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IGNITE Intentional Leadership to create adult led systems that lead to improved student outcomes.

What is Texas Instructional Leadership?

Texas Instructional Leadership (TIL) is a program through which trainings and support are provided with the intention to assist district and campus administrators on the development of their instructional leadership skills and their ability to build the capacity of the educators they manage.  Educational Service Centers (ESCs) across the state of Texas will offer a suite of trainings, including school culture, action coaching, data-driven instruction, and lesson planning with formative assessments, intended to foster continuous improvement by helping campuses and districts administrators looking to increase overall student achievement and close the gaps between students. 

TIL trainings are aligned with many of the best practices descibed in the Effective Schools Framework (ESF) and will include a series of face-to-face workshops with rounds of on-site implementation support, and one-on-one coaching between sessions.  Therefore, TIL-trained and certified ESC staff will deliver the face-to-face training and then walk alongside participants as they put practices into action on their campuses and in their districts.  Admininstrators will receive direct coaching from ESC staff on strengthening their implementation by excecuting new skills and creating systems for sustainable change.

For more information about Texas Instructional Leadership:

TEA Website:  Texas Instructional Leadership

ESC 14 Contact:   Candilyn Smith                 csmith@esc14.net                                 (325)675-8664

Texas Instructional Leadership (TIL) uses job-embedded professional development (PD) practices with its participants to promote growth and change management within the district and/or campus.  Job-embedded PD is defined as professional development that includes face-to-face training and subsequent opportunities for participants to be provided real-time feedback and one-on-one coaching as they begin implementation of their newly learned skills back on their campuses or in their districts.  Job-embedded PD includes all three of the following:

  • Whole group training  to establish a shared understanding of success and allow for deliberate practice; 
  • Implementation support to observe implementation and provide real-time feedback;
  • One-on-one coaching to rapidly improve application skills and practices.

Data-Driven Instruction:

Instruction trains administrators to break down the knowledge and skills required by Texas Essential Knowledge and Skills learning standards, analyze student work samples to hone in on what students need in order to demonstrate mastery, and support teachers in making-and sticking to- a plan to maximize limited instructional time.

School Culture Routines:

Helps administrators establish a mission and vision for their campus, create routines to support a positive school culture, and create monitoring systems that ensure a supportive and consistent learning environment for all.

Lesson Planning & Formative Assessments:

Instruction to train administrators in coaching for effective lesson planning by focusing on the dissecting of student expectations to develop rigorous, measureable, manageable, distinct & data-driven daily objectives; incorporating formative assessments; monitoring lesson alignment; & providing effective feedback.

Action Coaching: Guides administrators in developing strong systems and routines for regular observation of teachers and providing feedback on their campuses. It provides a strong framework for developing teachers' skills through regular feedback meetings and tools that enable consistent follow-through.
Region 14 Logo

Tamara Alexander, TIL Campus Coach




Vicki Hayhurst, TIL Campus Coach




John Lally, TIL Campus Coach




Greg Priddy, TIL Campus Coach




Candilyn Smith, TIL Team Lead & Campus Coach




Lucy Smith, TIL Campus Coach




Tina Wyatt, TIL Campus Coach



Our Approach

In order for a campus to improve, a strong principal must be leading and receiving district support.  Our first step involves guiding the principal supervisor through developing district and campus-improvement leadership teams.

Utilizing concepts from the Texas Instructional Leadership program, we then train district level teams to support the campus principals in driving schoolwide improvement strategies.  The leadership team will be trained in effectively leading school improvement through: establishing & promoting school values; implementing district curriculum; developing & providing feedback on lesson plans that include formative assessments & aggressive monitoring; analyzing data; providing instructional coaching; and developing & monitoring school goals. 

After professional development, we provide ongoing implementation support and action step coaching to develop adult led systems that improve student outcomes.

Our approach to building capacity in school leaders includes:

  • Summer-intensive professional development (4 required trainings)
  • Ongoing implementation support 
  • One-on-one coaching


IGNITE Intentional Leadership - TIL School Improvement Pathway

Required Summer 2020 TIL Trainings Dates

(Instructional Leadership Team members must attend all dates)


Day 3 - SCHOOL CULTURE - July 1



Ongoing implementation support, one-on-one coaching, & follow-up trainings will occur throughout the year.


We see success when DISTRICTS meet the following criteria:

  • Superintendent and principal supervisors want the district/campuses to participate in the program
  • Clear and consistent communication occurs between district and campus leaders
  • Clear expectations are set for campuses’ implementation of practices, such as calendars to capture when data meetings are held, use of trackers to capture action steps assigned to teachers, etc.
  • Implementing practices learned through IGNITE is at or near the top of the district priority list
  • Other district stakeholders are familiar with the initiative for the purposes of coordination

We see success when the PRINCIPAL SUPERVISOR:

  • Attends all trainings, participates fully, and is the lead learner
  • Is a champion for implementation
  • Is (or is willing to learn to be) a coach to principals
  • Is willing to be coached
  • Holds campuses accountable on implementation
  • Is willing to lead change, even in the face of pushback

We see success when CAMPUS LEADERS:

  • Attend all trainings, participate fully, and model adult learning
  • Are committed to pushing through the highs and lows of implementation
  • Can lead change and develop/maintain trust with staff
  • Are open to acknowledging their own gaps and working through them
  • View their primary role as enabling great instruction through:
  • Establishing/supporting systems
  • Coaching