UTC Field Experience Requirements: Revised 7-14
SLead program/GSD/CEAPS/UTC
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SCHOOL LEADERSHIP PROGRAM

Field Experience Checklist
Tennessee Instructional Leadership Standards
2013
Before your field experience can be considered complete, you have to provide evidence that you are proficient at
the level of between aspiring and beginning principal on each of the TILS Standards. While EACH of the
indicators below is not required, some are more important than others and the big picture but demonstrate
proficiency. I have left a few out b/c they are implied in the other work.
Please fill this out and submit it in your portfolio. If you cant answer the question, then chances are you
either need to do more FX or include another activity as documentation. If in doubt, ask a peer to review.
Note: the specific standards and FX activities referred to have been modified to represent the new TILS
standards as of 2011.
UTC School Leadership Programs
Field Experience Menu
2013 TILS Standards
Revised and Aligned with ELCC
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
Unless otherwise indicated, every activity requires a summary and reflection as well as any other information
asked for in italics. They should be contained in one document which would typically be 1-2 pages long and posted in the
portfolio. A template of what is expected is posted in course documents.
Definition: Summary: What did you do and with whom? (Brief and no names please).
Definition: Reflection: What went well? What did not? Why? Given the opportunity to do this again, how would
you do it better?
What is written in italics in each activity is what is to be posted in the portfolio, in the appropriate standard.
If any plan that you develop is actually implemented, participate in the implementation team, write a critique of the process and the outcome,
summarize and reflect on how the implementation could have gone better. And add additional hours!

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(New 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.
O
C
P
C
Indicators: You must indicate specifically which FX activities you have done to
demonstrate this standard.
Example:
(1) Builds capacity of educators to provide all students access to a rigorous
curriculum, aligned with national standards. Activity A- i: Developed a
school-wide PD plan; Activity C-y,z,aa.
(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. Activity A-f,g; Activity C-b.
L
R
Your
total=163
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.
(Old TILS A: An effective instructional leader implements a systematic, coherent approach
to bring about the continuous growth in the academic achievement of all students. )
Also see old Std C for activities that apply to this standard
ELCC Alignment in red.
a.
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?
ELCC Standard 1.3b
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.
m. 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 influence continuous growth in the academic
achievement of all students and/or to implement the school vision. ELCC Standard 1.3b
a. Elementary
b. Middle School
c. High School
d. (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.
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 the SIP. Submit a summary and reaction.
ELCC Standard 1.3, 1.4, 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.
100
30
n.

q.
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Generate a weekly bulletin/staff newsletter that addresses vision, SIP and general
information. Provide 2 examples of the best of those developed and write a set of dos
and donts for writing a weekly newsletter/bulletin. Submit a summary and a
reflection. ELCC 1.1, 1.2, 1.3, 1.4, 1.5
30

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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.
O
C
P
C
L
R
Your
total=155
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.
(Old TILS B: An effective instructional leader creates a school culture and climate based on
high expectations conducive to the success of all students.)
a.
Required. Conduct a Climate Analysis in your school. If you use the analysis you
developed in class, either do the actual survey as a request from your principal, or be
sure you do an IRB form as a part of your UTC program. Identify strengths and
weaknesses. Prioritize and develop a skeleton action plan. Submit a summary and a
reflection. ELCC Standard 2.1
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. Submit a summary and a reflection. This or f below are required.
ELCC Standard 2.1, 2.2, 2.3, 2.4
e.
h.
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. Submit a summary and a reflection. ELCC
Standard 2.1, 2.2, 2.3
25
10
15
j.
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 summary and a reflection. ELCC Standard 2.1, 2.2, 2.3
15
p.
Analyze the effectiveness of the schools leadership team. What % of time was spent on
instructional issues? Management? District/state mandates? To what extent were the
meetings grounded in the schools mission/vision/ beliefs that all students can learn?
Submit a summary and a reflection. ELCC Standard 1.1-1.5
10

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s.
Observe and critique a teacher, submitting a summary of the pre-observation conference,

a comprehensive script of the observation, and analysis of the classroom activity, and an
itemization of the teachers strengths and recommendations for improvement. Submit a
summary and a reflection. Blot out the teachers name. For TILS-B, focus on the
climate and expectations in the classroom. ELCC Standard 2.4b
***If you submit the project you did for EDAS 5760 be sure to add a summary of what well
in the process, and what you will do differently in the future to improve your effectiveness as
an observer/supervisor/evaluator of instruction (EDAS 5760)
20
This may be done more than once.

t.
z.
Initiate the use of discussion circles with a teacher group, where you share best
practices across a variety of topics. For this standard, focus 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. Submit a summary and a reflection. ELCC Standard 2.4, 2.2, 2.3
10
Critique your schools website. Identify strengths and weaknesses as they relate to
communicating a positive and achievement orientated culture for the school. 3.2b,3.2c,
4.1, 4.3
10
40
bb. 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. 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 using the same submissions.
. ELCC Standard 3.1
If you implement your recommendations, submit an evaluation of the new procedures.

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(Old TILS C: An effective instructional leader facilitates instructional practices that

are based on assessment data and continually improve student learning.) Apply
these activities where ever they fit
h.
i.
j.
k.
p.
q.
u.
P
C
L
R
Examine this years master schedule, and identify problem areas. Provide rationale
for why the problem exists, or make recommendations for improvement. ELCC
Standard 3.1, 3.2
(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. ELCC
Standard 3.2, 3.1
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. ELCC
Standard 3.2, 3.1
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 .
ELCC Standard 3.1a, 3.1b, 3.2a
Analyze one specific textbook regarding reading level, promotion of cultural

diversity and use of recent research in rigor. Submit a summary of the analysis and
recommendations ELCC Standard 2.2, 4.2
Required: 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. ELCC Standard 2.2, 2.3
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 ELCC Standard.2.4, 2.2c
w. 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. Submit a summary and a reflection. ELCC
Standard 2.4, 2.2, 2.3
y.
O
C
Work with a committee of teachers to define what rigor looks like in your school.
Submit the definition/indicators. ELCC Standard 2.2, 2.3
bb. Initiate the use of discussion circles with a teacher group, where you share best
practices across a variety of topics. For this standard, focus on curriculum and/or
instructional strategies. 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. ELCC Standard 2.4, 2.2, 2.3
Your
total=343
10
15
210
15
20
20
15
15
15

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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.
O P L
C C R
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.
(old TILS D: An effective instructional leader improves student learning by developing and
sustaining high quality professional development.)
Your
hours=107
ELCC Alignment in red. The entire TILS-C(new) is aligned with ELLC 2.4. ELCC 2.2
and 2.3 inform what is done in 2.4.
c.
d.
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. ELCC Standard 2.4, 2.2,
2.3
This (C) may be done more than once.
l.
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. ELCC Standard 2.4, 2.2, 2.3
p.
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. ELCC Standard 2.4, 5.3, 6.1
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. ELCC Standard 2.4, 2.2, 2.3
r.
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. Submit a summary
and a reflection. ELCC Standard 2.4, 5.1, 6.1, 6.2
45
40
10

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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.
1.
2.
3.
4.
O P L
C C R
Your
hours=35
(PLUS 33
FROM
OLD TILS
C ABOVE)
Enlists community resources and partners to support the schools mission, vision,
and goals.
Includes a diverse set of educators and stakeholders in school improvement
decisions.
Establishes, communicates, and enforces a set of standard operating procedures
and routines aligned with district, state, and federal policy.
Performs all budgetary responsibilities with accuracy, transparency, and in the best
interest of students and staff.
(old TILS E: An effective instructional leader facilitates learning and teaching through the
effective use of resources)
f.
See scheduling activities from Old TILS C
m. Spend some time with the schools book-keeper. Ask her/him for best practices and
advice. Submit a list of things you learned to do/not to do. Submit a summary and a
reflection. ELCC Standard 3.3, 5.1
t.
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. ELCC Standard 3.3, 2.2.,2.2, 2.3, 4.3
Old TILS F: An effective instructional leader facilitates continuous improvement in student

achievement through processes that meet the highest ethical standards and promote
advocacy, including political advocacy where
appropriate.
This is no longer a separate TILS standard; it is stated in each. It MUST be addressed as
part of our ELCC recognition.
See Old TILS C above

10
25
O P L
C C R
Your
total=55
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. Acts with integrity
2. Acts fairly
3. Acts ethically
a.
Required: Develop an in-service or handbook for new teachers that addresses Legal
Issues for New Teachers. (You may NOT do this until after you have taken EDAS
5630, School Law). ELCC Standard 5.3, 2.1 , 6.1
b.
Do the presentation, have teachers evaluate it, and conduct at least one follow-up later
in the year. Include the outline, the evaluation, and the results of the follow-up
meeting(s) in your portfolio.
d.
Identify one legal issue that is of concern to you and prepare a presentation on it.
Develop an executive summary of critical information, resources, and
recommendations. ELCC Standard 5.3, 2.1, 6.1
20
15

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f.
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. ELCC Standard
5.3, 2.1
i.
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) . ELCC Standard 5.3, 5.2, 6.1
(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 administrators Teacher A, B, C. (You may use the same teachers you shadowed/
interviewed in Standard 2)
j.
10
10

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UTC Field Experience Requirements: Revised 7-14

SCHOOL LEADERSHIP PROGRAM

UTC Field Experience Requirements: Revised 7-14

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

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

UTC Field Experience Requirements: Revised 7-14

UTC Field Experience Requirements: Revised 7-14

Standard B: Culture for Teaching and Learning

UTC Field Experience Requirements: Revised 7-14

Observe and critique a teacher, submitting a summary of the pre-observation conference,

This may be done more than once.

UTC Field Experience Requirements: Revised 7-14

(Old TILS C: An effective instructional leader facilitates instructional practices that

Analyze one specific textbook regarding reading level, promotion of cultural

Train a group of teachers to use a specific software program to support instruction.

UTC Field Experience Requirements: Revised 7-14

UTC Field Experience Requirements: Revised 7-14

Standard C: Professional Learning and Growth

Implements and monitors a rigorous, consistent evaluation system using an

Accept the leadership in or participate in a committee to plan and implement a

UTC Field Experience Requirements: Revised 7-14

Standard D: Resource Management

See scheduling activities from Old TILS C

Create a Substitute Teacher Handbook. Begin with an assessment of what volunteers

Old TILS F: An effective instructional leader facilitates continuous improvement in student

See Old TILS C above

UTC Field Experience Requirements: Revised 7-14

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