Governor’s Academy for School Leadership Curriculum

The mission of the Governor’s Academy for School Leadership is to prepare a cohort of transformational school leaders who will improve school effectiveness/performance and unlock educational opportunities for all students. The curriculum is rooted in input from directors of schools across Tennessee and is supported by feedback from local institutes of higher education and the Tennessee Department of Education. The curriculum is purposefully aligned with the Tennessee Instructional Leadership Standards (TILS) and indicators from the Tennessee TEAM Administrator Rubric.

Directors of schools in Tennessee identified the following areas to strengthen most for current school administrators:

  1. Choosing and designing curriculum
  2. Leading instruction
  3. Setting a vision
  4. School law
  5. Employee and fiscal management
  6. Leading collaborative practices

From these identified areas, the following overarching program curricular strands were developed: Visionary Leadership, Instructional Leadership, and Collaborative Leadership. These three overarching strands serve as a general outline for program competencies and content delivery. Each strand consists of supporting competencies in which fellows will be trained and expected to develop. The supporting competencies are directly aligned to the TILS and consistently integrate underlying concepts of shared leadership, ethical and legal practices, and organizational culture throughout each strand.

In order to intentionally and clearly connect program curriculum to practice, each competency is written as an aligned TILS indicator. Further, each program module has been matched to at least one example indicator from the TEAM Administrator Rubric. The rubric indicators provided as examples are strictly intended to offer a starting point for connection to practice and should be viewed as one of potentially multiple indicators which may align to the competency. These indicators should not be considered all-inclusive to the aligned competency nor should they be considered as the exclusive set of indicators for the competency. Program fellows and mentors are encouraged to explore the TEAM rubric further in order to identify additional indicators which align to each strand and competency. Fellows will also be encouraged to identify specific program competencies and TEAM rubric indicators which align to their individual professional growth plan and make a direct connection to their individual role and growth as a Tennessee school leader. 

Curriculum Strands & Key Competencies

Strand 1: Visionary Leadership

  1. Collaborates with stakeholders to establish and communicate a clear, compelling vision for continuous improvement and a culture conducive to teaching and learning (TILS A1 & B1)
  2. Collaborates with stakeholders to communicate a clear, compelling vision for professional learning and growth (TILS C1)
  3. Strategically utilizes community resources and partners to support the school’s mission, vision, and goals (TILS D1)

Strand 2: Instructional Leadership

  1. Builds capacity of educators to provide all students a rigorous curriculum, aligned with Tennessee standards (TILS A2)
  2. Collaborates with educators to analyze and use multiple forms of data throughout the year to establish specific goals and strategies targeting student achievement and growth (TILS A3)
  3. Leads educators to develop and execute interventions to address all students’ learning needs, grounded in multiple sources of data (TILS A4)
  4. Systematically monitors and adjusts progress toward established goals and facilitates procedures and practices leading to continuous improvement (TILS A5)

Strand 3: Collaborative Leadership

  1. Leverages educator strengths to engage all students in meaningful, relevant learning opportunities (TILS B2)
  2. Takes measures to actively involve families in the education of their children (TILS B4)
  3. Models and communicates expectations for individual and shared ownership of student, educator, and school success (TILS B5)
  4. Engages faculty and self in data-informed, differentiated professional learning opportunities for educators, aligned with the Tennessee Standards for Professional Learning (TILS C4)
  5. Collaborates with others to induct, support, retain and/or promote effective educators based on evidence of student and educator outcomes (TILS C5)
  6. Identifies and supports potential teacher-leaders and provides growth opportunities in alignment with the Tennessee Teacher Leadership Standards (TILS C6)
  7. Includes a diverse set of educators and stakeholders in school improvement decisions (TILS D2)

Module

Key Program Competencies

Example TEAM Indicator(s)

Delivery

Module I: Instructional Leadership for school improvement

2a. Collaborates with stakeholders to establish and communicate a clear, compelling vision for continuous improvement and a culture conducive to teaching and learning. (TILS A1 & B1)

1d. Systematically monitors and adjusts progress toward established goals and facilitates procedures and practices leading to continuous improvement (TILS A5).

3a. Leverages educator strengths to engage all students in meaningful, relevant learning opportunities (TILS B2).

A4 Progress Monitoring

B1 Leveraging Educator Strengths

B4 Ownership

C1 Evaluation

Jan – March

3 weekends

Fridays 4:00 – 8:30 p.m.

Saturdays 8:30 – 4:30 p.m.

Module I will emphasize the leader’s capacity to lead the overall instructional program and specifically influence school improvement. Knowledge of how culture and shared leadership impact instruction will support competency growth in this module. Effectively evaluating and improving culture, teacher collaboration, and classroom level instruction within the school will further support competency growth. Aspiring school leaders will strengthen competencies which will enable them to support the growth of all educators at all performance levels within their school.

Module

Key Program Competencies

Example TEAM Indicator(s)

Delivery

Module II: Instructional Leadership for Curriculum Design and Delivery

2a. Builds capacity of educators to provide all students a rigorous curriculum aligned with Tennessee standards (TILS A2).

A1 Capacity Building

C2 Differentiated Professional Learning

April – May

2 weekends

Fridays 4:00 – 8:30 p.m.

Saturdays 8:30 – 4:30 p.m.

Module II will strengthen competencies for leading a culture supportive of implementing an appropriate curriculum which is rigorous for all students and is aligned to the Tennessee State Standards. Aspiring leaders will develop systems of shared leadership to monitor student work for rigor and curriculum alignment, implement on-going strategies, and offering feedback to peers. Content areas identified statewide as needing improvement may be given focused attention within this module.

Module

Key Program Competencies

Example TEAM Indicator(s)

Delivery

Module III (Part A): Instructional Leadership for Data Analysis, Use, and Planning

Module III (Part B): Leadership Coaching and Conflict Management

2b. Collaborates with educators to analyze and use multiple forms of data to establish specific goals and strategies targeting student achievement and growth (TILS A3).

3e. Collaborates with others to induct, support, retain and/or promote effective educators based on evidence of student and educator outcomes (TILS C5).

A2 Data Analysis and Use

A3 Interventions

A4 Progress Monitoring

C3 Induction, Support, Retention, and Growth

Summer Institute in June

Monday – Friday

8:00 a.m. – 4:00 p.m.

Mentors included one or more days

Module III will focus on the school leader’s competency to analyze and use data to establish specific goals and strategies targeting student achievement and growth. This module will be delivered during a one-week summer institute and may include additional topics such as legal implications, leadership coaching, conflict management, and maintaining a safe school environment.

Module

Key Program Competencies

Example TEAM Indicator(s)

Delivery

Module IV: Collaborative Leadership Within the School

1b. Collaborates with stakeholders to communicate a clear, compelling vision for professional learning and growth (TILS C1).

3a. Leverages educator strengths to engage all students in meaningful, relevant learning opportunities (TILS B2).

3c. Models and communicates expectations for individual and shared ownership of student, educator, and school success (TILS B5).

3d. Engages faculty and self in data-informed, differentiated professional learning opportunities for educators, aligned with the Tennessee Standards for Professional Learning (TILS C4).

3f. Identifies and supports potential teacher-leaders and provides growth opportunities in alignment with the Tennessee Teacher Leadership Standards (TILS C6).

C3 Induction, Support, Retention, and Growth

C4 Teacher Leaders

July – Sept.

3 weekends

Fridays 4:00 – 8:30 p.m.

Saturdays 8:30 – 4:30 p.m.

Module IV will develop competency in leading an overall culture of collaboration. Aspiring leaders will learn to establish and support collaborative teams within the school. Attention will be given to principals engaging a leadership team to induct, support, retain and grow effective educators as well as identifying and supporting potential teacher leaders and providing professional growth opportunities.

Module

Key Program Competencies

Example TEAM Indicator(s)

Delivery

Module V: Leadership for External School Culture and Community

1c. Strategically utilizes community resources and partners to support the school’s mission, vision, and goals (TILS D1).

3b. Takes measures to actively involve families in the education of their children (TILS B4).

3g. Includes a diverse set of educators and stakeholders in school improvement decisions (TILS D2).

B2 Environment

B3 Family Involvement

B4 Ownership

D1 Community Resources

D2 Diversity

October

1 weekend

Fridays 4:00 – 8:30 p.m.

Saturdays 8:30 – 4:30 p.m.

Module V will focus on the school leader’s competency to support student learning through external relationships for professional growth and community partnering. Learning in this module will help the leader connect to professionals outside of the school environment and connect to community resources. An emphasis will be given to actively involving all stakeholders in the success of all students.

Module

Key Program Competencies

Example TEAM Indicator(s)

Delivery

Module VI: Instructional Leadership: Diversity in Learning and Culture

2c. Leads educators to develop and execute interventions to address all students’ learning needs, grounded in multiple sources of data (TILS A4).

3g. Includes a diverse set of educators and stakeholders in school improvement decisions (TILS D2).

A3 Interventions

A4 Progress Monitoring

D2 Diversity

Nov. – Dec.

2 weekends

Fridays 4:00 – 8:30 p.m.

Saturdays 8:30 – 4:30 p.m.

Module VI emphasizes the leader’s competency to strategically address the diverse learning needs of all students within the school. Topics may include Differentiation, Response to Intervention, Gifted and Talented, English Language Learning, and other identified strategies for meeting needs of exceptional learners.