Grace G. Grissom School of Education

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.

Overall graduation and retention rates for UT Southern can be found here.

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.

UT Southern School of Education Recruitment Plan

Four specific questions are asked when setting the goals and benchmarks: (1) How will success of recruitment efforts be measured? (2) How do the recruitment goals and benchmarks meet the needs of LEAs that the EPP is working with collaboratively? (3) How do the goals and benchmarks move the EPP further along on the continuum of greater diversity? (4) How well do the goals and benchmarks continue to meet the mission of the EPP?

GOAL: TO INCREASE THE NUMBER OF SCHOOL OF EDUCATION MAJORS BETWEEN 2022‐2030.

Strategy #1: The Division of Education will increase the number of Education Candidates by 15% from Fall 2022 – 2030.

Focused recruiting will be conducted in the following areas:

• Grow Your Own (GYO) Candidates (high schools using TAPS programs, Para-professionals, etc.)
• Job embedded (Adult Learners)
• Working directly with districts about their needs and their possible candidates in their high need programs.

Strategy #2: The School of Education (SOE) in coordination with the UTS Admissions Department will continue a Future Educators Scholarship competition to help with the recruitment of students with high academic standards. While there will be one full tuition scholarship recipient each year, all students attending the competition will be recruited and offered a scholarship.

Strategy 3: Increase the diversity of students enrolled in initial licensure programs by 15% from Fall 2022 – 2030.

Commitment to Diversity

The moment candidates enter the EPP, themes of diversity, equity, and inclusion (DEI) are at the forefront. From the SOE Vision statement and “Philosophy, Purposes, Goals, and Institutional Standards of the School of Education” on the Departmental page of the EPP’s website, to the handbooks provided to candidates to the content of courses; DEI forms the foundation for learning. The EPP envisions these core principles as integral to the individualization of K-12 learning as key indicators of ethical practice.Because of its location, the SOE is dedicated to increasing first generation candidates. The SOE is committed to acquiring diverse faculty members through thoughtful faculty hires and is also committed to further our candidates’ exposure to diverse experiences (i.e. use of diverse speakers, field experiences, etc.). A commitment to diversity means a commitment to the inclusion, welcome, and support of individuals from all groups encompassing the various characteristics of persons in our community. All SOE candidates will demonstrate the
following thru 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 with all students;
6. encourage student participation of all students;
7. regularly assess all students’ progress.

In order to teach and care for all children, educators must be prepared to adapt instructional strategies to students’ learning needs and to encourage active participation of students in the learning process. As a result, educators hold high standards for all learners and provide the support necessary for those students’ success. The skills and dispositions to be an effective teacher for all children progress over time beginning with a sequence of courses and supervised clinical experiences that provide candidates the knowledge and opportunities to work with diverse groups of students, their families, and communities. All students can learn and experience academic success; however, students bring with them diverse learning styles, abilities, interests, and levels of preparation. In order to work effectively with all children, educators must develop respect and appreciation for diverse ways of thinking and learning. Candidates need to know and understand the knowledge, skills, and behaviors that children must master in order to be academically and socially successful in various inclusive school settings. Increasing DEI competence is an ongoing area for continuous improvement for the EPP in response to emerging global and regional issues.

• Bedford
• Clay
• Fayetteville City
• Franklin
• Giles
• Lawrence County
• Lenoir City
• Lewis County
• Lincoln
• Marshall
• Maury County
• Moore
• Rutherford
• Tullahoma City
• Wayne
• Williamson