Tennessee Learning Centered Leadership System Adopted by SBE November 6, 2009
NEW <ul><li>•  Tennessee Instructional Leadership </li></ul><ul><li>Standards  ( TILS )  will be used to align: </li></ul>...
  I. Preparation •  Partnership Agreement.  Tennessee educational leaders are currently selected and prepared primarily at...
  Preparation •  Candidate Selection.   1. Identifying and selecting high performers for leadership training is a daunting...
  Section I. Preparation •  Preparation Curriculum. Critical success factors associated with instructional leaders who hav...
  Section  1: I Preparation •  Practicum. Field experiences integrated throughout the entire program and activities aligne...
  I. Preparation •  Program Approval. 1.  Tennessee IHEs approved by the State Board of Education (SBE) for teacher educat...
<ul><li>NEW </li></ul>•  Preparation curriculum is grounded in practice, learning centered and competency based. •  Instru...
<ul><li>Section  1:  NEW </li></ul>Four tiered TILS competency based licensure system includes: –  Instructional Leadershi...
Section  1:  NEW <ul><li>–  Instructional Leadership License  - Professional (ILL-P) </li></ul><ul><li>•  5 year renewal c...
Section 2: FORMATIVE CLASSROOM ASSESSMENT-   Focus is on Achievement <ul><li>FEEDBACK -GAP BETWEEN WHAT STUDENTS KNOW AND ...
Section 3: ASSESSMENT TOOLS <ul><li>TEACHER-MADE TESTS </li></ul><ul><li>LARGE-SCALE ACHIEVEMENT TESTS(USES AND CONCERNS) ...
Section 4:  ASSESSMENT CONSTRUCTION <ul><li>GUIDELINES ON PAGE 344-345 IN TEXT </li></ul><ul><li>Objective test items </li...
OBJECTIVE TEST ITEMS <ul><li>TRUE-FALSE </li></ul><ul><li>MATCHING </li></ul><ul><li>SHORT ANSWER </li></ul><ul><li>MULTIP...
ASSESSING PERFORMANCE AND PRODUCTS <ul><li>PERFORMANCE (ACTIVE) </li></ul><ul><li>PRODUCTS </li></ul><ul><li>CHECKLISTS </...
Section 5:  GRADING TO IMPROVE STUDENT LEARNING <ul><li>A TEACHER MUST DETERMINE WHICH ASSESSMENT TOOLS TO USE  AND HOW MU...
Avoid Grading Errors <ul><li>Using pre-tests to determine grades </li></ul><ul><li>Not informing students of what will be ...
Upcoming SlideShare
Loading in …5
×

State board leadership doc

838 views

Published on

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
838
On SlideShare
0
From Embeds
0
Number of Embeds
4
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

State board leadership doc

  1. 1. Tennessee Learning Centered Leadership System Adopted by SBE November 6, 2009
  2. 2. NEW <ul><li>• Tennessee Instructional Leadership </li></ul><ul><li>Standards ( TILS ) will be used to align: </li></ul><ul><ul><li>selection, </li></ul></ul><ul><ul><li>preparation, </li></ul></ul><ul><ul><li>licensure, </li></ul></ul><ul><ul><li>evaluation, and </li></ul></ul><ul><ul><li>professional development. </li></ul></ul><ul><li>• Collaboration and responsibilities between LEA and higher education are required to be formalized and in writing . </li></ul><ul><li>• Program admissions standards are more rigorous. </li></ul>
  3. 3. I. Preparation • Partnership Agreement. Tennessee educational leaders are currently selected and prepared primarily at the university level. The process must be a dynamic collaborative effort between universities/non-higher education providers and the local education agencies (LEAs) they serve.
  4. 4. Preparation • Candidate Selection. 1. Identifying and selecting high performers for leadership training is a daunting task for program providers and LEAs to manage. 2. Candidate selection must be rigorous. 3. Recruitment and selection of program candidates should help address targeted district hiring needs related to candidate experience, demographics, and 4. projected leadership openings. LEAs and their preparation program partners must describe and implement a selection process
  5. 5. Section I. Preparation • Preparation Curriculum. Critical success factors associated with instructional leaders who have succeeded in raising student achievement in schools have been identified. These factors, organized under three overarching competencies, should be the minimum driving force for instructional leadership preparation program redesign (Bottoms & O’Neill, 2001). TILS aligns with these critical success factors.
  6. 6. Section 1: I Preparation • Practicum. Field experiences integrated throughout the entire program and activities aligned with standards and course curricula to provide just-in-time application and learning.
  7. 7. I. Preparation • Program Approval. 1. Tennessee IHEs approved by the State Board of Education (SBE) for teacher education and 2. Education-related organizations in partnership with Tennessee LEAs must meet the Organization Preconditions and Documentation (Appendix D) and the Professional Education Unit Standards
  8. 8. <ul><li>NEW </li></ul>• Preparation curriculum is grounded in practice, learning centered and competency based. • Instructional leader program completion standards are clearly defined.
  9. 9. <ul><li>Section 1: NEW </li></ul>Four tiered TILS competency based licensure system includes: – Instructional Leadership License - Aspiring (ILL-A) optional – Instructional Leadership License - Beginning (ILL-B) • 5 year license • Program Recommendation
  10. 10. Section 1: NEW <ul><li>– Instructional Leadership License - Professional (ILL-P) </li></ul><ul><li>• 5 year renewal cycle </li></ul><ul><li>• LEA recommendation </li></ul><ul><li>– Instructional Leadership License - Exemplary (ILL-E) optional </li></ul><ul><li>• 8 year renewal cycle </li></ul><ul><li>• LEA and SDE panel recommendation </li></ul>
  11. 11. Section 2: FORMATIVE CLASSROOM ASSESSMENT- Focus is on Achievement <ul><li>FEEDBACK -GAP BETWEEN WHAT STUDENTS KNOW AND UNDERSTAND AND WHAT THE TEACHER EXPECTS THEM TO KNOW </li></ul><ul><li>STRATEGIES -QUESTIONING, PEER ASSESSMENT AND FEEDBACK THROUGH GRADING </li></ul><ul><li>MOTIVATION- MUST HAVE FEEDBACK TO MOTIVATE LEARNERS, PARTICULARLY THE LOWER ACHIEVING STUDENTS </li></ul>
  12. 12. Section 3: ASSESSMENT TOOLS <ul><li>TEACHER-MADE TESTS </li></ul><ul><li>LARGE-SCALE ACHIEVEMENT TESTS(USES AND CONCERNS) </li></ul><ul><li>STUDENT-LED CONFERENCES </li></ul>
  13. 13. Section 4: ASSESSMENT CONSTRUCTION <ul><li>GUIDELINES ON PAGE 344-345 IN TEXT </li></ul><ul><li>Objective test items </li></ul><ul><li>Essay </li></ul><ul><li>Checklists/Rating Scales </li></ul><ul><li>Anecdotal Records </li></ul><ul><li>Portfolios </li></ul><ul><li>Rubrics </li></ul>
  14. 14. OBJECTIVE TEST ITEMS <ul><li>TRUE-FALSE </li></ul><ul><li>MATCHING </li></ul><ul><li>SHORT ANSWER </li></ul><ul><li>MULTIPLE-CHOICE </li></ul><ul><li>ESSAY(RESTRICTED AND EXTEDED RESPONSE) </li></ul>
  15. 15. ASSESSING PERFORMANCE AND PRODUCTS <ul><li>PERFORMANCE (ACTIVE) </li></ul><ul><li>PRODUCTS </li></ul><ul><li>CHECKLISTS </li></ul><ul><li>ANECDOTAL RECORDS AND OBSERVATIONS </li></ul><ul><li>PORTFOLIOS </li></ul><ul><li>RUBRICS </li></ul>
  16. 16. Section 5: GRADING TO IMPROVE STUDENT LEARNING <ul><li>A TEACHER MUST DETERMINE WHICH ASSESSMENT TOOLS TO USE AND HOW MUCH WEIGHT FOR THE STUDENTS FINAL GRADE WILL THESE CARRY! </li></ul><ul><li>ADDITIONALLY, THE TEACHER MUST DEVISE A GRADING SYSTEM AND MUST LET THE STUDENTS KNOW HOW THEIR FINAL GRADE WILL BE ASSESSED!!! </li></ul>
  17. 17. Avoid Grading Errors <ul><li>Using pre-tests to determine grades </li></ul><ul><li>Not informing students of what will be tested </li></ul><ul><li>Assigning zero for incomplete work </li></ul><ul><li>Using grades for rewards or punishment </li></ul><ul><li>Assigning grades contingent on improvements </li></ul>

×