Accreditation

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

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

Satisfaction Report Card

Completer Satisfaction Survey

2 020-2023 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

Employment First through Third Years:

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):

Candidate Assessment:

Candidate Profile:

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:

Employment/Retention:

Provider Impact:

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 strong professional oral communication skills as evidenced by using appropriate language, grammar, and word choice for the learning environment
Varies oral communication as evidenced by encouraging participatory behaviors
Communicates at an age-appropriate level as evidenced by explaining content-specific vocabulary

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

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

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Accreditation

CAEP Accountability Measures

UTS Preparation Program’s Quality Assurance System

Areas of Certification at UT Southern

Measure 1: Completer Effectiveness. (R4.1)

Tennessee Department of Education Annual Reports

TVAAS (Tennessee Value Added Assessment System)

Provider Impact

Satisfaction Report Card

Completer Satisfaction Survey

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

Partnership Agreements

Employment First through Third Years:

Teacher Placement by District

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

Praxis Pass Rates (Title 2):

Candidate Assessment:

Candidate Profile:

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

Competency of Completers:

Employment/Retention:

Provider Impact:

Educator Disposition of the Effective Educator

Demonstrates Effective Oral Communication Skills

Demonstrates Effective Written Communication Skills

Demonstrates professionalism

Demonstrates a positive and enthusiastic attitude

Demonstrates preparedness in teaching and learning

Exhibits an appreciation of and value for cultural and academic diversity

Collaborates effectively with stakeholders

Demonstrates self-regulated learner behaviors/takes initiative

CAEP Accountability Measures

UTS Preparation Program’s Quality Assurance System

Areas of Certification at UT Southern

Measure 1: Completer Effectiveness. (R4.1)

Tennessee Department of Education Annual Reports

TVAAS (Tennessee Value Added Assessment System)

Provider Impact

Satisfaction Report Card

Completer Satisfaction Survey

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

Partnership Agreements

Employment First through Third Years:

Teacher Placement by District

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

Praxis Pass Rates (Title 2):

Candidate Assessment:

Candidate Profile:

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

Competency of Completers:

Employment/Retention:

Provider Impact:

Educator Disposition of the Effective Educator

Demonstrates Effective Oral Communication Skills

Demonstrates Effective Written Communication Skills

Demonstrates professionalism

Demonstrates a positive and enthusiastic attitude

Demonstrates preparedness in teaching and learning

Exhibits an appreciation of and value for cultural and academic diversity

Collaborates effectively with stakeholders

Demonstrates self-regulated learner behaviors/takes initiative

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