Supporting Effective Teaching in Tennessee:
Listening and Gathering Feedback on Tennessee’s Teacher Evaluations
4(b) Supporting and holding superintendents accountable for the development of principals as strong instructional leaders who effectively support and evaluate their teachers.
I. ocal school board leaders responsible for supervising superintendents should hold them accountable for developL
ing instructional leaders in their schools and for the effective implementation of a teacher evaluation system that
helps to drive continuous improvement in teaching practice across the district.
II. uperintendents, supported by TOSS, AIMS, and other appropriate associations, should create networks of
S
superintendent professional learning communities within existing organizations such as field service centers to
help superintendents support strong instructional leadership across their schools.
4(c) Supporting principals and superintendents in developing the skills they need to build strong and collaborative school cultures that prioritize achieving ambitious student learning goals.
I. istrict and school leaders must create trusting and collaborative cultures focused on improving student achieveD
ment. In these cultures, educators take collective ownership for student learning and the continuous improvement of
teaching practice to achieve shared goals in their schools and districts. Principals must support and empower teachers
to develop leadership capabilities. Teachers must take ownership of their instruction and collaborate to improve
their collective practice. The foundation of a strong teaching and learning system must be trusting and collaborative
relationships among staff and students in the pursuit of effective practice and high levels of student learning.67
II. he Department and professio