School of Education

The University of Tennessee Southern is accredited by the Council for the Accreditation of Educator Preparation (CAEP).  Initial full accreditation was granted in October of 2024 by the Accreditation Council of the Council for the Accreditation of Educator Preparation.  CAEP’s mission is to advance equity and excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning.

CAEP Accountability Measures

The University of Tennessee Southern’s Educator Preparation Program prepares and reports on educators for initial licensure (no advanced licensure programs).  The Accountability Measures that the EPP must report on and make data publicly available on an annual basis are: 1) Completer impact and effectiveness; 2) employer satisfaction and stakeholder involvement; 3) candidate competency at the time of program completion, and 4) ability of completers to be hired in positions for which they are prepared.  This process allows us to make continuous improvements that will better prepare teacher candidates to serve our district partners and their K-12 students.

UTS Preparation Program’s Quality Assurance System

Quality Assurance System – How UT Southern assesses its Educator Preparation Program

Broad Assessment Grid – Assessments used to assess program success

Areas of Certification at UT Southern

Endorsement Area	TN Endorsement Code	Under-graduate	Post-Baccalaureate Student	Additional Endorsement	Job-Embedded Eligible
Elementary Education K-5	120	Yes	Yes	Yes	Yes
Physical Education	420	Yes	Yes	Yes	Yes
Secondary-Biology 6-12	126	Yes	Yes	Yes	Yes
Secondary-English 6-12	159	Yes	Yes	Yes	Yes
Secondary-History 6-12	133	Yes	Yes	Yes	Yes
Secondary-Math    6-12	125	Yes	Yes	Yes	Yes
Special Education – Interventionist K-8	144	Yes	Yes	Yes	Yes
Special Education -Interventionist 6-12	145	Yes	Yes	Yes	Yes

Measure 1: Completer Effectiveness. (R4.1)

Data must address: (a) completer impact in contributing to P-12 student-learning growth AND (b) completer effectiveness in applying professional knowledge, skills, and dispositions.

Tennessee Department of Education Annual Reports

1. 2023 Annual Report (2021-2022)
2. 2022 Annual Report (2020-2021)
3. 2021 Annual Report (2019-2020)

TVAAS (Tennessee Value Added Assessment System)

TVAAS is the data tool used by the Tennessee Department of Education to measure student growth and achievement.  The data are reported to the teacher each year and to the EPP preparing the teacher for a 3-year period after completion.

TVAAS Data 2022-2024

Provider Impact

1. Teaching Effectiveness as Reported by the 2023 Educator Preparation Report Card
2. Teaching Effectiveness as Reported by the 2022 Educator Preparation Report Card
3. Teaching Effectiveness as Reported by the 2021 Educator Preparation Report Card
4. Teaching Effectiveness as Reported by the 2020 Educator Preparation Report Card

Satisfaction Report Card

1. 2023 Satisfaction Report Card
2. 2022 Satisfaction Report Card
3. 2021 Satisfaction Report Card

Completer Satisfaction Survey

     2020-2023 Post Graduate Survey Data

Measure 2: Satisfaction of Employers and Stakeholder Involvement. (R4.2, R5.3, RA4.1)

• Data provided should be collected on employers’ satisfaction with program completers.

Employee Satisfaction Surveys: (Principal surveys sent out each year to principals with UT Southern graduates in their first 5 years)

Principal Surveys (3-year data)

Partnership Agreements

2024-2025 Statewide and Primary Partnership Agreements

Employment First through Third Years:

1. 2023 Annual Report (2021-2022)
2. 2022 Annual Report (2020-2021)
3. 2021 Annual Report (2019-2020)

Teacher Placement by District

Measure 3 (Initial): Candidate Competency at Completion. (R3.3)

• Data provided should relate to measures the EPP is using to determine if candidates are meeting program expectations and ready to be recommended for licensure. (E.g.: EPP’s Title II report, data that reflect the ability of EPP candidates to meet licensing and state requirements or other measures the EPP uses to determine candidate competency at completion.)

Praxis Pass Rates (Title 2):

1. Traditional Pass Rates 2021-2022
2. Traditional Pass Rates 2022-2023
3. Traditional Pass Rates 2023-2024
4. Alternative Pass Rates 2022-2023 (First year for job-embedded program)
5. Alternative Pass Rates 2023-2024

Candidate Assessment:

1. 2021 Candidate Assessment-Annual Report
2. 2022 Candidate Assessment-Annual Report
3. 2023 Candidate Assessment-Annual Report

Candidate Profile:

1. 2021 Candidate Profile-Annual Report
2. 2022 Candidate Profile-Annual Report
3. 2023 Candidate Profile-Annual Report

Measure 4: Ability of Completers to be Hired (in positions for which they have prepared).

• Data provided may come from various sources, including state or EPP collected data related to completers’ employment in teaching positions for which they were prepared.

Competency of Completers:

1. 2023 Annual Report (2021-2022)
2. 2022 Annual Report (2020-2021)
3. 2021 Annual Report (2019-2020)
4. Dispositions (3-year report)

Employment/Retention:

1. 2023 Annual Report (2021-2022)
2. 2022 Annual Report (2020-2021)
3. 2021 Annual Report (2019-2020)

Provider Impact:

• 2023 Annual Report (2021-2022)
• 2022 Annual Report (2020-2021)
• 2021 Annual Report (2019-2020)

Educator Disposition of the Effective Educator

The School of Education has identified nine educator dispositions with specific indicators that the effective professional educator displays.  The following are desirable dispositions, from the Educator Disposition Assessment by Almerico, Johnston, and Wilson (2017), that candidates will be expected to demonstrate by the completion of their program to:

Demonstrates Effective Oral Communication Skills

Demonstrates Effective Written Communication Skills

• Communicates respectfully and positively with all stakeholders as evidenced by fostering conventional responses
• Demonstrates precise spelling and grammar

Demonstrates professionalism

• Responds promptly to communications and submits all assignments
  Consistently exhibits punctuality and attendance
• Maintains professional boundaries of ethical standards of practice
• Keeps inappropriate personal life issues out of classroom/workplace
• Functions as a collaborative group member as evidenced by high levels of participation towards productive outcomes

Demonstrates a positive and enthusiastic attitude

• Actively seeks solutions to problems without prompting or complaining
• Tries new ideas/activities that are suggested 
• Demonstrates an appropriately positive affect with students as evidenced by verbal and non-verbal cues

Demonstrates preparedness in teaching and learning

• Accepts constructive feedback as evidenced by implementation of feedback as needed
• Learns and adjusts from experience and reflection as evidenced by improvements in performance
• Comes to class planned and with all needed materials
• Alters lessons in progress when needed as evidenced by ability to change plan mid-lesson to overcome the deficits

Exhibits an appreciation of and value for cultural and academic diversity

• Embraces all diversities as evidenced by implementing inclusive activities and behaviors with goals of transcendence
• Creates a safe classroom with zero tolerance of negativity to others as evidenced by correcting negative student behaviors

Collaborates effectively with stakeholders

• Demonstrates flexibility as evidenced by providing considered responses and accepts majority consensus
• Maintains a respectful tone at all times, even during dissent as evidenced by not interrupting or talking over others
• Proactively shares teaching strategies as evidenced by productive collaboration

Demonstrates self-regulated learner behaviors/takes initiative

• Recognizes own weaknesses as evidenced by seeking solutions before asking for support
• Researches and implements most effective teaching styles as evidenced by citing works submitted

Exhibits the social and emotional intelligence to promote personal and educational goals/stability

• Demonstrates appropriate maturity and self-regulation as evidenced by remaining calm when discussing sensitive issues
• Demonstrates perseverance and resilience (grit) as evidenced by tenacious and determined ability to persist through tough situations
• Demonstrates sensitivity to feelings of others as evidenced by compassionate and empathetic social awareness

Licensure programs are professional, requiring a formal application made and approval granted for admission into each program.

All education candidates who desire a bachelor’s degree with licensure in any program, including the alternative route in elementary education, are required to apply for admission to the appropriate program during the second semester of the sophomore year. Full admission to the program must be attained no later than the semester prior to clinical practice or no later than the final semester for those students choosing to take the elementary education alternative route. An application must be submitted to the office of the appropriate program coordinator. The application contains the specific requirements for admission to the desired program and will be processed and acted upon by the Teacher Education Committee.

According to the requirements as noted on the application, in addition to a satisfactorily completed application, all education candidates seeking admission to a program shall have:

• a minimum cumulative GPA of 2.75 completed at least thirty (30) semester hours
• at least a “B” in EDU 101, ENG 101, ENG 102, and ENG/COMM 221
• at least a “C” in the appropriate math course listed for that program (see application for specific program requirements)
• made or surpassed state required scores on one of the following standardized tests: 1. a required composite score of 21 on the ACT, or a required combined reading, math, and writing score of 1080 on the new SAT. or 2. Praxis Core Academic Skills for Educators (English, math, reading, and science)
• a satisfactory rating on three copies of the Educator Disposition Assessment completed by the applicant, a University of Tennessee Southern professor, and a UT Southern education professor
• submitted a satisfactory writing sample (essay)
• passed a TBI/FBI background check paid for by the candidate
• satisfactorily completed an admission interview with members of the Teacher Education Committee
• submitted official complete college transcripts valid membership in STEA or PET which will be continued until completion of the clinical practice semester
• submitted a signed copy of the Student’s Rights and Responsibilities form
• submitted a Program Admission Portfolio Formal

Application for admittance to the education program must be completed and submitted to the office of the program coordinator by March 1 of the spring semester and October 1 of the fall semester prior to the semester in which the education candidates is to be admitted. The applicant will be notified in writing as to the decision of the Teacher Education Committee. Applicants who are denied admission because of certain deficiencies in their program of study must re-apply for admission once the deficiencies are removed. An appeals process enables education candidates to re-apply to the committee for admission. Any education candidate denied admission a second time may then appeal to the Curriculum and Academic Policy Committee through the Provost.

Before beginning any field experience, membership in Student Tennessee Education Association (STEA) or the Professional Educators of Tennessee (PET) is required to further familiarize the candidate with professional commitment and involvement responsibilities as well as for insurance liability purposes.

All education candidates who desire Tennessee teacher licensure in any program will engage in fifteen weeks of clinical practice in two different placements (one of eight weeks and one of seven weeks). The job-embedded pathway and some instances of the Grow Your own pathway are exceptions to this clinical practice requirement. Candidates shall refer to the Application for Admission to Clinical Practice and the Clinical Practice Handbook for specific requirements for each program. All candidates shall obtain approval for admission to clinical practice from the Teacher Education Committee. Clinical practice placement will be in the state of Tennessee, generally within a 50-mile radius of the University of Tennessee Southern.

To be eligible for participation in clinical practice, candidates shall have:

• been admitted to the Teacher Education Program
• completed and submitted to the program coordinator all required components of the Application for Admission to Clinical Practice by the semester prior to clinical practice
• completed all course work except clinical practice and clinical practice seminar
• been classified a senior (90+ hours) by the Registrar’s Office and be within two semesters of graduation
• passed all required sections of the Praxis II
• a cumulative grade point average of at least 2.75 in all course work taken at UT Southern
• earned a “C” or better in each major and professional education course
• passed a TBI/FBI background check paid for by the candidate
• a satisfactory rating on three copies of the Educator Disposition Assessment completed by the applicant, a University of Tennessee professor, and a UT Southern education professor
• submitted a Program Admission Portfolio normally created in EDU 101 and expanded to include artifact(s) in InTASC standards, as well as a revised teaching philosophy (from what was created in EDU 101 for program admission)
• obtained and provided proof of professional membership (STEA or PET)
• received approval of the Teacher Education Committee Formal

Application to clinical practice must be completed and submitted to the office of the program coordinator by March 1 of the spring semester and by October 1 of the fall semester prior to the semester in which the education candidate enrolls in clinical practice and clinical practice seminar. Except for special circumstance, the following policy will be followed: Scores from the November Praxis II test date may not be accepted for clinical practice placement for the following spring. Scores from the July Praxis II test may not be accepted for clinical practice placement for the following fall.

Title II Praxis Exam Pass Rates available here.

1. Teacher candidates shall demonstrate the knowledge, skills, and dispositions needed to succeed in careers within the field.
2. Teacher candidates shall complete clinical practice and a seminar course in the last semester of their senior year.
3. Teacher candidates of the licensure program will pass the appropriate Praxis II exam.

From the moment candidates enter the EPP, themes of mattering and belonging are central to their experience. These principles are embedded in the SOE Vision Statement, the “Philosophy, Purposes, Goals, and Institutional Standards of the School of Education” on the Departmental page of the EPP’s website, candidate handbooks, and course content. Mattering and belonging serve as the foundation for learning, ensuring that all individuals feel valued, supported, and included. The EPP envisions these core principles as essential to the individualization of K-12 learning and as key indicators of ethical practice. Because of its location, the SOE is dedicated to increasing opportunities for first-generation candidates. The SOE is committed to building a faculty that reflects a broad range of perspectives through thoughtful hiring and to expanding candidates’ exposure to diverse experiences (e.g., guest speakers, field experiences, etc.). A commitment to mattering and belonging means fostering an environment where all individuals feel respected, heard, and empowered to succeed.

We are dedicated to expanding access to educational opportunities, striving to remove barriers, and making academic pursuits more affordable. Consistent with the University’s commitment to high academic standards, student achievement, and the preparation of responsible citizens, we believe that engaging with individuals from all backgrounds and perspectives fosters a vibrant learning environment that enhances critical thinking and intellectual growth. Our collective strengths make us stronger, and we are committed to promoting an atmosphere where all members of the University community feel welcome, can thrive, and achieve success.

All SOE candidates will demonstrate the following through the InTASC Portfolio:

1. recognize individual differences and adjust their practice accordingly;
2. understand how students develop and learn;
3. treat students equitably;
4. use multiple methods to meet their goals;
5. orchestrate learning in group settings where all students feel valued;
6. encourage active participation from all students;
7. regularly assess all students’ progress.

To effectively teach and support all children, educators must be prepared to adapt instructional strategies to meet students’ learning needs and foster an environment where every student feels a sense of belonging. Educators hold high standards for all learners and provide the necessary support for their success. The skills and dispositions required to be an effective teacher develop over time through a sequence of courses and supervised clinical experiences, which provide candidates with the knowledge and opportunities to engage meaningfully with students, their families, and their communities.

All students can learn and achieve academic success; however, they bring with them varied learning styles, abilities, interests, and levels of preparation. To work effectively with all children, educators must cultivate an appreciation for different ways of thinking and learning. Candidates need to understand the knowledge, skills, and behaviors that children must master to be academically and socially successful in welcoming and supportive school settings.

• Access to folder containing MOUs and Partnerships.