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Tennessee Teacher Perception Survey
“Compared with lower-achieving schools, higher-achieving schools provided all stakeholders with greater influence on decisions. The higher performance of these schools might be explained as a consequence of the greater access they have to collective knowledge and wisdom embedded within their communities.”
Louis, K.S., Leithwood, K., Wahlstrom, K., & Anderson, S. (2010).

The Tennessee Instructional Leadership Standards (TILS) serve as the structural framework of the revised Administrator Evaluation Rubric by defining a set of indicators and detailed descriptors that provide a clear set of expectations for school and district leaders. The revised rubric is designed to help instructional leaders develop the type of leadership practices directly related to substantial gains in student achievement. Moreover, the leadership practices embedded in the indicators and descriptors are largely tied to the indirect, but vital role and impact school leaders have on student achievement.

The Tennessee Teacher Perception Survey is aligned to the TILS standards and indicators and designed for educators to provide anonymous, timely, relevant, and thoughtful feedback to instructional leaders and district personnel to inform effective practices.

The Tennessee Teacher Perception Survey is…
• A tool used by teachers to provide fair, effective, and transparent feedback
• Intended to help engage school leaders in reflective dialogue among and between peers and evaluators to improve practice
• Used to support school leaders and those who support school leaders in acknowledging a leader’s effective practices and results
• Supportive of a leader’s opportunities for improvement, offering guidance from teachers on professional growth and learning for oneself and for others in the building
• Aligned to the dimensions of leadership most directly linked to managing teacher effectiveness and increasing student achievement as defined by the TILS


The Tennessee Teacher Perception Survey is not…
• Developed as a random checklist of isolated practices
• To be counted as a specific percentage of a component in the administrator evaluation model
• Meant to address areas of performance related to personal conduct as described in district and state policies

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