SCORE Evaluation - Full Report - Page 28

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