Great Teaching and Leadership

Tennessee’s teacher evaluation system has long been recognized as a national model — both for the reforms that created our multiple-measure evaluation design and for its impact on student achievement and teacher effectiveness. Built to deliver meaningful instructional feedback, the system has driven lasting gains in math and English language arts proficiency. Still, there are opportunities to advance Tennessee’s teacher evaluation system. Because teacher quality is the single most important in-school factor for student success, Tennessee must continue refining this critical tool.

This memo outlines three areas of opportunity and key recommendations — presented on August 20, 2025, to the Tennessee General Assembly’s Joint Advisory Committee on Innovations in K-12 Education — to ensure our teacher evaluation system continues to drive instructional growth and student success. 

In 2022–23, SCORE saw early promising signs that aligning literacy intervention to Tier I instruction might accelerate learning more effectively than adding more time, materials, or staffing. Students in SCORE’s high-dosage tutoring network achieved stronger gains when tutoring was instructionally coherent with classroom instruction, especially among students performing in the lowest 10%. Building on this evidence, SCORE sought to further study the impact of instructional coherence, specifically for students who need the most support. To test the hypothesis that instructionally aligned intervention could be more impactful than the traditional RTI² approach, SCORE partnered with Knox County Schools (KCS) to embed a randomized control trial (RCT) into an early literacy pilot during the 2024–25 school year.

To support strong early literacy educator preparation in our state, Tennessee Technological University (TN Tech) and the Putnam County School System (PCSS) have partnered through the Lead in Literacy network to strengthen TN Tech’s educator preparation program (EPP). This EPP-district partnership is constructing a shared vision for literacy instruction and revising undergraduate literacy coursework methods to bolster skills around the science of reading and high-quality instructional materials (HQIM). This case study outlines their work to date.