Tennessee Executive Development Program

The Tennessee Executive Development Program (TEDP) provides professional development opportunities for directors of schools to strengthen leadership within school districts. The program is a direct response to the expressed needs of directors of schools and other executive management staff to have a continuing training process for professional growth and organizational development in local schools which is directed at key management staff.

  • All training for directors is linked to the Professional Standards for the Superintendency and the 11 Dimensions of  Leadership identified by AASA.
  • Training is linked to the State Board of Education Master Plan.
  • The TEDP Advisory Committee is appointed by the Commissioner of Education.
  • Directors may complete up to 10 days of training per year.
  • Beginning directors receive support through New Directors Academies.
  • Experienced directors have unique opportunities to design a personalized program.

TEDP Guidelines

Your commitment to professional development and active partnership in the CEO Leadership Institutes is established and recognized.  While every effort is made to accommodate your individual needs, please remember sessions are planned for your professional growth. To strengthen the effectiveness of the session, you should plan to attend the institute in its entirety.

In order to qualify for the CEO stipend, you must attend one full day for each day of credit earned.  Partial day credit may not be applied to the stipend, nor can one day of credit be accumulated by attending portions of different CEO Leadership Institutes.

Competency Areas Addressed by Leadership Institutes

School Leadership and Organization Culture
  • Developing collective vision; shaping school system culture and climate;
  • Promoting academic rigor and excellence;
  • Providing purpose and direction for individuals and groups;
  • Communicating expectations; understanding national and international issues affecting education;
  • Setting organization priorities; recognizing and respecting diversity; and
  • Serving as articulate spokesperson for the welfare of students.
Policy, Governance and Strategic Planning
  • Developing procedures, relationships and strategies for working with board of education;
  • Developing mutual expectations with board of education;
  • Adjusting local policy to meet state, federal and constitution provisions and standards;
  • Understanding public school governance in a democratic society;
  • Recognizing and applying standards involving civil and criminal liabilities; and
  • Encouraging innovation and formulating strategic plans, goals and change efforts with board of education, staff, and community.
Communications and Community Resources
  • Articulating school system purpose and priorities to the community and mass media;
  • Requesting and responding to community feedback;
  • Identifying and addressing issues;
  • Building consensus and mediating conflicts;
  • Formulating and carrying out plans for internal and external communications;
  • Aligning the needs of constituencies and developing community support for school priorities and programs;
  • Building partnerships with parents, business and civic organizations; and
  • Relating political initiatives and referenda to the welfare of children.
Organizational Management and Shared Decision-Making
  • Gathering, analyzing and using data for decision making;
  • Managing data flow;
  • Framing and developing priorities and formulating solutions to problems;
  • Resolving complex problems;
  • Planning and scheduling personal and organization work;
  • Establishing procedures to regulate activities and projects;
  • Delegating and empowering others to assume responsibility and carry out tasks;
  • Securing and allocating human and material resources;
  • Using technological applications to enhance administration of school system;
  • Developing and managing the school system budget; and
  • Maintaining accurate fiscal records.
Curriculum Planning and Development
  • Designing curriculum and strategic plan to enhance teaching and learning in multiple contexts;
  • Developing and supporting early childhood education and parent involvement;
  • Planning to anticipate occupational trends and their educational implications;
  • Identifying taxonomies of instructional goals and objectives;
  • Validating processes and procedures for curricular units;
  • Understanding and using theories of cognitive development;
  • Aligning and sequencing curriculum to ensure improved student performance and higher order thinking; and
  • Determining the proper use of computers and other informational technologies for learning.
Instructional Management and Assessment
  • Implementing an instructional system based upon research findings on learning, child and family development, instructional strategies and time, classroom structure and management, technology and resources, multicultural sensitivity, integration of curriculum and resources, and assessment strategies;
  • Acquiring and interpreting key student assessment information to improve instruction; and
  • Addressing state and national content standards, and performance standards and assessments.
Human Resources and Professional Development
  • Developing a staff evaluation and development system to improve performance;
  • Selecting and implementing appropriate models for supervision based upon adult learning and motivation research;
  • Identifying and designing attractive employee benefit packages;
  • Understanding and applying legal requirements for personnel selection, development, retention and dismissal;
  • Identifying high quality professional development opportunities for self and staff; and
  • Acquiring new learnings.
Values and Ethics of Leadership
  • Understanding and modeling appropriate value systems, ethics and moral leadership;
  • Promoting moral and ethical practices in each classroom and school;
  • Understanding and describing the role of education in a democratic society;
  • Exhibiting multicultural and ethnic understanding and related behavior;
  • Adapting educational programming to the needs of diverse constituencies;
  • Balancing complex community demands in the best interest of students;
  • Scanning and monitoring the environment for staff and student development opportunities;
  • Responding ethically and skillfully to the mass media; and
  • Coordinating with community agencies to help students grow and develop as caring, informed citizens.

Individualized Professional Development Plan

You may wish to personalize your professional growth program by participating in an individualized professional development plan.  This individualized program must meet the needs of professional growth as described in the local Board approved strategic plan or the director's approved professional development plan. This option includes  the completion of a minimum of four days of professional growth through the CEO Institutes. To earn a portion of CEO Credit through this option, complete Option C Proposal form.

District Initiatives
Objective

To provide an opportunity for directors to plan a session which meets standards of professional development and needs unique to individual districts.

Professional development is actively defined as an experience, which enhances or promotes the growth of a director and includes knowledge, skills, and attitudes that can be utilized by the participants in his/her local system.

Special Considerations

Directors will register for a District Initiative through the Regional Director after the plan has been approved by the Office of Training and Professional Development

A maximum of one (1) day CEO Leadership credit may be earned through the District Initiative

Plans Must...
  • Meet professional development standards that specifically address issues pertinent to the directors as outlined in the Competencies on pages 3 & 4 of the catalog.
  • Include a minimum of 6 hours professional development (state department updates do not meet this criteria) regardless of the length of the program
  • Be submitted in outline form for approval by the Director of the Tennessee Executive Development Program prior to planning or implementation
Description

Directors of individual systems through the District Study Councils will assess the professional development needs of their district. The Chair of the Superintendents' Study Council will assume the responsibility of coordinating the District Initiative plan with the Regional Director.

Last Update: April 23, 2014