All syllabi have been updated to reflect changes for 2024-2025

The Instructional Leadership program has evolved significantly due to changing educational landscapes and institutional dynamics. While the conclusion of the AAPN program has impacted overall enrollment numbers, the department has proactively developed new partnerships and pathways to maintain program vitality and meet the evolving needs of aspiring educational leaders.

Our partnership with the Center for Strategic Leadership is a cornerstone of this adaptation, which provides substantial tuition support for cohorts of M.Ed. licensure students. This collaboration helps address affordability barriers and strengthens connections between theoretical preparation and practical leadership application in Tennessee schools. The program continues to enhance its offerings through:

• Curriculum realignment with current Tennessee Instructional Leadership Standards (TILS)

• Integration of data-driven decision-making throughout coursework

• Enhanced field experiences through partnerships with local districts

• Strengthened emphasis on equity-focused leadership practices

• Implementation of cohort-based learning models

Despite broader institutional challenges related to finances and enrollment, the Instructional Leadership program maintains its commitment to excellence through:

• Regular program assessment and refinement based on stakeholder feedback

• Strategic recruitment focusing on high-need leadership areas

• Strengthened support systems for candidates throughout their program progression

• Continuous alignment with state and national leadership standards

These initiatives reflect our dedication to preparing transformative educational leaders who can effectively address modern schools' complex challenges while maintaining the program's academic rigor and professional relevance.

MASTER OF EDUCATION (M.ED.)

The Master of Education in Instructional Leadership degree has three concentrations: Licensure, Non-Licensure, and Career and Technical Education (CTE) Teacher Leaders. Candidates interested in the Licensure concentration desire to become school principals or educational administrators typically in a K12 setting. Those interested in the Non-Licensure concentration are instructional leaders who manage the day-to-day activities in schools, preschools, daycare centers, colleges, and universities. They might also direct the education programs of businesses, correctional institutions, state institutions, museums, and job training and community service organizations. Those interested in the CTE concentration are those interested in instructional leadership roles in locations such as secondary schools, the Tennessee Department of Education, and the Tennessee Colleges of Applied Technology.

M.Ed.-Instructional Leadership-Licensure

M.Ed. Instructional Leadership-Non-Licensure

M.Ed. Career and Technical Education (CTE) Teacher Leaders (Online)

The Instructional Leadership program is delivered through a fully online format, carefully designed to balance flexibility with rigorous academic preparation and meaningful peer collaboration. While the program's online structure accommodates working professionals' schedules, it maintains robust interactive components that foster collaborative learning and professional networking among cohort members.

The program follows a structured sequence of coursework aligned with the Tennessee Instructional Leadership Standards (TILS), integrating:

• Synchronous online sessions for real-time collaboration and discussion

• Sequential course progression that builds leadership competencies systematically

• Integrated field experiences coordinated with candidates' work settings

• Professional portfolio development documenting leadership growth

• Action research projects addressing real school improvement challenges

The cohort model remains a cornerstone of the program's design, enabling candidates to develop strong professional networks while learning from peers who bring diverse perspectives from various educational settings. This collaborative approach is particularly valuable as many candidates serve in leadership roles within partner districts, creating rich opportunities for authentic problem-solving and shared learning experiences.

Field experiences and internships are strategically integrated throughout the program, allowing candidates to apply theoretical knowledge in their current work settings while receiving mentoring from experienced administrators. This model ensures that despite the online delivery format, candidates engage in meaningful practical experiences that prepare them for effective school leadership.

• Course Syllabi Folder

1. IL MEd Program of Study 

The plan was developed based on the 2022-2024 data regarding enrollment and retention.

Program: Instructional Leadership

Target Annually: 10-15 candidates

Retention Rate Annually: 85%

The Department of Educational Leadership provides a comprehensive and carefully sequenced clinical experience program for both M.Ed. and Ed.S. candidates pursuing instructional leadership licensure. The clinical experience consists of a three-part internship sequence integrated throughout the program, designed to provide candidates with progressive exposure to and engagement with school leadership responsibilities.

Structure and Organization

Sequence of Internships:

• EDAD 5515/6515: Administrative Internship I (First semester)

  • Focus: Observation and analysis of leadership practices

  • Initial portfolio development begins

  • Introduction to school operations and leadership roles

• EDAD 5516/6516: Administrative Internship II (Second semester)

  • Focus: Increased leadership responsibilities

  • Continued portfolio development with evaluation component

  • Active participation in administrative tasks

• EDAD 5517/6517: Administrative Internship III (Final semester)

  • Focus: Comprehensive leadership experiences

  • Portfolio completion and final evaluation

  • Independent leadership of school improvement initiatives

Placement Requirements:

• Candidates must complete experiences across multiple grade bands (elementary, middle, high school)

• Placements must include diverse school settings with varied:

  • Student demographics

  • Socioeconomic contexts

  • Geographic locations (urban, suburban, rural)

  • School performance levels

Required Hours and Documentation:

• Minimum documented field hours for each internship

• Activity logs detailing leadership experiences

• Reflection journals analyzing leadership practice

• Portfolio artifacts demonstrating competency

• Mentor evaluations and feedback

Supervision and Evaluation

1. Site-Based Supervision:

• Experienced mentor administrator assigned to each candidate

• Regular meetings and feedback sessions

• Progressive delegation of leadership responsibilities

• Formal evaluations of candidate performance

2. University Supervision:

• • • • Regular observations by university supervisors

      • Individual conferences with candidates

      • Coordination with mentor administrators

      • Assessment of portfolio development

      • Evaluation of leadership competencies

3. Assessment Components:

• Professional Portfolio aligned with TILS standards

• Leadership competency evaluations

• Site supervisor assessments

• University supervisor evaluations

• Self-reflection and growth analysis

Portfolio Development

Candidates maintain a comprehensive portfolio throughout their internship sequence that:

• Documents leadership experiences across TILS domains

• Provides evidence of competency development

• Includes artifacts from leadership activities

• Contains reflection on professional growth

• Demonstrates readiness for leadership roles

The clinical experience program ensures candidates develop and demonstrate the knowledge, skills, and dispositions required for effective school leadership through authentic leadership experiences in diverse educational settings. Regular feedback and evaluation from both site-based mentors and university supervisors support continuous improvement and professional growth throughout the internship sequence.

1. Performance Assessments (key assessments) No key assessment data were submitted for this program. The absence of key assessment data significantly limits the scope and validity of any analysis. Without this data, it is impossible to draw meaningful conclusions or make informed decisions regarding the aspects the assessment data would have covered.

2. Clinical Outcomes—The absence of clinical data significantly hinders a comprehensive analysis of the program's effectiveness in preparing individuals for real-world practice. Clinical data provides essential insights into how well participants can apply their knowledge and skills in practical settings. The specific courses are mentioned, but there is no evidence to support them.  

3. Tennessee Board of Education Report Card [CAEP RA1-RA5- the comprehensive data presented in the report cards across various domains provides essential evidence for evaluating the quality and effectiveness of Tennessee State University's educator preparation programs within the QAS framework. This data informs judgments about program outcomes and drives continuous improvement efforts to ensure the EPP meets its goals and the needs of the education field. 

   • For example, the Praxis Pass Rate of 100% demonstrates that candidates in the instructional leadership program have a strong understanding of the critical concepts and principles in their field. The employment rate as administrators in Tennessee public schools is 27%, suggesting that completers are prepared for leadership roles.

4. Active Educators - [CAEP R4, RA4.1]: The Educator Preparation Program (EPP) initiated a data tracking point in 2022 to analyze educator retention, precisely to determine the proportion of program completers who remain active in the field. This data serves as evidence for CAEP Standard RA4.1, demonstrating the extent to which program completers contribute to P-12 student-learning growth and effectively apply the professional knowledge, skills, and dispositions acquired during their preparation. While this data does not directly measure employer satisfaction, it can be used to infer it; higher retention rates suggest employers are satisfied with the performance of program completers.

   • Instructional Leaders: Analysis suggests a 33% decrease in the percentage of active Administrators (Authorization Type Codes 441, 442, and 443) between 2020-2023 and 2021-2024. This decrease warrants further investigation, and feedback will be gathered from program completers to understand the factors contributing to this trend.

5. Praxis - Average scores generally ranged between 155-170 across all groups. The highest individual score recorded was 187, and the lowest was 124 in 2022-2023 within the "Other" category.  Pass Rate Trends: Most groups maintained high pass rates (≥151). Some performance gaps were noted for specific subgroups in different years.

1. Evidence 

   • The narrative does not include evidence

     1. 1. Clinical Experience

        2. Demographic Data of Candidates

        3. Key Assessments 

        4. Advising 

        5. Program Checkpoints 

        6. Meeting that include 

           1. Data conversations related to QAS

           2. Partnerships

1. Program Manual—The manual is a comprehensive guide that provides instructions, information, and guidelines for a specific program. 

2. Program Handbook - A program handbook generally serves a very similar purpose to a program manual. It acts as a central resource providing essential information about a particular program. Here's a breakdown of its typical purposes