Tennessee Virtual Academy 2024 - 2025 2023 - 2024 2022 - 2023 2021 - 2022 2020 - 2021 2019 - 2020 2018 - 2019 2017 - 2018 Export Export

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A 1.1.1 New Teacher Support

During their first month of employment, TNVA will provide new teachers with essential support and training to ensure their success. Our tiered training program is designed to gradually guide new hires into the classroom through the following steps:

Introduction to Key Contacts: New hires will be introduced to Brandy Robinson, TNVA’s K12 training point of contact (POC), who will oversee their onboarding process, provide necessary credentials, access to programs, and all relevant information needed for success in the 2024-25 school year.

Mentor Assignment: Each new teacher will be assigned a mentor, preferably within the same grade level or content area, to provide guidance and support throughout their transition.

Mandatory Training: New teachers must complete K12 training, Union County Safe School training, and TNVA-specific training to familiarize themselves with our systems, policies, and safety protocols.

Classroom Integration:

• Shadowing: New teachers will shadow their mentor teacher for two weeks before assuming responsibility for their classroom, allowing them to observe classroom management and instructional strategies.
• Co-Teaching: New teachers will co-teach alongside their mentors after the shadowing period to gain hands-on experience and gradually take on teaching responsibilities.

Opportunities for Feedback and Learning: Throughout the first two weeks, new teachers will have regular opportunities to ask questions, seek feedback, and observe other experienced teachers’ best practices to further their professional development.

This comprehensive approach ensures that TNVA's new teachers are fully supported and prepared to excel in their roles. Our staffing is based on

As student enrollment at TNVA increases, staffing will be adjusted accordingly to meet the growing needs. This tiered support and training process will remain ongoing for any new hires who join our school throughout the year, ensuring all teachers, regardless of their start date, receive the same comprehensive onboarding and support.

A 1.1.2 Lower Performing Teacher Support

Teachers performing at the bottom 10% on TCAP growth and achievement during the 23-24 SY are identified. They will receive the following extra support for the school year:

• Meet with Academic Administrators and Math lead bi-weekly to review student data to develop strategies and action steps to grow students
• Assigned high-performing teacher mentor to assist with refinements and to observe instructional practices
• Receive standards-based coaching from Math Lead
• Additional walkthroughs and feedback will be conducted bi-weekly by Academic Administrators, Master Teachers, and Math Leads

A 1.1.3 Professional Development Support

At TNVA, professional development for our staff takes place every Friday afternoon from 1:30 to 4:00 PM and during designated in-service days. The following action steps outline our commitment to fostering professional growth:

1. Partnership for Data-Driven Development: We collaborate with a corporate partner to provide data-driven professional development, ensuring our teachers receive ongoing, evidence-based training.
2. RTI Collaboration: Teachers will follow state-provided guidance to effectively implement and collaborate on RTI (Response to Intervention) processes.
3. Special Education Focus: Professional development will include data-driven instruction specifically tailored for special education (SPED) teachers, helping them meet the unique needs of their students.
4. Compliance Training: Teachers will engage in compliance-focused professional development to stay current on legal requirements and best practices for educational standards.
5. Classroom Best Practices: Staff will receive ongoing training and support to implement proven strategies that engage students and promote academic growth in their classrooms.
6. Instructional Rounds: Teachers will participate in instructional rounds to collaboratively address academic challenges and refine best practices across the school.
7. Training on Accommodations: TNVA staff will be trained to understand and implement accommodations for students with disabilities, ensuring that all students receive appropriate support.
8. Community Mapping: Teachers will engage in a community mapping exercise to better understand the diverse economic statuses, communities, and challenges their students face.
9. Benchmark and Assessment Training: Regular and special education teachers will receive training on interpreting and utilizing i-Ready Benchmarks, Aimsweb, and ESGI data to support student success.
10. Diversity, Equity, and Inclusion: Professional development will focus on diversity, equity, and inclusion, with a particular emphasis on supporting our ATSI subgroup of Black/African American students and TSI subgroups of white, BHN, and economically disadvantaged students - TSI-Identified White Subgroup

Through these comprehensive professional development initiatives, TNVA is committed to supporting its staff in delivering high-quality instruction and meeting the diverse needs of all students.

A 1.1.4 Instructional Support

TNVA teachers will receive weekly instructional support to enhance teaching effectiveness and student outcomes. The following action steps demonstrate our commitment to providing ongoing instructional guidance:

1. Collaborative Planning: Teachers will engage in collaborative planning sessions that provide consistent feedback on grade-level instruction and analyze student work to improve instructional practices.
2. Curriculum Alignment: All grade levels will implement a curriculum aligned with TN state standards. Teachers will use materials from UCPS and K12 to support and enrich students' academic opportunities.
3. Data-Driven Instruction: The TEAM model’s structured Data Insight Action Outcome process will offer a more comprehensive approach than traditional data conferences. This will include collaboration across departments such as RTI, general education, and special education.
4. Targeted Screeners: To identify skill gaps and target interventions, additional screeners will be conducted for students in grades 2-5. The TNVA leadership team will handle the scoring and data analysis of these screeners.
5. Early RTI2 Instruction: Intervention for Tiers 2 and 3 students will begin in the first week of school, ensuring timely support rather than delaying until later in the semester.
6. Walkthroughs with Feedback: Scheduled walkthroughs will be conducted, with teachers receiving feedback to support continuous improvement in instructional practices.
7. Instructional Rounds: Teachers will participate in instructional rounds as scheduled by the administration, fostering collaboration and sharing best practices.
8. TEAM Evaluation: Teachers will be evaluated using the TEAM evaluation rubric to assess and support their instructional effectiveness.
9. Special Education Data Conferences: Special education teachers will hold data conferences to review and analyze student performance data, ensuring targeted support for students with special needs.

These measures ensure that TNVA teachers receive ongoing, structured support to continuously improve their instructional methods and drive student success.

A 1.2.1 Instruction Supported by Curriculum

• State Aligned Curriculum- Teachers will utilize i-Ready with K12 standards-based curriculum and will be followed 100% within our online platform. 
• Teachers will use the teacher manual to guide live instruction as well as student work in class connect sessions. Lessons will be added to our platforms in 2nd and 3rd grade as well as in 6th grade. Follow-through with instructional moves will be captured in evaluations and walkthroughs. 
• Common Formative Assessments: CFAs will be scheduled weekly. Master Teachers and Academic Administrators have scheduled the creation of all assessments. Data from these assessments will be reviewed in leadership meetings.
• Targeted Instruction: Students are placed in groups based on instructional levels. Instructional levels are determined by students' TCAP, i-Ready Benchmark, and Aimsweb scores. Teachers will use benchmarks, CFAs as well and curriculum-embedded assessments to determine what standard remediation will be taught during targeted instructional time. 
• Title I funds were allocated to support the purchase of SeeSaw. Seesaw offers a suite of award-winning tools, resources, and curriculum with interactive lessons, digital portfolios, and two-way communication features that provide continuous visibility into students' learning journeys to support and celebrate their learning. SeeSaw will be utilized with K-1 students.
• Title I funds have been allocated to support the purchase of i-Ready, an online program for reading and mathematics. i-Ready assists teachers in determining students' needs, personalizing learning experiences, and monitoring progress throughout the school year.

A 1.2.2 Personalized Instructional Supports for Students with Disabilities

Based on the time specified in each Individualized Education Plan (IEP), students with disabilities will receive weekly personalized instructional support as follows:

Students will receive additional individualized support during Tier 1 instruction through targeted resource support tailored to their needs. This support will be provided through inclusion and direct instruction based on the following criteria: significantly below-average academic and cognitive performance, adaptive scores, and speech and language needs.

Special education teachers will be assigned to specific grade levels to work directly with students to ensure effective support.

A 1.2.3 RTI2 Tier 2 and 3 Supports

RTI2 Tier 2 and Tier 3 supports will undergo monthly fidelity checks to ensure effectiveness. Our action steps include:

1. Targeted Math Support: Provide Tier 2 and 3 instruction to all students performing below the 25th percentile in math, even if they also require reading RTI support.
2. Data Analysis Focus: Analyze student data with a particular emphasis on the ATSI subgroup of Black/African American students and the TSI subgroups, including white, BHN, and economically disadvantaged students. The TSI-Identified subgroup of White
3. Fidelity and Instructional Support: Conduct regular fidelity checks, address instructional gaps, and offer ongoing support to teachers to ensure high-quality instruction that effectively addresses student skill gaps.

A 1.2.4 i-Ready to support Math Instruction

Title I funds have been allocated to support the purchase of i-Ready, an online program for reading and mathematics. i-Ready assists teachers in determining students' needs, personalizing learning experiences, and monitoring progress throughout the school year.

i-Ready is an online learning tool that combines diagnostic assessments with personalized instruction to help students improve their reading and mathematics skills. It provides teachers with valuable data to tailor instruction to each student’s needs. The i-Ready Diagnostic is an adaptive assessment that adjusts questions based on student responses. For example, a series of correct answers will result in slightly harder questions, while a series of incorrect answers will yield slightly easier questions.

i-Ready Personalized Instruction delivers lessons tailored to each student's skill level and needs, allowing them to learn at a pace that suits them. These lessons are designed to be fun and interactive, keeping students engaged as they learn.

TNVA will utilize i-Ready as a benchmark assessment to ensure all students are prepared to meet grade-level standards.

A 1.2.5 SeeSaw to Support K-1 Instruction

Seesaw is a digital portfolio and communication platform widely used in educational settings. Several studies and articles support its effectiveness for instruction, especially in fostering student engagement, personalized learning, and parent-teacher communication.

Key Points Supporting the Use of Seesaw for Instruction:

1. Student Engagement:

• Research indicates that digital tools like Seesaw can significantly increase student engagement. The platform allows students to interact with learning materials in diverse ways—through text, voice, video, and drawing. This multimodal approach caters to different learning styles and keeps students actively involved in their learning process.
• A study published in the Journal of Educational Technology Systems found that digital portfolios, including Seesaw, enhance student motivation and ownership of their learning because students can see their progress over time and share their work with peers and family members.

1. Formative Assessment and Feedback:

• Seesaw facilitates real-time formative assessment by allowing teachers to provide immediate, personalized feedback on student work. This continuous feedback loop supports differentiated instruction and helps teachers identify areas where students may need additional support.
• A case study from TechTrends highlighted how teachers used Seesaw to track student progress and adjust instruction based on student needs, ultimately leading to improved academic outcomes.

1. Parent and Family Engagement:

• Parental involvement is a critical factor in student success, and Seesaw bridges the gap between the classroom and home. The platform allows parents to view their child’s work, teacher comments, and classroom updates, fostering a more collaborative environment for student learning.
• Research in the International Journal of Educational Research demonstrated that tools like Seesaw improve communication between parents and teachers, leading to more consistent support for students both in and out of the classroom.

1. Personalized Learning:

• Seesaw supports personalized learning by allowing students to work at their own pace and in their own style. Teachers can assign differentiated tasks that align with individual student needs, promoting a more tailored learning experience.
• According to a study in the British Journal of Educational Technology, digital platforms like Seesaw are effective in delivering personalized learning experiences that cater to students' unique needs, preferences, and abilities.

These points are backed by research and case studies that illustrate how Seesaw can be a valuable tool for enhancing instruction, increasing engagement, and supporting communication between teachers, students, and parents.

A 1.3.1 Master Teacher Growth

Academic Administrators, the Executive Director, and the Director of Academics will meet weekly in leadership team meetings and one-on-one sessions to address the following:

1. Professional Development for Master Teachers: Master teachers will receive targeted professional development to enhance their ability to support their grade bands and develop essential teacher management skills.
2. Leadership Growth Support: Master teachers will be partnered with the Executive Director, Director of Academics, and school principals to foster leadership development and growth.
3. Accountability and Leadership Skills: Master teachers will be equipped to lead difficult conversations and held to the same standards as other leadership members regarding goals and growth measures.
4. Administrator Evaluations: Administrators who are administratively certified will be evaluated using the TEAM administrator rubric. Those who are not will be assessed using the school services personnel rubric.

A 1.3.2 Teacher Leaders

Grade Level Points of Contact will collaborate weekly with Academic Administrators and Master Teachers to make decisions and provide targeted support for their respective grade levels.

TNVA Lead Teachers specializing in ELA or Math will be integral in decision-making for their specific content areas. They will also assist other leaders in identifying and implementing relevant professional development.

The Math Acceleration Coach will offer expertise, guidance, and resources to enhance math instruction and student outcomes. By supporting RTI instructional practices, the coach will conduct monthly fidelity checks and provide ongoing coaching support to teachers.

A 1.3.3 Academic Administrator Support

• Academic Administrators will meet weekly with the TNVA Executive Director and the Director of Academics to support the needs of students, teachers, and the leadership team. Emphasis will be on all students, but specifically, the current data and growth of the ATSI subgroup of Black/African American students and TSI subgroups of white students, BHN students, and economically disadvantaged students will be outlined.
• Academic Administrators will be provided with support from the regional K12 team and the district partner (Union County).
• The director of Academics and Executive Director will help academic administrators in their professional development and in building effective teachers and teacher leaders.
• Academic Administrators will be held accountable for all TCAP Achievement and Growth Measure. 
• Academic Administrators will be evaluated on the TEAM Rubric and provided feedback on performance.

A 2.1.1 Instruction Supported by Curriculum

• State Aligned Curriculum- Teachers will utilize i-Ready with K12 standards-based curriculum and will be followed 100% within our online platform. 
• Teachers will use the teacher manual to guide live instruction as well as student work in class connect sessions. Follow-through with instructional moves will be captured in evaluations and walkthroughs. 
• Benchmarks will be given after each unit in i-Ready 2-6. Master Teachers and Academic Administrators have scheduled the creation of all assessments. Data from these assessments will be reviewed in leadership meetings.
• Targeted Instruction: Students are placed in groups based on instructional levels. Instructional levels are determined by students' TCAP, i-Ready Benchmark, and Aimsweb scores. Teachers will use i-Ready, benchmarks, as well and curriculum-embedded assessments to determine what standard remediation will be taught during targeted instructional time. 
• Title I funds were allocated to support the purchase of SeeSaw. Seesaw offers a suite of award-winning tools, resources, and curriculum with interactive lessons, digital portfolios, and two-way communication features that provide continuous visibility into students' learning journeys to support and celebrate their learning. SeeSaw will be utilized with K-1 students.
• Title I funds have been allocated to support the purchase of i-Ready, an online program for reading and mathematics. i-Ready assists teachers in determining students' needs, personalizing learning experiences, and monitoring progress throughout the school year.

A 2.1.2 Personalized Instructional Supports for Students with Disabilities

Based on the time specified in each Individualized Education Plan (IEP), students with disabilities will receive weekly personalized instructional support as follows:

Students will receive additional individualized support during Tier 1 instruction through targeted resource support tailored to their needs. This support will be provided through inclusion and direct instruction based on the following criteria: significantly below-average academic and cognitive performance, adaptive scores, and speech and language needs.

Special education teachers will be assigned to specific grade levels to work directly with students to ensure effective support.

A 2.1.3 i-Ready to Support ELA Instruction

Title I funds have been allocated to support the purchase of i-Ready, an online program for reading and mathematics. i-Ready assists teachers in determining students' needs, personalizing learning experiences, and monitoring progress throughout the school year.

i-Ready is an online learning tool that combines diagnostic assessments with personalized instruction to help students improve their reading and mathematics skills. It provides teachers with valuable data to tailor instruction to each student’s needs. The i-Ready Diagnostic is an adaptive assessment that adjusts questions based on student responses. For example, a series of correct answers will result in slightly harder questions, while a series of incorrect answers will yield slightly easier questions.

i-Ready Personalized Instruction delivers lessons tailored to each student's skill level and needs, allowing them to learn at a pace that suits them. These lessons are designed to be fun and interactive, keeping students engaged as they learn.

TNVA will utilize i-Ready as a benchmark assessment to ensure all students are prepared to meet grade-level standards.

A 2.1.4 SeeSaw to Support K-1 Instruction

Seesaw is a digital portfolio and communication platform widely used in educational settings. Several studies and articles support its effectiveness for instruction, especially in fostering student engagement, personalized learning, and parent-teacher communication.

Key Points Supporting the Use of Seesaw for Instruction:

1. Student Engagement:

• Research indicates that digital tools like Seesaw can significantly increase student engagement. The platform allows students to interact with learning materials in diverse ways—through text, voice, video, and drawing. This multimodal approach caters to different learning styles and keeps students actively involved in their learning process.
• A study published in the Journal of Educational Technology Systems found that digital portfolios, including Seesaw, enhance student motivation and ownership of their learning because students can see their progress over time and share their work with peers and family members.

1. Formative Assessment and Feedback:

• Seesaw facilitates real-time formative assessment by allowing teachers to provide immediate, personalized feedback on student work. This continuous feedback loop supports differentiated instruction and helps teachers identify areas where students may need additional support.
• A case study from TechTrends highlighted how teachers used Seesaw to track student progress and adjust instruction based on student needs, ultimately leading to improved academic outcomes.

1. Parent and Family Engagement:

• Parental involvement is a critical factor in student success, and Seesaw bridges the gap between the classroom and home. The platform allows parents to view their child’s work, teacher comments, and classroom updates, fostering a more collaborative environment for student learning.
• Research in the International Journal of Educational Research demonstrated that tools like Seesaw improve communication between parents and teachers, leading to more consistent support for students both in and out of the classroom.

1. Personalized Learning:

• Seesaw supports personalized learning by allowing students to work at their own pace and in their own style. Teachers can assign differentiated tasks that align with individual student needs, promoting a more tailored learning experience.
• According to a study in the British Journal of Educational Technology, digital platforms like Seesaw are effective in delivering personalized learning experiences that cater to students' unique needs, preferences, and abilities.

These points are backed by research and case studies that illustrate how Seesaw can be a valuable tool for enhancing instruction, increasing engagement, and supporting communication between teachers, students, and parents.

A 2.2.1 New Teacher Support

During their first month of employment, TNVA will provide new teachers with essential support and training to ensure their success. Our tiered training program is designed to gradually guide new hires into the classroom through the following steps:

Introduction to Key Contacts: New hires will be introduced to Brandy Robinson, TNVA’s K12 training point of contact (POC), who will oversee their onboarding process, provide necessary credentials, access to programs, and all relevant information needed for success in the 2024-25 school year.

Mentor Assignment: Each new teacher will be assigned a mentor, preferably within the same grade level or content area, to provide guidance and support throughout their transition.

Mandatory Training: New teachers must complete K12 training, Union County Safe School training, and TNVA-specific training to familiarize themselves with our systems, policies, and safety protocols.

Classroom Integration:

• Shadowing: New teachers will shadow their mentor teacher for two weeks before assuming responsibility for their classroom, allowing them to observe classroom management and instructional strategies.
• Co-Teaching: After shadowing, new teachers will co-teach alongside their mentors to gain hands-on experience and gradually take on teaching responsibilities. Teachers will then be released to teach independently based on their readiness level.

Opportunities for Feedback and Learning: Throughout the first two weeks, new teachers will have regular opportunities to ask questions, seek feedback, and observe other experienced teachers’ best practices to further their professional development.

This comprehensive approach ensures TNVA's new teachers are fully supported and prepared to excel. Our staffing is based on

As student enrollment at TNVA increases, staffing will be adjusted accordingly to meet the growing needs. This tiered support and training process will remain ongoing for any new hires who join our school throughout the year, ensuring all teachers, regardless of their start date, receive the same comprehensive onboarding and support.

A 2.2.2 Lower Performing Teacher Support

Teachers identified in the bottom 10% for TCAP growth and achievement during the 2023-24 school year will receive the following additional support throughout the year:

1. Bi-Weekly Data Reviews: Meet with Academic Administrators and the ELA Lead bi-weekly to review student data and develop strategies and action steps for improving student growth.
2. Mentorship: Be paired with a high-performing teacher mentor to assist with instructional refinements and provide opportunities to observe effective teaching practices.
3. Standards-Based Coaching: Receive monthly standards-based coaching from the ELA Lead to align instruction with key standards and improve classroom outcomes.
4. Increased Walkthroughs and Feedback: Academic Administrators, Master Teachers, the Reading Acceleration Coach, and ELA Leads will conduct bi-weekly walkthroughs and provide regular feedback to support instructional improvement.

A 2.2.3 Professional Development Support

At TNVA, professional development for our staff takes place every Friday afternoon from 1:30 to 4:00 PM and during designated in-service days. The following action steps outline our commitment to fostering professional growth:

1. Partnership for Data-Driven Development: We collaborate with a corporate partner to provide data-driven professional development, ensuring our teachers receive ongoing, evidence-based training.
2. RTI Collaboration: Teachers will follow state-provided guidance to effectively implement and collaborate on RTI (Response to Intervention) processes.
3. Special Education Focus: Professional development will include data-driven instruction specifically tailored for special education (SPED) teachers, helping them meet the unique needs of their students.
4. Compliance Training: Teachers will engage in compliance-focused professional development to stay current on legal requirements and best practices for educational standards.
5. Classroom Best Practices: Staff will receive ongoing training and support to implement proven strategies that engage students and promote academic growth in their classrooms.
6. Instructional Rounds: Teachers will participate in instructional rounds to collaboratively address academic challenges and refine best practices across the school.
7. Training on Accommodations: TNVA staff will be trained to understand and implement accommodations for students with disabilities, ensuring that all students receive appropriate support.
8. Community Mapping: Teachers will engage in a community mapping exercise to better understand the diverse economic statuses, communities, and challenges their students face.
9. Benchmark and Assessment Training: Regular and special education teachers will receive training on interpreting and utilizing i-Ready Benchmarks, Aimsweb, and ESGI data to support student success.
10. Diversity, Equity, and Inclusion: Professional development will focus on diversity, equity, and inclusion, with a particular emphasis on supporting our ATSI subgroup of Black/African American students and TSI subgroups of white, BHN, and economically disadvantaged students. The TSI-Identified subgroup of White

Through these comprehensive professional development initiatives, TNVA is committed to supporting its staff in delivering high-quality instruction and meeting the diverse needs of all students.

A 2.2.4 Instructional Support

TNVA teachers will receive weekly instructional support to enhance teaching effectiveness and student outcomes. The following action steps demonstrate our commitment to providing ongoing instructional guidance:

1. Collaborative Planning: Teachers will engage in collaborative planning sessions that provide consistent feedback on grade-level instruction and analyze student work to improve instructional practices.
2. Curriculum Alignment: All grade levels will implement a curriculum aligned with TN state standards. Teachers will use materials from UCPS and K12 to support and enrich students' academic opportunities.
3. Data-Driven Instruction: The TEAM model’s structured Data Insight Action Outcome process will offer a more comprehensive approach than traditional data conferences. This will include collaboration across RTI, general education, and special education departments.
4. Targeted Screeners: Additional screeners will be conducted for students in grades 2-5 to identify skill gaps and target interventions. The TNVA leadership team will handle scoring and data analysis for these screeners.
5. Early RTI2 Instruction: Intervention for Tiers 2 and 3 students will begin in the first week of school, ensuring timely support rather than delaying until later in the semester.
6. Walkthroughs with Feedback: Scheduled walkthroughs will be conducted, and teachers will receive feedback to support continuous improvement in instructional practices.
7. Instructional Rounds: Teachers will participate in instructional rounds as the administration schedules, fostering collaboration and sharing best practices.
8. TEAM Evaluation: Teachers will be evaluated using the TEAM evaluation rubric to assess and support their instructional effectiveness.
9. Special Education Data Conferences: Special education teachers will hold data conferences to review and analyze student performance data, ensuring targeted support for students with special needs.

These measures ensure that TNVA teachers receive ongoing, structured support to improve their instructional methods and drive student success continuously.

A 2.2.5 Reading Acceleration Coach to Support Teachers in ATSI/TSI Subgroups

The primary role is to provide teachers with guidance and support to enhance their instructional practices and effectively accelerate students' reading skills.

• Differentiation Strategies: Support teachers in implementing strategies that cater to the needs of students in the ATSI-identified subgroup of B/AA, and TSI-identified subgroups of BHN, ED, and white. The TSI-Identified subgroup of White
• Instructional Support: Collaborate with teachers to analyze student data, identify areas of improvement, and develop targeted instructional plans to accelerate reading growth. Provide guidance and resources to implement evidence-based instructional strategies that promote reading fluency, comprehension, vocabulary development, and phonics skills.
• Professional Development: Deliver professional development sessions, workshops, and coaching sessions focused on effective reading instruction. Stay abreast of current research, best practices and educational trends related to reading acceleration and share this knowledge with teachers to enhance their teaching techniques.

A 2.3.1 Master Teacher Growth

Academic Administrators, the Executive Director, and the Director of Academics will meet weekly in leadership team meetings and one-on-one sessions to address the following:

1. Professional Development for Master Teachers: Master teachers will receive targeted professional development to enhance their ability to support their grade bands and develop essential teacher management skills.
2. Leadership Growth Support: Master teachers will be partnered with the Executive Director, Director of Academics, and school principals to foster leadership development and growth.
3. Accountability and Leadership Skills: Master teachers will be equipped to lead difficult conversations and held to the same standards as other leadership members regarding goals and growth measures.
4. Administrator Evaluations: Administrators who are administratively certified will be evaluated using the TEAM administrator rubric. Those who are not will be assessed using the school services personnel rubric.

A 2.3.2 Teacher Leaders

Grade Level Points of Contact will collaborate weekly with Academic Administrators and Master Teachers to make decisions and provide targeted support for their respective grade levels.

TNVA Lead Teachers specializing in ELA or Math will be integral in decision-making for their specific content areas. They will also assist other leaders in identifying and implementing relevant professional development.

The Reading Acceleration Coach will offer expertise, guidance, and resources to enhance math instruction and student outcomes. By supporting RTI instructional practices, the coach will conduct monthly fidelity checks and provide ongoing coaching support to teachers.

The Learning Support Coordinator will monitor at-risk 3rd, 4th, and 5th graders for retention while overseeing tutoring, summer school, and student data. She will share her findings monthly with 2-3 Academic Administrator and the 4-5 Academic Administrator.

A 2.3.3 Academic Administrator Support

• Academic Administrators will meet weekly with the TNVA Executive Director and the Director of Academics to support the needs of students, teachers, and the leadership team. Emphasis will be on all students, but specifically, the current data and growth of all subgroups, emphasizing the TSI-identified white subgroup, will be outlined.
• Academic Administrators will receive support from the regional K12 team and the district partner (Union County).
• The director of Academics and Executive Director will help academic administrators in their professional development and in building effective teachers and teacher leaders.
• Academic Administrators will be held accountable for all TCAP Achievement and Growth Measure. 
• The Executive Director, Dr. Tonya Childress, will evaluate academic administrators on the TEAM Rubric and provide feedback on performance annually, as conducted by UCPS.