates the use of instructional practices informed by assessment data that continually improve student learning.
Indicators:

1. Builds capacity of educators to provide all students access to a rigorous curriculum, aligned with national standards.
2. Collaborates with educators to analyze and use multiple forms of data throughout the year to establish specific goals and
strategies that reflect a commitment to student achievement and growth.
3. Develops and executes a plan to use multiple forms of data to drive and implement interventions to address all students
learning needs.
4. Systematically monitors progress toward established goals and makes decisions that lead 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. Communicates and supports high expectations for trust, collaboration, a safe and orderly environment, and respect for all.
2. Facilitates development of supportive structures to involve families in the education of their children.
3. Facilitates collaborative relationships among all stakeholders by establishing high expectations for clear, concise, and
constructive written and spoken communication.
4. Recognizes and celebrates improved educator and student performance related to school improvement 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:

7. Implements and monitors a rigorous, consistent evaluation system using an approved Tennessee evaluation model.
8. Uses educator evaluation data to inform professional learning goals and plans.
9. Provides and engages in data-informed, differentiated professional learning opportunities for educators, aligned with the
Tennessee Standards for Professional Learning.
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10. Identifies, retains, and develops the most effective educators based on evidence of student and educator outcomes.
11. Identifies and supports potential teacher-leaders and provides growth opportunities in alignment with the Tennessee Teacher Leadership Standards.

12. Takes action to improve self-practice based on multiple sources of feedback, including performance evaluation results and selfreflection.
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:

5. Enlists community resources and partners to support the schools mission, vision, and goals.
6. Includes a diverse set of educators and stakeholders in school improvement decisions.
7. Establishes, communicates, and enforces a set of standard operating procedures and routines aligned with district, state, and
federal policy.
8. Performs all budgetary responsibilities with accuracy, transparency, and in the best interest of students and staff.

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