Educator Preparation Program Handbook - Amazon S3 Faculty/Staff Listing Dr. Tricia Hunsader Dean COG-N 109 423-787-8320 [email protected] Dr. Betsy Loveday Program Coordinator

Educator Preparation

Program Handbook

Undergraduate

Interdisciplinary Studies K-5 English 6-12

Government 6-12 History 6-12

Mathematics 6-12 Physical Education K-12 Special Education K-12

Graduate MAT Elementary K-5 MAT Secondary 6-12

MAT PE K-12

2017-2018

Revised 8/3/17

2

Table of Contents

Letter from the Dean of the School of Education 4

Faculty/Staff Listing 5

ADMISSION REQUIREMENTS 6

Admission Requirements 7

Job Embedded Practitioner License Program Admission Requirements 8

How to Obtain TBI Background Check 9

Praxis Core Academic Skills for Educators (CORE) Testing Information 10

Orientation to Teacher Education Moodle Course 11

PROGRAM INFO AND CHECKLISTS 12

Teacher Education Program Transition Checklist 13

2017 Fall Bachelor of Arts in Interdisciplinary Studies, Elementary Education K-5 14

GPS 2017 Fall Bachelor of Arts in Interdisciplinary Studies, Elementary Ed. K-5 15

2017 Fall Bachelor of Arts in English Education 6-12 16

2017 Fall Bachelor of Arts in Government Education 6-12 17

2017 Fall Bachelor of Arts in History Education 6-12 18

2017 Fall Bachelor of Science in Mathematics Education 6-12 19

2017 Fall Bachelor of Arts in Physical Education K-12 20

2017 Fall Bachelor of Arts in SPED Interventionist K-8 and Comprehensive K-12 21

2017 Fall Master of Arts in Teaching 22

PROGRAM STANDARDS & ASSESSMENT 23

LiveText 24

Candidate Proficiency Alignment Matrix 28

The School of Education Performance Level Indicators (SOEPLIs) 32

Lesson Plan Template 33

3

Lesson Plan Template Supplement 35

LICENSURE TESTS 36

Praxis Specialty Area Tests 37

Top 10 Questions Asked by Praxis® Candidates 38

Student Teacher Praxis II Appeal 39

CANDIDATE ASSISTANCE TO REACH EXCELLENCE (CARE) POLICY & FORMS 40

Candidates Assistance to Reach Excellence (CARE) Policy & Procedures 41

CARE (Candidate Assistance to Reach Excellence) Form 44

CARE Team Action Plan 46

PRACTICUM & CLINICAL EXPERIENCE 48

Overview of the Clinical Experience Program 49

Professional Teacher Organizations 52

Clinical Experience Evaluation of Candidate Dispositions 53

FORMS 54

Application for Admission to the Teacher Education Program 55

Faculty Recommendation Form for Teacher Education Admission (Undergraduate) 57

Professional Recommendation Form for Teacher Education Admission (MAT) 58

Teacher Education Program Praxis Core Appeal Form 59

Application for Student Teaching 60

Student Teaching Placement Request Form 61

Student Teaching Recommendation Form 62

Student Teaching Praxis II Appeal Form 63

Conditional Approval for Student Teaching Agreement 64

Request to Graduate Without Recommendation for Teacher Licensure 65

4

Letter from the Dean of the School of Education

Dear Future Teacher:

Welcome to Tusculum College’s School of Education! Education is a rewarding career, and teaching is among

the most important professions in our society. Highly effective teachers create enriching learning

environments that provide opportunities for students’ intellectual, social, and emotional growth. Every

adult can usually point to one or more teachers who made a significant different in their lives. We strive to

deliver a program that will develop your knowledge, skills, and dispositions so you can be the kind of teacher

who makes a significant difference in the lives of your students, the kind of teacher who influences the

world for generations to come!

Just like any other profession, a teaching career has its challenges. Maintaining a balance between creativity

and compliance in an environment of external controls and influences can be difficult. However, great

teachers are persistent and find ways to meet their students’ needs. Their students are the recipients of a

balanced, comprehensive, standards-based program delivered through engaging differentiated activities.

Majoring in education is not an easy route to obtaining a degree. As an applicant, you must meet specific

criteria for admittance into the program. Then, as a teacher candidate, you must satisfy requirements at

various transition points in the program. In addition to the expectations established by Tusculum College,

teacher candidates must also meet expectations of the Tennessee Board of Education, such as the Praxis II

exams and edTPA.

Do not be discouraged by the many requirements! You are not alone. You will find support from the faculty

and staff in the School of Education. We take our responsibility for teaching and preparing future teachers

very seriously.

Remember that the faculty cannot "make you into a teacher." That is beyond our power. We are here to

provide opportunities for you to observe, practice, reflect, and connect sequential learning experiences so

you leave with a solid foundation for your success as a beginning teacher. Ultimately though, your success

depends on you and your investment of time and energy into your education. With your hard work and our

support, you have the potential to impact the lives of students and communities in the years ahead.

Again, welcome to the Tusculum College School of Education. We look forward to your involvement in our

program. May your road to becoming a teacher be smooth and straight, and your experience be successful

and memorable.

Sincerely,

Dr. Tricia Hunsader, Dean, School of Education

5

Faculty/Staff Listing

Dr. Tricia Hunsader Dean COG-N 109 423-787-8320 [email protected]

Dr. Betsy Loveday Program Coordinator – Special Education Greeneville: COG-N 97-D Knoxville campus 865-693-1177 ext. 5032 [email protected]

Michelle Clupper Director of Clinical Experiences COG-N 97-D 865-693-1177 ext. 5024 [email protected] Stephanie Kirby Director of edTPA COG-N 99 865- 693-1177 ext. 5026 [email protected]

Lillian Burchnell Certification Officer COG-N 98 – IMC Lab 423-636-7324 [email protected]

Janie Perry Cunningham GPS Education Coordinator Knoxville Campus 865-693-1177 ext. 5025 [email protected]

Dr. DiAnn Casteel COG-N 97-A 423-636-7300 ext. 5126 [email protected]

Dr. Ray Hatfield Program Coordinator – MA in Education COG-N 97-C 423-636-7300 ext. 5337 [email protected]

Dr. Paul Fox Program Coordinator – Residential BAIS COG-N 97-B 423-636-7300 ext. 5133 [email protected]

Dr. Peggy Goodson-Rochelle Assessment Coordinator COG-N 97-A 423-636-7300 ext. 5421 [email protected]

Education programs at Tusculum College adhere to requirements and guidelines established by the Tennessee Board of Education (TBOE) and the Tennessee Department of Education (TDOE). Modifications in initial and advanced education programs and curriculum may occur as the result of TBOE or TDOE actions and regulations. Tusculum College reserves the right to revise academic programs as deemed necessary to meet accrediting and approval criteria. In compliance with all applicable federal and state laws, and with its own policies and philosophy, Tusculum does not discriminate on the basis of race, gender, religion, age, disability, national origin, sexual orientation, military or veteran’s status, genetic information, or any other protected discriminatory factor, in its employment practices (e.g. hiring, administering terms and conditions and termination) or in the provision of, or access to educational programs and services.

6

Admission

Requirements

7

Admission Requirements

Admission to the Undergraduate Teacher Licensure Program

o Be a registered student at Tusculum o Complete SPED 201 and EDUC 200 with a C- or better o Have a minimum 2.75 grade point average on a 4.0 scale o Meet one of the following admission test(s)

Have a composite ACT score of 21 or higher; or Have a combined recentered SAT score of 1020 or higher; or Have successfully passed Praxis Core tests in Reading, Writing, and Math

o Complete and pass TBI background check o Submit a Teacher Education application (Form A) to the Education Department o Submit written recommendations (Form B) from two full-time faculty members:

either two from the major or one from the major and one from general education o Have apparent good mental and physical health with evidence that any handicaps

present will not impair the candidate’s effectiveness as a teacher o Demonstrate proficiency in oral communication through a departmental screening

interview o Receive approval from the Teacher Education Review Board o Purchase LiveText once formally admitted to education program o Additional information about Alternative Admission criteria are in the catalog

Admission to the MAT Teacher Licensure Program

o Hold a bachelors degree from a regionally accredited institution o Undergraduate Grade Point Average: Possess a minimum 2.75 grade point average

(GPA) on a 4.0 scale or 3.0 the last 60 credit hours of the candidates bachelor’s degree for admission

o Complete and pass the TBI background check o Meet any ONE of the following for admission into the program:

Passing scores on PPST Reading, Writing, and Math ACT of 22 or above SAT of 1020 or above GRE combined score of 1000 (effective 11/01/2011) Passing score on Praxis II Content Knowledge exam (effective 11/01/2011) Miller’s Analogy test score of 400 or above (effective 11/01/2011)

o Demonstrate content knowledge for the chosen licensure area in any ONE of the following ways: College undergraduate major in the selected licensure area 24 undergraduate semester hours in the selected area Passing score on Praxis II exam in the selected area

o Submit two (2) professional recommendations (Form C) o Interview: Pass an interview with the Teacher Education Review Board (the

interview only occurs if the prior four requirements have been met) o Receive approval from the Teacher Education Review Board o Purchase LiveText once formally admitted to education program o Additional information about Provisional Admission criteria are in the catalog

8

Job Embedded Practitioner License Program Admission Requirements

Candidates applying for a Job Embedded Practitioner License must meet the following criteria:

1. Hold a bachelor’s degree from a regionally-accredited college or university 2. Undergraduate GPA: Possess a minimum 2.75 GPA on a 4.0 scale or 3.0 in the last 60 credit

hours of the candidate’s bachelors degree for admission. 3. Background Check: Complete and pass the FBI/TBI background check and fingerprinting. 4. Demonstration of Content Knowledge for the Chosen Licensure Area:

a. For Secondary Licensure (6-12 or K-12), meet one of the following academic requirements:

i. College undergraduate major in the selected licensure area ii. 24 undergraduate semester hours in the selected area

iii. Passing score on Praxis II exam in the selected area b. For Elementary Licensure (K-5), meet one of the following academic requirements:

i. Major in any arts or science area ii. At least 24 hours within two content areas applicable to elementary content

iii. Successful completion of the Praxis II Elementary Education Content Knowledge examination

5. Interview: Pass an interview with the Teacher Education Review Board (the interview only occurs if the prior four requirements have been met).

6. Submit Letter of Intent to Hire from a school district – Official letter from school system stating position with start date, subject, and grade level for which the candidate is being hired.

7. Complete and return Practitioner License Application (attached) 8. Submit all official transcript(s) from Tennessee institutions to Lillian Burchnell, at the

address listed below, who will upload them to TNCompass. For degrees conferred outside of Tennessee, please request an official copy be sent directly to the Office of Educator Licensing at the address listed below:

TENNESSEE INSTITUTIONS: DEGREES FROM OTHER STATE(S): Tusculum College Tennessee Dept. of Education

Lillian Burchnell Office of Educator Licensing

60 Shiloh Road, Box 5025 710 James Robertson Parkway

Greeneville, TN 37743 Andrew Johnson Tower, 12th Floor Nashville, TN 37243 Or for e-script: [email protected] Or for e-script: [email protected]

Upon completion of the above criteria, a Program of Study detailing the Professional Education coursework to be completed will be sent to the candidate, school system where employed, and advisor. Candidates must be formally admitted in a licensure preparation program prior to receiving the Practitioner (job-embedded) license. All students complete 80 hours of practicum; job embedded students are given 60 hours of credit in their own classroom. The remaining 20 hours will be in a different classroom as assigned by the clinical experience director. Candidates have three years to complete coursework and Praxis II testing requirements before advancing to the Professional license.

mailto:[email protected]


9

How to Obtain TBI Background Check

All Tusculum students who will be working with children in the public school system must receive and pass a fingerprint and background check in order to participate in practicum and student teaching components required for degree completion. Pursuant to Tennessee Code Annotated 49-5-413, 37-1-414, 71-3-507, all persons that have contact with children in grades K-12 through the public school system must have an appropriate background check conducted by TBI. Submission Deadline: Background check results must be received before a student may begin their first major education course. You must have a Federal Background Check. We cannot accept a local police check. You must pre-register by phone or through the online registration to have your fingerprints scanned. The information for both forms of registration is listed below. Cost of the background check is $32.65. On-line Registration – available 24 hours a day, 7 days a week 1. Go to http://www.identogo.com/ 2. Click on the Tennessee map. 3. Enter required information by selecting:

Agency (category) Non-DCS Child Care Providers, Applicant type DP-Child-Related Worker (Private), and ORI number TNCC30011 (residential) or ORI number TNCC47071 (GPS)

Call Center Registration – Available Monday-Friday, 8am – 4:30pm CST 1. Call (855) 226-2937 and speak to a representative 2. Have your Agency information:

Agency (category) Non-DCS Child Care Providers, applicant type DP-Child-Related Worker (Private) and ORI number TNCC30011 (residential) or ORI number TNCC47071 (GPS)

3. Representatives will collect required information and complete registration.

If your TBI background check reports any indications, you will receive a letter from Tusculum detailing what additional documentation is required. NOTE: Background check results cannot be shared with individual/school systems/companies outside of Tusculum College.

10

Praxis Core Academic Skills for Educators (CORE) Testing Information

Admission to Teacher Education: CORE Academic Skills for Educators (for students with ACT or SAT scores below the required minimum) Code 5712 – Reading – minimum score 156 Code 5722 – Writing – minimum score 162 Code 5732 – Mathematics – minimum score 150 Combined Code 5751 – (Reading, Writing, & Math) To register for your Praxis CORE go to www.ets.org/praxis/register. The test is offered by computer-delivery only. Students can take all three (combined) in one day or break up testing dates. For computer-delivery testing, reading and math scores results are instant and writing results take approximately four weeks to receive scores. Please plan ahead when scheduling the CORE test(s) to assure delivery of scores are received in a timely manner. Study guides – www.ets.org/praxis/taagg (test-at-a-glance) Note: It is required to list your social security number when registering for your exams to assure exact match of score reports to students. Also, use the same “candidate ID” number (this is provided to you the first time you take a Praxis exam) for each test you take. Have a copy of your scores sent to Tusculum College using our institution code: Tusculum College = 1812 and TN Department of Education = 8190

Do you have questions about Praxis test preparation, registration, fee waivers, what happens on test day, scores, forms, etc.? Go to http://www.ets.org/s/praxis/pdf/praxis_information_bulletin.pdf to download a copy of The Praxis Information Bulletin for answers to all your Praxis questions.

FEES: (as of 7/31/2017) CORE combined test (all three exams in one day) $150 CORE individual test $90

http://www.ets.org/praxis/register

http://www.ets.org/praxis/taagg

http://www.ets.org/s/praxis/pdf/praxis_information_bulletin.pdf

11

Orientation to Teacher Education Moodle Course

Teacher Education is complex with lots of moving parts. Your success in the program will depend

on your use of available resources, your familiarity with policies, and your understanding of state

and program requirements such as LiveText, practicum, student teaching, testing and licensure.

Educator preparation faculty and staff have collaborated to develop a Moodle Orientation Course

that will familiarize you with all things teacher prep and serve as a resource throughout your time

in the program.

During the first week of your first block in the program, you will be added as a student to the

Orientation Course. We estimate that the total time required to work through the 15 modules is

about 4 hours. Although this is not a credit-bearing course, it replaces the prior requirement of a

face-to-face orientation night, and is mandatory for all students in the BAIS and MAT programs. At

a pace of about 30 minutes per week, you should have no problem completing the course by the

end of your first block. At the conclusion of the course, we ask that you fill out the survey to give us

feedback to guide our future improvements of the course.

12

Program Info and

Checklists

13

Teacher Education Program Transition Checklist

STAGE DATE MET EVALUATION CRITERIA

INITIAL PROGRAM REQUIREMENTS

Admission to Education Program

Complete a minimum of 12 credit hours from an accredited college/university (undergraduate). Possess a bachelor degree from an accredited college/university (MAT).

Complete SPED 201 and EDUC 200 with a C- or better (undergraduate)

Cumulative G.P.A. of 2.75 or higher (undergraduate). 3.0 in the last 60 hours (MAT)

Cleared TBI Background check

Admission test: ACT 21 or higher, or SAT 1020 or higher, OR CORE (Reading 156; Writing 162; Math 150) (undergraduate). See catalog for MAT requirements.

Submit Application to Lillian Burchnell (residential) or Janie Perry (GPS)

To take SPRING classes – by October 10

To take FALL classes – by March 10

Submit two recommendations from faculty (undergraduate) or two professionals (MAT)

Successful Interview

Purchase LiveText

ADMITTED TO TEACHER EDUCATION ELIGIBLE TO TAKE EDUCATION METHOD COURSES

Completion of Course

Requirements and

Admission to Student Teaching

Complete all required coursework with a C or better (undergraduate). See catalog for MAT requirements.

Submit application for Student Teaching: Fall deadline – February 10, Spring deadline – September 10

Obtain recommendation from one faculty member

Complete all practicum requirements and submit practicum documents to Director of Clinical Experience

GPA of 2.75 or higher in the major courses, professional education courses, and overall (cumulative) (undergraduate). See catalog for MAT requirements.

Pass Praxis Content Knowledge test(s)

Receive approval to begin Student Teaching

STUDENT TEACHING

Program Completion

Receive successful evaluations from College Supervisor and Cooperating Teacher

Complete two Student Teaching placements

Complete Student Teaching seminar with C or better

Pass edTPA

Pass remaining required Praxis tests

GRADUATION AND STATE LICENSURE

Licensure Apply for Tennessee initial Practitioner license

Graduate

14

2017 Fall Bachelor of Arts in Interdisciplinary Studies, Elementary Education K-5

MAJOR COURSES (22 hrs. + 28 hrs. from General

Education) GENERAL EDUCATION CORE (41 hours)

(Minimum grade of "C-" required for all major courses) (Minimum "C-" required for all bold general educ. courses)

Social Studies College Success Skills (1 hour)

EDUC 422 Methods of Teaching Social Studies OREN 105 or OREN 106

Science

NSCI 105 Physical Science or EVSC 111 Environmental Science

Communication (6 hours Composition and 3 hrs. Speech required)

EDUC 309 Methods for Teaching Science in Elem Schools ENGL 110 or validation by ACT/SAT

Mathematics ENGL 111 or ENGH 111 (honors)

EDUC 311 Methods for Teaching Math in Elem Schools SPCH 101 or COMM 210

MATH 128 Math Literacy Applications

English Arts & Humanities (6 hours -- 3 hours must be in Literature)

EDUC 417 Literacy Through Language Arts ARTS 110, 204 or 208; MUSC 101, THEA 104

EDUC 335 Children’s and Adolescent Literature ENGL 201, 204, 205, 217, 219, 223, 224, 225, 227, 228, 231, 250

Other Required Courses for Licensure (12-13)

EDUC 216 Innovative Instructional Technology Religious Studies (3 hours)

EDUC 220 Professional Speaking and Writing for Educators RELG 101 Intro to the Old Testament

PHED 115 Safety, First Aid, and CPR (1 hr or validation) RELG 102 Intro to the New Testament

PHED 360 Elementary PE, Health & Wellness RELG 201 World Religions

PSYC 305 Educational Psychology RELG 230 Hebrew and Christian Traditions

PROFESSIONAL EDUCATION (27 hours)

†EDUC 200 History, Philosophy and Principles of Education Behavioral Wellness and Social Sciences (6 hours)

†SPED 201 Survey of the Regular and Special GEOG 200 Geography

Populations Within the School Environment PHED 201 Foundations of Physical Fitness and Wellness

EDUC 320 Classroom Discipline and Management

EDUC 337 Assessment and Evaluation History (6 hours)

EDUC 341 Planning Instruction in Today's Classroom HIST 101, 102, 201, 202 (U.S. or World/Civ. History)

EDUC 405 Instructional Interventions HIST 101, 102, 201, 202 (U.S. or World/Civ. History)

EDUC 416 Teaching Foundational Reading K-3

EDUC 419 Teaching Content Reading K-12 Civic Studies (3 hours)

Practicum (3 hours) POLS 110 American Government

EDUC 314 Teacher Education Field Experience

EDUC 315 Teacher Education Field Experience Natural Science (4 hours -- lab required)

EDUC 412 Teacher Education Field Experience BIOL 105/105L, BIOL 110/110L or BIOL 120/120L

REQUIRED STUDENT TEACHING AND SEMINAR (12 hours)

EDUC 452 Student Teaching Seminar (2 hrs.) Mathematics (3 hours)

EDUC 454 Student Teaching K-5 (10 hrs.) Math 140 or higher

Arts and Lecture Series (no credit hours)

No grade below a C- will be accepted (bold general education, major, and minor) Attended _____ of _____ required Arts & Lecture events

† a minimum of 12 hours of prior coursework required before taking EDUC 200 and SPED 201 Electives (3-5 credits)

Requires TBI Background check

Requires Admission to Teacher Education

Requires Approval from Education Board/taken final semester, must pass Praxis Content Knowledge exam (5018)

120.00 hours required for graduation

Total of 50 Hours Related to Interdisciplinary Studies Major

BOLD ITALICIZED: General Education Courses for Major

TUSCULUM COLLEGE RESERVES THE RIGHT TO REVISE ACADEMIC PROGRAMS AS DEEMED NECESSARY

15

GPS 2017 Fall Bachelor of Arts in Interdisciplinary Studies, Elementary Ed. K-5 MAJOR COURSES (74 hours--minimum grade required is" C-") GENERAL EDUCATION CORE (41 hours)

Social Studies (minimum grade for bold general education courses is "C-")

EDUC 422 Methods of Teaching Social Studies College Success Skills (1 hour)

Science OREN 105 or OREN 106

EDUC 309 Methods for Teaching Science in Elem Schools

NSCI 105 Physical Science or EVSC 111 Environmental Science

Communication (6 hours Composition and 3 hrs. Speech required)

Mathematics ENGL 110 or validation by ACT/SAT

EDUC 311 Methods for Teaching Math in Elem Schools ENGL 111 or ENGH 111 (honors)

MATH 128 Math Literacy Applications SPCH 101 or COMM 210

English

EDUC 335 Children’s and Adolescent Literature Arts & Humanities (6 hours -- 3 hours must be in Literature)

EDUC 417 Literacy Through Language Arts ARTS 110, 204 or 208; MUSC 101, THEA 104

Other Required Courses for Licensure (12-13) ENGL 201, 204, 205, 217, 219, 223, 224, 225, 227, 228, 231, 250

EDUC 216 Innovative Instructional Technology

EDUC 220 Professional Speaking and Religious Studies (3 hours)

Writing for Educators RELG 101 Intro to the Old Testament

PHED 115 Safety, First Aid, and CPR (1 hr. or validation) RELG 102 Intro to the New Testament

•PHED 360 Elementary PE, Health & Wellness RELG 201 World Religions

PSYC 305 Educational Psychology RELG 230 Hebrew and Christian Traditions

PROFESSIONAL EDUCATION (24 hours) Behavioral Wellness and Social Sciences (6 hours)

†EDUC 200 History, Philosophy and Principles of Education GEOG 200 Geography

†SPED 201 Survey of the Regular and Special PHED 201 Foundations of Physical Fitness and Wellness

Populations Within the School Environment

EDUC 320 Classroom Discipline and Management History (6 hours)

EDUC 337 Assessment and Evaluation HIST 101, 102, 201, 202 (U.S. or World/Civ. History)

EDUC 341 Planning Instruction in Today's Classroom HIST 101, 102, 201, 202 (U.S. or World/Civ. History)

EDUC 405 Instructional Interventions

EDUC 416 Teaching Foundational Reading K-3 Civic Studies (3 hours)

EDUC 419 Teaching Content Reading K-12 POLS 110 American Government

Practicum (3 hours)

EDUC 314 Teacher Education Field Experience Natural Science (4 hours -- lab required)

EDUC 315 Teacher Education Field Experience BIOL 105/105L, BIOL 110/110L or BIOL 120/120L

EDUC 412 Teacher Education Field Experience

REQUIRED STUDENT TEACHING AND SEMINAR (12 hours) Mathematics (3 hours)

EDUC 452 Student Teaching Seminar (2 hrs.) MATH 140 or higher

EDUC 454 Student Teaching K-5 (10 hrs.)

Total of 50 hrs. related to Interdisciplinary Studies Major

No grade below a C- will be accepted (bold general education, major, and minor) Major and General Education hours: 115.00 hours

Elective Hours: 5.00 hours

† 12 hours of prior coursework required before taking EDUC 200 and SPED 201

Hours required for graduation: 120.00 hours



Requires Approval from Education Board/taken final semester, must pass Praxis Content Knowledge exam (5018)

School (s) attended:

Hours Earned in Prior Academic Record: Cumulative GPA from all schools attended: Last Term Attended:

Evaluated by: Nancy Thompson Date:

Comments:


16

2017 Fall Bachelor of Arts in English Education 6-12 MAJOR (33 hours) GENERAL EDUCATION CORE (41 hours)

Literature Content Courses (33 hours) College Success Skills (1 hour)

ENGL 199 Introduction to Literary Studies OREN 105 or OREN 106

ENGL 204 Introduction to Poetry Communication (6 hrs Composition and 3 hours Speech required)

ENGL 205 Introduction to Short Fiction ENGL 110 or validation by ACT/SAT

ENGL 223 British Literature ENGL 111 or ENGH 111 or validation by ACT/SAT

ENGL 224 American Literature SPCH 101 or COMM 210

ENGL 225 World Literature Mathematics (3 hours Statistics or higher)

ENGL 302 The "Great" Books MATH 140 or a higher level math

EDUC 335 Children's & Adolescent Literature Arts and Humanities (6 hours -- satisfied by the major)

Choose one of the following: Literature: ENGL 201, 204, 205, 217, 219, 223, 224, 225, 227, 228, 231, 250 ENGL 201 Literature of Sexuality

ENGL 228 Minority Voices in American Literature Humanities: ARTS 110, 204, 208; ENGL 120, HNRS 101, HUMA 222, 223; MUSC 101, RELG 101, 102, 201, 230; THEA 104 Choose one of the following:

ENGL 217 Science Fiction Natural Science (4 hours -- lab required)

ENGL 219 Theatre of the World BIOL 105, 110, 120, 251, 252; CHEM 101, 102; EVSC 111, GEOL 101, NSCI 105, PHYS 201, 202 ENGL 227 Appalachian Literature

ENGL 250 Special Topics in Literature Behavioral Wellness & Social Sciences (6 hours -- may use only 3

Choose one of the following: credits from the Wellness area)

ENGL 303 Fairytale, Folklore, and Myth GEOG 200, POLS 110, 210, 220, 230; PSYC 101, 206, 299;

ENGL 305 The Life and Works of… SOCI 101, 105 or Wellness: PHED 201, PSYC 102

ENGL 309 The Fantastic and the Uncanny History (6 hours)

ENGL 315 Literature of Conflict HIST 101, 102, 201, 202 or

ENGL 326 Literary Theory HIST/POLS 280

ENGL 332 Genres of Shakespeare

Religious Studies (3 hours) -- Must be a different religion course if

ENGL 337 Literature Abroad used above to satisfy a requirement in the A & H core.

PROFESSIONAL EDUCATION (31 hours): RELG 101, 102, 201, 230

†EDUC 200 History, Philosophy & Principles of Education Civic Studies (3 credits) -- Must be a different political science

EDUC 216 Innovative Instructional Technology course if used above to satisfy a requirement

EDUC 320 Classroom Discipline & Management CIVS 223, CIVS 251, CRJU 105, POLS 110, 210, 220, 230

EDUC 337 Assessment and Evaluation Elective Courses (6 hours)

EDUC 341 Planning Instruction in Today's Classroom

EDUC 405 Instructional Interventions Arts and Lecture Series (no credit hours)

EDUC 419 Content Area Reading K-12 Attended _____ of _____ required Arts & Lecture events

EDUC 431 Methods for Teaching English in Sec Clsrm PHED 115 Community First Aid, CPR and Safety (1 hr) PSYC 305 Educational Psychology †Must have completed a minimum of 12 hrs required prior to

†SPED 201 Survey of the Regular and Special Populations Within the School Environment

taking EDUC 200 and SPED 201

Practicum (3 hours) Requires TBI Background check

EDUC 314 Teacher Education Field Experiences (1 hr) Requires Admission to Teacher Education

EDUC 315 Teacher Education Field Experiences (1 hr) Requires application and approval from Education Board/taken

EDUC 412 Teacher Education Field Experiences (1 hr) final semester. Must pass Praxis Content Knowledge exam.

Clinical Experience (12 hours)

EDUC 452 Student Teaching Seminar (2 hrs)

EDUC 455 Enhanced Student Teaching 6-12 (10 hrs)


17

2017 Fall Bachelor of Arts in Government Education 6-12

MAJOR (27 hours) GENERAL EDUCATION CORE (41 hours)

POLS 210 Comparative Government College Success Skills (1 hour)

POLS 220 World Politics & International Relations OREN 105 or OREN 106

POLS 230 State and Local Government

POLS 315 Congress and Public Policy Communication (6 hrs Composition and 3 hours Speech required)

POLS 335 Civil Rights and Liberties ENGL 110 or validation by ACT/SAT

POLS 360 American Foreign Policy ENGL 111 or ENGH 111 (honors)

POLS 430 International Law SPCH 101 or COMM 210

POLS 440 Environmental Law and Public Policy

POLS 480 Senior Seminar on Globalization Mathematics (3 hours Statistics or higher)

*Note CIVS 215, MATH 140 and POLS 110 from the MATH 140 (required)

general education core are required.

Arts and Humanities (6 hours -- 3 hours must be in literature)

PROFESSIONAL EDUCATION (36 hours): Literature: ENGL 201, 204, 205, 217, 219, 223, 224, 225, 227, 228, 231, 250 †EDUC 200 History, Philosophy & Principles of Education

EDUC 216 Innovative Instructional Technology Fine Arts and Humanities: ARTS 110, 204, 208; ENGL 120, HNRS 101, HUMA 222, 223; MUSC 101, RELG 101, 102, 201, 230; THEA 104 EDUC 320 Classroom Discipline & Management

EDUC 337 Assessment and Evaluation

EDUC 341 Planning Instruction in Today's Classroom Natural Science (4 hours -- lab required)

EDUC 419 Content Area Reading BIOL 105, 110, 120, 251, 252; CHEM 101, 102; EVSC 111, GEOL 101, NSCI 105, PHYS 201, 202 PHED 115 Community First Aid, CPR & Safety (1 hr)

EDUC 432 Methods for Teaching Govt in Sec Clsrm

†SPED 201 Survey of the Regular and Special Behavioral Wellness & Social Sciences

Populations Within the School Environment PSYC 305 (required)

Practicum (3 hours) POLS 110 (required)

EDUC 314 Teacher Education Field Experiences (1 hr)

EDUC 315 Teacher Education Field Experiences (1 hr) History (6 hours)

EDUC 412 Teacher Education Field Experience (1 hr) HIST 101, 102, 201, 202, HIST/POLS 280



EDUC 455 Enhanced Student Teaching: 6-12 (10 hrs)

Religious Studies (3 hours) - Must be a different religion course if used above to satisfy a requirement in the Arts and Humanities general education core

RELG 101, 102, 201, 230

†Must have a minimum of 12 hrs prior to taking EDUC 200 and SPED 101 Civic Studies - 3 credits

Requires TBI Background check CIVS 251 (required)


Requires application and approval from Education Board/taken final semester, must pass Praxis Content Knowledge exam Arts and Lecture Series (no credit hours)

Attended _____ of _____ required Arts & Lecture events

Elective Courses (16 hours)


18

2017 Fall Bachelor of Arts in History Education 6-12 MAJOR (27 hours) GENERAL EDUCATION CORE (41 hours)

HIST 112 Historical Writing and Research

HIST 375 Historiography College Success Skills (1 hour)

Choose two of the following; must not be duplicated courses

OREN 105 or OREN 106

Taken to fulfill general-education history requirements Communication (6 hrs Composition and 3 hours Speech required)

HIST 101, 102, 201, 202 ENGL 110 or validation by ACT/SAT

HIST 101, 102, 201, 202 ENGL 111 or ENGH 111 or validation by ACT/SAT

Choose five of the following: SPCH 101 or COMM 210

HIST 310 The Greek and Roman World Mathematics (3 hours Statistics or higher)

HIST 311 Modern Asia MATH 140 or a higher level math

HIST 313 Colonial America Arts and Humanities (6 hours -- 3 hours must be in literature)

HIST 314 The American Revolution & the Early Republic Literature: ENGL 201, 204, 205, 217, 219, 223, 224, 225, 227, 228, 231, 250 HIST 315 Modern Latin America

HIST 320 Medieval Europe Humanities: ARTS 110, 204, 208; ENGL 120, HNRS 101, HUMA 222, 223; MUSC 101, RELG 101, 102, 201, 230; THEA 104 HIST 322 Modern America

HIST 323 The Era of the Civil War & Reconstruction Natural Science (4 hours -- lab required)

HIST 326 Early Modern Europe BIOL 105, 110, 120, 251, 252; CHEM 101, 102; EVSC 111, GEOL 101, NSCI 105, PHYS 201, 202 HIST 332 Modern Africa

HIST 334 The European Enlightenment Behavioral Wellness & Social Sciences

HIST 335 North American Frontiers PSYC 305

HIST 337 Progressive America GEOG 200, POLS 110, 210, 220, 230; PSYC 101, 206, 299; SOCI 101, 105; or Wellness: PHED 201, PSYC 102 HIST 339 Gender History and Analysis

HIST 342 Twentieth Century Europe History (6 hours)

HIST 430 Readings in Special Topics in History HIST 101, 102, 201, 202 or

HIST 450 Independent Study in History HIST/POLS 280

Religious Studies (3 hours) -- Must be a different religion course if used above to satisfy a requirement in the A & H core.

PROFESSIONAL EDUCATION (24-25 hours): RELG 101, 102, 201, 230

†EDUC 200 History, Philosophy & Principles of Education Civic Studies - 3 credits

EDUC 216 Innovative Instructional Technology CIVS 223, CIVS 251, CRJU 105, POLS 110, 210, 220, 230

EDUC 320 Classroom Discipline & Management Elective Courses (15 hours)

EDUC 337 Assessment and Evaluation


EDUC 419 Content Area Reading K-12

EDUC 433 Methods for Teaching History in Sec Clsrm Arts and Lecture Series (no credit hours)

PHED 115 Community First Aid, CPR and Safety (1 hr) Attended _____ of _____ required Arts & Lecture events

†SPED 201 Survey of the Regular and Special Populations Within the School Environment

Practicum (3 hours)

EDUC 314 Teacher Education Field Experiences (1 hr) †Must have completed a minimum of 12 hrs required prior to

EDUC 315 Teacher Education Field Experience (1 hr) taking EDUC 200 and SPED 201

EDUC 412 Teacher Education Field Experience (1 hr) Requires TBI Background check

Clinical Experience (12 hours) Requires Admission to Teacher Education

EDUC 452 Student Teaching Seminar (2 hrs) Requires application and approval from Education Board/taken

EDUC 455 Enhanced Student Teaching 6-12 (10 hrs) final semester. Must pass Praxis Content Knowledge exam.


19

2017 Fall Bachelor of Science in Mathematics Education 6-12 MAJOR COURSES (33 hours) GENERAL EDUCATION CORE (41 hours)

MATH 190 Calculus I (4 hrs) College Success Skills (1 hour)

MATH 205 Introduction to Geometry OREN 105 or OREN 106

MATH 220 Discrete Mathematics Communication (6 hrs Composition and 3 hours Speech required)

MATH 240 Differential Equations ENGL 110 or validation by ACT/SAT

MATH 250 Mathematical Statistics ENGL 111 or ENGH 111

MATH 290 Calculus II (4 hrs) SPCH 101 or COMM 210

MATH 310 Linear Algebra Mathematics (3 hours Statistics or higher)

MATH 390 Calculus III (4 hrs) *MATH 140 (required)

MATH 410 Partial Differential Equations Arts and Humanities (6 hours -- 3 hours must be in literature)

MATH 430 Abstract Algebra Literature: ENGL 201, 204, 205, 217, 219, 223, 224, 225, 227,

*MATH 140 from the general education core required 228, 231, 250

**PHYS 201/L from the general education core required ARTS 110, 204, 208; ENGL 120, HNRS 101, HUMA 222, 223;

MUSC 101, RELG 101, 102, 201, 230; THEA 104

PROFESSIONAL EDUCATION (31 hours): Natural Science (4 hours -- lab required)

†EDUC 200 History, Philosophy and Prin of Education

**PHYS 201 and lab (required)

EDUC 216 Innovative Instructional Technology Behavioral Wellness & Social Sciences (6 credits)

EDUC 320 Classroom Discipline & Management PSYC 305 (required)

EDUC 337 Assessment and Evaluation PHED 201 or PSYC 102

EDUC 341 Planning Instruction in Today's Classroom History (6 hours)

EDUC 419 Content Area Reading K-12 HIST 101, 102, 201, 202 or

EDUC 434 Methods for Teaching Math in Sec Classroom

HIST/POLS 280

PHED 115 Community 1st Aid, CPR and Safety (1 hr) Religious Studies (3 hours) -- Must be a different religion course if

†SPED 201 Survey of the Regular and Special used above to satisfy a requirement in the Arts & Humanities core

Populations Within the School Environment RELG 101, 102, 201, 230

Practicum (3 hours) Civic Studies - 3 credits

EDUC 314 Teacher Education Field Experience (1 hr) CIVS 223, CIVS 251, CRJU 105, POLS 110, 210, 220, 230

EDUC 315 Teacher Education Field Experience (1 hr) Arts and Lecture Series (no credit hours)

EDUC 412 Teacher Education Field Experience (1 hr) Attended _____ of _____ required Arts & Lecture events



EDUC 455 Enhanced Student Teaching 6-12 (10 hrs)

Elective Courses (15 hours)

†Must have completed a minimum of 12 hrs prior to taking EDUC 200 and SPED 101



Requires application and approval from Education Board/taken final semester;

must pass Praxis Content Knowledge exam


20

2017 Fall Bachelor of Arts in Physical Education K-12 MAJOR (42 hours) GENERAL EDUCATION CORE (41 HOURS)

100-Level Activity Courses (6 hours) College Success Skills- 1 hour

Safety, First Aid, and CPR (1 required): PHED 115 OREN 105 or 106

Sports Skills (1 Individual/Dual or Team Sport required) Communication – 9 hours (3 hours in Speech)

•Individual/Dual Sport: PHED 173, 176, 178, 179, 180, ENGL 110 or validation by ACT/SAT

181, 182 or 188 OR ENGL 111 or ENGH 111

•Team Sport: PHED 120, 122, 124, 125, 126 or 144 SPCH 101 or COMM 210

Aquatics: (1 required) PHED 160, 161 or 165 Humanities – 6 hours (including 3 hrs in literature)

Rhythms and Dance (1 required): PHED 170 Fine Arts: ARTS 110, 204 or 208; MUSC 101, THEA 104

Tumbling and Gymnastics (1 required): PHED 175 Literature: ENGL 201, 204, 205, 217, 219, 223, 224, 225, 227,

Outdoor Leisure: (1 required): PHED 190, 195 or 196 228, 231, 250

Religious Studies (3 hours) -- Must be a different religion course if used

Physical Education Theory Courses (36 hours) above to satisfy a requirement in the Arts and Humanities core

PHED 200 Introduction and History of PE & Athletics RELG 101, 102, 201, 230

PHED 251 Human Anatomy Behavioral Wellness and Social Sciences – 6 hours

PHED 252 Human Physiology PHED 201 (required)

PHED 260 Methods for School Health Teachers PSYC 305 (required)

PHED 270 Adaptive Physical Education History – 6 hours

PHED 360 C/M--Elementary PE, Health & Wellness Select Two: HIST 101, 102, 201, 202; HIST280/POLS 280

PHED 361 C/Methods—Secondary PE, Health & Wellness Civic Studies- 3 hours

*PHED 370 Measurement & Eval in PE, Health & Wellness CIVS 223, CIVS 251, CRJU 105, POLS 110, 210, 220, 230

PHED 374 Motor Development Natural Science – 4 hours with lab

PHED 375 Motor Learning BIOL 105, 110, 120, 251, 252; CHEM 101, 102; EVSC 111, GEOL 101,

PHED 380 Kinesiology NSCI 105, PHYS 201, 202

PHED 390 Physiology of Exercise Mathematics – 3 hours

*MATH 140 (required prerequisite for PHED 370)

PROFESSIONAL EDUCATION (18 hours)

†EDUC 200 History and Philosophy of Education Arts and Lecture Series (no credit hours)

EDUC 216 Innovative Instructional Technology Attended _____ of _____ required Arts & Lecture events



†SPED 201 Survey of the Regular and Special Electives Courses (7 credit hours)

Populations Within the School Environment

Practicum ( 3 hours)

EDUC 314 Teacher Education Field Experience (1 hr)

EDUC 315 Teacher Education Field Experience (1 hr) EDUC 412 Teacher Education Field Experience (1 hr)

†A minimum of 12 hours of prior coursework needed before taking

Clinical Experience (12 hours) EDUC 200 and SPED 201

EDUC 452 Student Teaching Seminar (2 hrs) Requires TBI Background check

EDUC 457 Enhanced Student Teaching: K-12 (10 hrs) Requires Admission to Teacher Education

Requires Approval from Education Board/taken final semester,

must pass Praxis Content Knowledge exam


21

2017 Fall Bachelor of Arts in SPED Interventionist K-8 and Comprehensive K-12 MAJOR (45 credit hours) GENERAL EDUCATION CORE (41 hours)

Content Pedagogy (21 hours) (Minimum "C-" required for all bold general educ. courses)

EDUC 309 Methods for Teaching Science Elem School College Success Skills (1 hour)

EDUC 311 Methods for Teaching Math Elem School OREN 105 or OREN 106

EDUC 416 Teaching Foundational Reading K-3

EDUC 417 Teaching Language Arts Communication (6 hours Composition and 3 hrs. Speech required)

EDUC 419 Teaching Content Reading K-12 ENGL 110 or validation by ACT/SAT

EDUC 422 Methods of Teaching Social Studies ENGL 111 or ENGH 111 (honors)

MATH 128 Math Literacy Applications SPCH 101 or COMM 210

Interventionist (K-8) and Comprehensive (K-12)

Content and Pedagogy (24 credits) Arts & Humanities (6 hours -- 3 hours must be in Literature)

EDUC 405 Instructional Interventions ARTS 110, 204 or 208; MUSC 101, THEA 104

†SPED 201 Survey of the Regular and Special Populations ENGL 201, 204, 205, 217, 219, 223, 224, 225, 227, 228, 231, 250

Within the School Environment

SPED 310 Emotional and Behavior Disorders Religious Studies (3 hours)

SPED 320 Communication and Dev Aspects of Learning RELG 101 Intro to the Old Testament

SPED 400 Assessing Students with Special Needs RELG 102 Intro to the New Testament

SPED 440 Interventionist Model RELG 201 World Religions

SPED 470 Independence Model RELG 230 Hebrew and Christian Traditions

SPED 480 Transition and Technology

Other Required Courses for Licensure (7 credits) Behavioral Wellness and Social Sciences (6 hours)

EDUC 216 Innovative Instructional GEOG 200 Geography

PHED 115 Safety, First Aid, and CPR PHED 201 Foundations of Physical Fitness and Wellness

PSYC 305 Educational Psychology

History (6 hours)

PROFESSIONAL EDUCATION (15 credits) HIST 101, 102, 201, 202 (U.S. or World/Civ. History)

†EDUC 200 History and Philosophy of Education HIST 101, 102, 201, 202 (U.S. or World/Civ. History)


EDUC 337 Assessment and Evaluation Civic Studies (3 hours)

EDUC 341 Planning Instruction in Today’s Classroom POLS 110 American Government

Practicum

EDUC 314 Teacher Education Field Experience (1 hr) Natural Science (4 hours -- lab required)

EDUC 315 Teacher Education Field Experience (1 hr) BIOL 105/105L, BIOL 110/110L or BIOL 120/120L

EDUC 412 Teacher Education Field Experience (1 hr)

REQUIRED STUDENT TEACHING AND SEMINAR (12 credits) Mathematics (3 hours)

EDUC 452 Student Teaching Seminar (2 hrs) Math 140 or higher

EDUC 457 Student Teaching K-12 (10 hrs)

Arts and Lecture Series (no credit hours)

Attended _____ of _____ required Arts & Lecture events

†A minimum of 12 hours of prior coursework required before taking EDUC 200 and SPED 201


Requires Admission to Teacher Education, minimum GPA 2.75

Requires Approval from Education Board/taken final semester and must pass Praxis Content* Knowledge exam

*Praxis: test codes 5545 and 5543 (confirm test numbers prior to

registering)


22

2017 Fall Master of Arts in Teaching

6-12 / K-12

Course Title

EDUC 500 Foundations of Schooling and Human Development

EDUC 506 Planning Instruction in Today’s Classroom

EDUC 512 Teacher Education Clinical Experiences

EDUC 514 Assessing Learning Progress

EDUC 515 Innovative Instruction Technology

EDUC 570 Classroom Discipline & Management


SPED 542 Strategies for Diverse Learners


EDUC 552 Student Teaching Seminar

EDUC 554 Enhanced Student Teaching K-5

EDUC 555 Enhanced Student Teaching 6-12


K-5

Course Title

EDUC 500 Foundations of Schooling and Human Development

EDUC 506 Planning Instruction in Today’s Classroom

EDUC 512 Teacher Education Clinical Experiences

EDUC 514 Assessing Learning Progress

EDUC 515 Innovative Instruction Technology

EDUC 570 Classroom Discipline & Management


SPED 542 Strategies for Diverse Learners

EDUC 516 Teaching Reading K-5

EDUC 337 Methods for Teaching Mathematics in the Elementary Classroom

EDUC 545 Methods for Teaching Science in the Elementary Classroom


EDUC 573 School Physical Education, Health & Wellness

EDUC 552 Student Teaching Seminar


23

Program Standards &

Assessment

24

LiveText

LiveText Information for Teacher Education Candidates

LiveText: All students in this course are required to have a LiveText account. The subscription

access code card for LiveText is purchased from the Tusculum College Bookstore. Your LiveText

account is valid for 5 years and will be used for most of the courses in your program for

submission of Critical Tasks and Key Assignments. Please check the course syllabus for the

version that you will need.

1. From www.livetext.com, click on the Register link in the upper right corner

2. Under Register Membership, click the Register button

3. Choose your Role in STEP 1 by selecting Student.

4. Enter Key Code in STEP 2. You will need to enter your unique key code.

5. Enter Your Personal Information in STEP 3 and Create your LiveText Account in STEP 4. Complete the registration process by completing and verifying the required information and acceptance of the Terms of Service.

6. Click the Register My Membership Account button.

7. After successfully completing the registration process, LiveText will display the Congratulations page. This page will display your username and the option to click to

reveal� your password.

Note: �When entering your name, use your official name on record at your institution. You do not need to enter information in the School PIN field unless your institution requires or has provided you with a School PIN.

It is recommended that you use Mozilla Firefox as your browser. Explorer is not recommended.

Getting Started: Log into LiveText

After logging in you will see your Dash Board. Below is a sample screen shot. Click the Help tab located in

the right corner of the page.

http://www.livetext.com/

25

Click the brown For Students button

Click the LiveText Student Dashboard Video for a 7 minute video with instructions.

After watching the video, notice the Frequently Asked Questions section and the training resources (pdf

documents) at the bottom of the page.

Using an assessment system is new to all of us at Tusculum. We are all learning together.

26

Please do not hesitate to contact your LiveText Support center at 1-866-LiveText (1-866-548-3839) or use the link below. [email protected]

Technical Support Hours

Monday – Thursday: 7:00 am to 9:00 pm (CT) Friday: 7:00 am to 6:00 pm (CT) Sunday: 12:00 pm to 9:00 pm (CT)

1. Why are we doing this? What is the purpose?

The Tennessee Department of Education and the Tennessee State Board of Education require

assessment data from all Education Preparation Providers. LiveText enables Tusculum College

to gather data for assessing programs and for accreditation. The artifacts or submissions in

LiveText are evidence of assignment alignment to standards and evidence of candidate

performance for all education programs—undergraduate and master level.

All Education Preparation Providers are required to prepare initial licensure candidates for a

performance assessment that is completed during student teaching. This performance

assessment is the edTPA. LiveText enables the construction of an e-portfolio and enables

candidates to submit videos and performance assessment pieces. We have a roll-out plan for

some of our initial licensure candidates to complete edTPA beginning fall, 2017, with all

completing edTPA by the final implementation date in 2018.

2. What is a Critical Task assignment?

Critical Tasks are high stakes. Candidates must score an average of 3 on the assignment in

order to pass the course. The language used in our syllabi looks like this:

The __________________ is a CRITICAL TASK for this course and must be uploaded to LiveText.

LiveText is a web-based electronic portfolio required of all students in School of Education (SOE)

programs. LiveText enables students to build media-rich online portfolios that showcase learning

and can be shared with others; it also provides a way to submit assignments to instructors for

feedback and assessment. The SOE uses these assessments to evaluate your progress toward

meeting program and applicable state and/or national standards and to inform program

improvement. Once your assignment is in your portfolio, it will be assessed by your instructor using

a 4-point rubric (4=Exemplary, 3=Proficient, 2=Developing Proficiency, 1=Not Proficient). You must

earn an average score of 3 or better on the Critical Task to receive a passing grade in this course. If

you score less than 3, you will be given feedback to guide your remediation of the work.

Remediated work must be completed by ______ (insert date to provide enough time to re-score

the work) and must raise the average score to a minimum of 3 to receive a passing grade in this

course.

3. What is a Key Assessment?

Key Assessments are more formative in nature. These tasks must be uploaded to LiveText

mailto:[email protected]?subject=Support%20Request

27

and scored, but candidates are not required to have a minimum score in order to pass the

course. The language used in our syllabi looks like this:

The __________________ is a KEY ASSIGNMENT for this course and must be uploaded to LiveText.

LiveText is a web-based electronic portfolio required of all students in School of Education (SOE)

programs. LiveText enables students to build media-rich online portfolios that showcase learning

and can be shared with others; it also provides a way to submit assignments to instructors for

feedback and assessment. The SOE uses these assessments to evaluate your progress toward

meeting program and applicable state and/or national standards and to inform program

improvement. Once your assignment is in your portfolio, it will be assessed by your instructor using

a 4-point rubric (4=Exemplary, 3=Proficient, 2=Developing Proficiency, 1=Not Proficient). You must

submit this completed assignment to LiveText to receive a passing grade in this course

4. How will these assignments be assessed or graded?

First, separate these two ideas. LiveText scoring or assessment is to evaluate your

progress toward meeting program and applicable state/national standards and to inform

program improvement. If it is a Critical Task, candidates must score an average of 3 on the

LiveText rubric to pass the course. If a Key Assignment, candidates must submit the

completed assignment for scoring using the LiveText rubric to receive a passing grade for

the course. The School of Education Performance Level Indicators (SOEPLIs) were adopted

by the School of Education to assist faculty in scoring assignments in LiveText. A copy of the

indicators is included in this Handbook.

The lead professor/instructor for the course will determine how or if the assignment will be

used for course grades. This information is shared with our adjunct faculty. Some

professors/ instructors will use a course rubric or scoring guide. These course rubrics may

have a different scale or additional/fewer indicators. Some may have a point scale or

convert the LiveText score to a percentage score. Most professors/instructors will use the

assignments as part of the total course grade. However, course grading is at the discretion

of your professors/Instructors.

28

Candidate Proficiency Alignment Matrix TC

Candidate

Proficiency

Description InTASC Standards CAEP Standards TEAM (Tennessee

Educator

Acceleration

Model)*

1 Content

Knowledge

and

Application

Candidates

demonstrate

content knowledge

including central

concepts,

principles, skills,

tools of inquiry, and

structures of the

disciplines they

teach. Candidates

connect concepts

to engage learners

in critical thinking,

creativity, and

collaborative

problem solving.

Standard #4: Content Knowledge

The teacher understands the central

concepts, tools of inquiry, and

structures of the discipline(s) he or she

teaches and creates learning

experiences that make these aspects of

the discipline accessible and

meaningful for learners to assure

mastery of the content.

Standard #5: Application of Content

The teacher understands how to

connect concepts and use differing

perspectives to engage learners in

critical thinking, creativity, and

collaborative problem solving related

to authentic local and global issues.

Standard 1. Content and Pedagogical Knowledge- Candidates develop a deep understanding of the critical concepts and principles of their discipline and, by completion, are able to use discipline-specific practices flexibly to advance the learning of all students toward attainment of college- and career-readiness standards. Candidate Knowledge, Skills, and Professional Dispositions 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level(s) in the following categories: the learner and learning; content; instructional practice; and professional responsibility. 1.2 Candidates use research and evidence to develop an understanding of the teaching profession and use both to measure their P-12 students’ progress and their own professional practice. 1.3 Candidates apply content and pedagogical knowledge as reflected in outcome assessments in response to standards of Specialized Professional Associations (SPA), the National Board for Professional Teaching Standards (NBPTS), states, or other accrediting bodies (e.g., National Association of Schools of Music – NASM). 1.4 Candidates demonstrate skills and commitment that afford all P-12 students access to rigorous college- and career-ready standards (e.g., Next Generation Science Standards, National Career Readiness Certificate, Common Core State Standards). 1.5 Candidates model and apply

technology standards as they

Teacher Content

Knowledge -I

Instructional Plans -

P

29

design, implement and assess

learning experiences to engage

students and improve learning;

and enrich professional practice.

2 a Instruction:

Assessment

Candidates use

formal and informal

assessments that

are aligned with

state content

standards, have

clear measurement

criteria, and

measure student

performance in

multiple ways; the

results are used to

monitor learner

progress and

provide feedback to

guide the teacher’s

and learner’s

decision making.

Standard #6: Assessment

The teacher understands and uses

multiple methods of assessment to

engage learners in their own growth,

to monitor learner progress, and to

guide the teacher’s and learner’s

decision making.

Standard 1. Content and Pedagogical Knowledge- Candidates develop a deep understanding of the critical concepts and principles of their discipline and, by completion, are able to use discipline-specific practices flexibly to advance the learning of all students toward attainment of college- and career-readiness standards. Candidate Knowledge, Skills, and Professional Dispositions 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level(s) in the following categories: the learner and learning; content; instructional practice; and professional responsibility. 1.2 Candidates use research and evidence to develop an understanding of the teaching profession and use both to measure their P-12 students’ progress and their own professional practice. 1.3 Candidates apply content and pedagogical knowledge as reflected in outcome assessments in response to standards of Specialized Professional Associations (SPA), the National Board for Professional Teaching Standards (NBPTS), states, or other accrediting bodies (e.g., National Association of Schools of Music – NASM).

Questioning - I

Academic Feedback

- I


P

Assessment – P

Use of Data - Pr

b Instruction:

Planning &

Instructional

Strategies

Candidates plan

instruction based

on knowledge of

subject matter,

curriculum,

pedagogy, learners,

and the community.

Candidates use a

variety of

instructional

strategies and

technologies to

support mastery of

the learning

objective; develop

learners’ analytical,

practical, creative,

and research-based

Standard #7: Planning for Instruction

The teacher plans instruction that

supports every student in meeting

rigorous learning goals by drawing

upon knowledge of content areas,

curriculum, cross-disciplinary skills, and

pedagogy, as well as knowledge of

learners and the community context.

Standard #8: Instructional Strategies

The teacher understands and uses a

variety of instructional strategies to

encourage learners to develop deep

understanding of content areas and

Standard 1. Content and Pedagogical Knowledge- Candidates develop a deep understanding of the critical concepts and principles of their discipline and, by completion, are able to use discipline-specific practices flexibly to advance the learning of all students toward attainment of college- and career-readiness standards. Candidate Knowledge, Skills, and Professional Dispositions 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level(s) in the

Standards &

Objectives - I

Motivating Students

- I

Presenting

Instructional

Content - I

Lesson Structure &

Pacing - I

Activities and

Materials - I

Questioning - I

Grouping Students -

I

Teacher Content

Knowledge - I

30

thinking skills; and

elicit evidence of

those skills in

students’ work.

their connections, and to build skills to

apply knowledge in meaningful ways.

following categories: the learner and learning; content; instructional practice; and professional responsibility. 1.2 Candidates use research and evidence to develop an understanding of the teaching profession and use both to measure their P-12 students’ progress and their own professional practice. 1.3 Candidates apply content and pedagogical knowledge as reflected in outcome assessments in response to standards of Specialized Professional Associations (SPA), the National Board for Professional Teaching Standards (NBPTS), states, or other accrediting bodies (e.g., National Association of Schools of Music – NASM). 1.4 Candidates demonstrate skills and commitment that afford all P-12 students access to rigorous college- and career-ready standards (e.g., Next Generation Science Standards, National Career Readiness Certificate, Common Core State Standards). 1.5 Candidates model and apply technology standards as they design, implement and assess learning experiences to engage students and improve learning; and enrich professional practice.

Teacher Knowledge

of Students - I

Thinking - I

Problem-Solving - I


P

Student Work - P

c Instruction:

Learners, the

Learning

Environment,

and Diversity

Candidates apply

knowledge of how

learners grow and

develop to design

and implement

developmentally

appropriate and

challenging learning

experiences.

Candidates apply

understanding of

individual

differences and

diverse cultures to

create an inclusive

and organized

learning

environment that

supports individual

and collaborative

learning and

maximizes student

engagement.

Standard #1: Learner Development

The teacher understands how learners

grow and develop, recognizing that

patterns of learning and development

vary individually within and across the

cognitive, linguistic, social, emotional,

and physical areas, and designs and

implements developmentally

appropriate and challenging learning

experiences.

Standard #2: Learning Differences

The teacher uses understanding of

individual differences and diverse

cultures and communities to ensure

inclusive learning environments that

enable each learner to meet high

standards.

Standard #3: Learning Environments

The teacher works with others to

create environments that support

individual and collaborative learning,

Standard 1. Content and Pedagogical Knowledge- Candidates develop a deep understanding of the critical concepts and principles of their discipline and, by completion, are able to use discipline-specific practices flexibly to advance the learning of all students toward attainment of college- and career-readiness standards. Candidate Knowledge, Skills, and Professional Dispositions 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level(s) in the following categories: the learner and learning; content; instructional practice; and professional responsibility.

Standards &

Objectives – I

Motivating Students

– I

Presenting

Instructional

Content – I

Lesson Structure

and Pacing – I

Activities and

Materials – I

Questioning – I

Teacher Knowledge

of Students – I

Problem-Solving – I

Instructional Plans –

P

Expectations – E

Managing Student

Behavior – E

Environment – E

Respectful Culture –

31

and that encourage positive social

interaction, active engagement in

learning, and self motivation.

E

3 Professionalism,

Ethical

Practice, and

Leadership

Candidates are

reflective

practitioners who

continually evaluate

the effects of their

choices and actions

on others.

Candidates seek

opportunities for

leadership,

collaboration, and

service among

learners, families,

peers, and the

school community.

Standard #9: Professional Learning

and Ethical Practice

The teacher engages in ongoing

professional learning and uses

evidence to continually evaluate

his/her practice, particularly the effects

of his/her choices and actions on

others (learners, families, other

professionals, and the community),

and adapts practice to meet the needs

of each learner.

Standard #10: Leadership and

Collaboration

The teacher seeks appropriate

leadership roles and opportunities to

take responsibility for student learning,

to collaborate with learners, families,

colleagues, other school professionals,

and community members to ensure

learner growth, and to advance the

profession.

Standard 1. Content and Pedagogical Knowledge- Candidates develop a deep understanding of the critical concepts and principles of their discipline and, by completion, are able to use discipline-specific practices flexibly to advance the learning of all students toward attainment of college- and career-readiness standards. Candidate Knowledge, Skills, and Professional Dispositions 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression level(s) in the following categories: the learner and learning; content; instructional practice; and professional responsibility. 1.2 Candidates use research and evidence to develop an understanding of the teaching profession and use both to measure their P-12 students’ progress and their own professional practice. 1.4 Candidates demonstrate skills and commitment that afford all P-12 students access to rigorous college- and career-ready standards (e.g., Next Generation Science Standards, National Career Readiness Certificate, Common Core State Standards).

Environment - E

Respectful Culture –

E

Professional Growth

& Learning – Pr

School & Community

Involvement – Pr

Leadership - Pr

32

The School of Education Performance Level Indicators (SOEPLIs)

SOEPLIs Level 4: Exemplary Level 3: Proficient Level 2:

Developing Proficiency

Level 1: Not Proficient

Standards

Meets all and exceeds many applicable standards

Meets all applicable standards

Meets most applicable standards

Does not meet most applicable standards

Knowledge and Skills

Expertly demonstrates the knowledge and skills embodied in the assignment

Demonstrates the knowledge and skills embodied in the assignment

Fails to demonstrate some of the knowledge and skills embodied in the assignment

Fails to demonstrate the knowledge and skills embodied in the assignment

Competency and Understanding

Skillful evidence of competency and understanding

Consistent evidence of competency and understanding

Inconsistent evidence of competency and understanding

Little evidence of competency or understanding

Support Required

Required minimal support, coaching, or scaffolding

Required some support, coaching, or scaffolding

Required considerable support, coaching, or scaffolding

Required extensive support, coaching, or scaffolding

Attention to Feedback

Work reflects careful attention to instructor feedback and coaching

Work reflects attention to instructor feedback and coaching

Work reflects inconsistent attention to instructor feedback and coaching

Work does not reflect attention to instructor feedback and coaching

Expectations Goes beyond what was taught or expected

Reflects what was taught or expected

Partially reflects what was taught or expected

Does not reflect what was taught or expected

Completion

Work is complete – all required elements exceed expectations

Work is complete – all required elements meet expectations

Work is not complete – some elements do not meet expectations

Work is incomplete – many elements do not meet expectations

Claims and Citation

All claims are substantiated and work is very well cited

Most claims are substantiated and work is well cited

Many claims are not substantiated and/or work is poorly cited

Most claims are not substantiated and/or borrowed ideas are not cited

Level of Detail Level of detail is ideal for the task

Level of detail is appropriate for the task

Level of detail is insufficient for the task

Level of detail is unsatisfactory for the task

Accuracy, Focus and Consistency

Work is accurate, focused, and consistent

Work is generally accurate, focused, and consistent

Work lacks accuracy, focus, or consistency

Work is largely inaccurate, unfocused, and inconsistent

Errors and Flaws

Very rare errors or minor flaws

Minimal errors or minor flaws

Significant error or flaws

Extensive errors or major flaws

33

Lesson Plan Template

STANDARDS, FOCUS, AND OBJECTIVES

Name: Date:

Lesson Topic: Grade Level:

Learning Segment #_____ of _____ Estimated Duration:

CURRICULUM STANDARDS (2

pts) List the Tennessee State Standards that directly relate to the lesson’s central focus

CENTRAL FOCUS (5 pts) Explain the essential understanding and purpose of the lesson. The standards, objectives, strategies, and assessments are all related to the central focus. One central focus can be used across a series of Lessons/Learning Segments.

LESSON OBJECTIVES (10 pts) Write objectives in measureable terms that can be observed within the span of the lesson. Objectives should include multiple representations of information.

LANGUAGE FUNCTION/DEMANDS

LANGUAGE FUNCTION (5 pts) What is the purpose for which language is used in this lesson? The language function is often represented by the active verb(s) within the lesson objective(s).

LANGUAGE DEMANDS & SUPPORTS (5 pts)

Given the language function, describe the following associated language demands (written or oral) and academic talk students need to understand and/or use:

Vocabulary - words or key phrases used within disciplines

Syntax - the rules for organizing words together into phrases, clauses, sentences or visual representations

Discourse - discipline-specific discourse with distinctive features or ways of structuring oral or written language (text structures) or representing knowledge visually

Identify and describe the planned instructional supports to help students understand, develop, and use the identified language demands.

Vocabulary and/or Key Phrases: Syntax: Discourse: Language Supports:

ASSESSMENT & EVALUATION

FORMATIVE ASSESSMENT (10

pts)

Informal - How will you show that they know what they know? What evidence will show that students are making progress toward learning objectives? How will results of formative assessment change instruction? How will you differentiate formative assessment for individual students? Use language from the objective to ensure alignment. Include at least three checks for understanding throughout the lesson.

SUMMATIVE ASSESSMENT (5

pts) Formal - What evidence will show that students have mastered the central focus? Not all lessons will include summative assessment.

34

INSTRUCTION

HOOK/ANTICIPATORY SET (10

pts) How will you grab or “hook” the students’ attention? Use your knowledge of students’ interests, academic abilities, and depth of prior knowledge when planning.

LESSON BODY (25 pts)

Instructional Procedures model options include: 1) Gradual Release of Responsibility (GRR): I do, We do, You do collaboratively, You do independently; 2) Rapid Release of Responsibility (RRR): You do, We do, I do; 3) 5E Method: Engage, Explore, Explain, Extend/Elaborate, Evaluate. Ask your instructor if a specific model is required.

Instructional Procedures Assessment/Feedback/

Higher-Order Questions (assessing and advancing)

Modifications and Accommodations to Support Individual Student Learning

Needs

CLOSURE/REFLECTION (10

pts) Student-focused wrap-up of key concepts/skills and/or application of concepts/skills. How will you engage students in reflecting on their learning?

MATERIALS, RESOURCES, & TECHNOLOGY

TEACHER MATERIALS & RESOURCES (3 pts)

What materials/resources will the teacher be using? What resources are used beyond the textbook? How well are the materials and resources linked to the learning objectives?

STUDENT MATERIALS & RESOURCES (6 pts)

What materials/resources will the students be using? What materials/resources are planned beyond the textbook and worksheets? How well do the student materials support the lesson objectives, challenge students, sustain their attention, and elicit a variety of thinking? How will materials be distributed?

TECHNOLOGY (4 pt) How will you integrate technology to enhance student learning?

35

Lesson Plan Template Supplement

KNOWLEDGE OF STUDENTS TO INFORM TEACHING

LEARNING AND SKILLS RELATED TO THE CENTRAL FOCUS

Describe what you know about your students related to the central focus, their prior academic learning and prerequisite skills. What do students know, what can they do, and what are they still learning to do?

ASSETS RELATED TO THE CENTRAL FOCUS

What personal, cultural, and community assets relate to the central focus? What do you know about students’ everyday experiences, cultural and language backgrounds and practices, and interests?

SUPPORTING STUDENTS’ LEARNING

MISCONCEPTIONS Describe common development approximations or common misconceptions within your central focus and how you will address them.

USE OF KNOWLEDGE OF STUDENTS IN PLANNING

How did your understanding of students’ prior learning and personal, cultural, and community assets guide your choice/adaptation of learning tasks and materials? Be explicit and include research/theory.

RATIONALE FOR INSTRUCTIONAL STRATEGIES & SUPPORTS

Describe and justify why your instructional strategies and planned supports are appropriate for the whole class, individuals, and/or groups of students with specific learning needs. Include principles from research and/or theory to support your justifications.

MANAGEMENT AND SAFETY

LESSON-SPECIFIC MGMT OR SAFETY ISSUES

Describe any management and/or safety issues that need to be considered when teaching the lesson.

MGMT STRATEGIES Explain the supports and behavior management strategies you will provide to students to facilitate a smooth and structured lesson.

MATERIALS MANAGEMENT Describe procedures for smooth and efficient handling of materials.

36

Licensure Tests

37

Praxis Specialty Area Tests

Content Knowledge* test(s) must be passed prior to student teaching.

Major Test Code

Test title Qualifying Score

Elementary Education K-5 5018* 5017 5203

Elementary Educ.: Content Knowledge Curriculum, Instruction and Assessment Teaching Reading: Elementary Education

163 153 162

English 6-12 5038* English Language Arts: Content Know. 167

Government 6-12 5931* Government/Political Science 149

History 6-12 5941* World and U.S. History: Content Know. 157

Mathematics 6-12 5161* Mathematics: Content Knowledge 160

Physical Education K-12 5095* P.E.: Content and Design 169

SPED – Comprehensive K-12 5545* 5203

Spec. Educ.: Core Knowledge & Severe to Profound Applications Teaching Reading: Elementary Education

158 162

SPED - Interventionist K-8 5543* 5203

Spec. Educ.: Core Knowledge & Mild to Moderate Applications Teaching Reading: Elementary Education

158 162

Principles of Learning and Teaching

ALL teacher education students must pass one of the following:

Code 5622 – Principles of Learning and Teaching K-6 – minimum score - 160

Code 5624 – Principles of Learning and Teaching 7-12 – minimum score – 157

Students with nationally scored edTPA of 37 or greater are exempt from taking PLT

This exam is typically completed prior to or during student teaching.

All exams must be completed and passed in order to receive an Initial Practitioner – 1st Issuance teaching license

NOTE: All test score requirements are effective July 31, 2017 and all qualifying scores reported in this booklet were accurate when printed. However, students should be aware that the State of Tennessee regularly changes qualifying scores and requirements. The tests and/or qualifying scores in effect at the time of licensure will be required.

PRAXIS - Tennessee Requirements http://www.ets.org/praxis/tn/requirements

Look for Tests Required for All Licensure Areas

Content Knowledge tests are listed in specific licensure areas

Praxis specialty exam fees:

$120 - $150 per exam

PLAN AHEAD!

http://www.ets.org/praxis/tn/requirements

38

Top 10 Questions Asked by Praxis® Candidates

1. How do I know which test(s) to take? Check the State Requirements page (www.ets.org/praxis/states) for the state in which you are planning to become certified or contact your state department of education. Each state using the Praxis® test sets its own testing requirements.

2. How do I register for a Praxis test?

Visit the Registration, Test Centers and Dates page (www.ets.org/praxis/register) for registration information, including information you need to complete prior to starting the registration process.

3. Where do I find information on test centers or test dates?

Search our test center database on the Praxis Test Centers and Dates page (www.ets.org/praxis/register/centers_dates) to locate test centers that are closest to you. You can also search for test dates by test title.

4. Is there a fee for my test?

Visit the About the Tests page (www.ets.org/praxis/about/fees) for information on test fees, which will vary depending on the test you are taking.

5. How do I add a test to my registration, change my test date or change my test center?

Changes can be made to your test registration up to three days in advance of your appointment. Learn how to make changes on the Change or Cancel Your Registration page (www.ets.org/praxis/register/changes).

6. What should I do if I forget my user name and password?

Follow the appropriate link on the Account Sign-in page (www.ets.org/praxis/username) to view your user name or create a new password.

7. Where can I find information to help me prepare for my Praxis test?

ETS offers both free and affordable test preparation materials on the Prepare for a Test page (www.ets.org/praxis/testprep).

8. When will my scores be available, how long are they available and where can I find help

understanding my scores? Praxis score report schedules and score information, including a downloadable score guide, are available on the Praxis Scores Overview page (www.ets.org/praxis/scores). Official score reports are available approximately 10–16 days from the last date of the testing window or on the test date if the test is offered continuously. Your scores will be available via your My Praxis Account online for one year from the score reporting date, but may be requested for up to 10 years (for a fee).

9. How do I cancel my registration and receive a refund?

Learn about canceling your registration and receiving a refund on the Change or Cancel Your Praxis Test Registration page (www.ets.org/praxis/register/changes).

10. How can I contact ETS about the Praxis tests? Visit the Contact Us page

(www.ets.org/praxis/contact). Inside the U.S., U.S. Territories and Canada dial 1-800-772-9476 Monday–Friday, 8 a.m.–7:45 p.m. (ET) except for U.S. holidays.

http://www.ets.org/praxis/testprep

39

Student Teacher Praxis II Appeal

Please complete and submit the Student Teacher Praxis II Appeal Form (Form H in this handbook)

to the Director of Clinical Experience if you have attempted the PRAXIS II at least once before

student teaching and have not passed the Praxis II Content Knowledge test in your endorsement

area. The appeal form must be submitted by November 1 for spring student teaching and June 1

for fall student teaching. You will receive notification of the appeal decision within 14 calendar

days of submission. If the appeal has been approved, you may proceed with student teaching. All

Praxis II test requirements for your endorsement area will have to be met before you will be

recommended for licensure.

40

Candidate Assistance to

Reach Excellence (CARE)

Policy & Forms

41

Candidates Assistance to Reach Excellence (CARE) Policy & Procedures

CARE Procedures

On March 15 2017, the faculty approved the Candidate Assistance to Reach Excellence (CARE)

Policy and Procedures which established the CARE Team and Form.

Introduction The School of Education is responsible for ensuring that its Candidates exhibit the knowledge,

skills and dispositions outlined in the conceptual framework, state, and national standards,

including a commitment to fairness and the belief that all Candidates can learn. Further, as

educators, our Candidates must exhibit the highest ethical standards in their role as moral

exemplars in the community. Candidate knowledge and skills are ordinarily assessed in classes, field experiences, and student

teaching. These assessment points can be effective in indicating when Candidates are not

progressing appropriately through the program. There are occasionally patterns of observed behaviors that could give rise to a concern that a

Candidate’s knowledge, skills, dispositions are either not sufficiently developed or are

inconsistent with those expected of a professional educator. Both the School of Education

administration and the Candidate should be made aware of concerns that a Candidate is not

meeting the standard of knowledge, skills, or dispositions that are expected by the School, and

specifically outlined as Candidate Proficiencies or state/national standards. This awareness will

be communicated in a manner that is sufficiently formative and allows the Candidate to reflect,

consider alternatives and attempt to make any changes necessary consistent with fulfilling their

professional career aspirations. The process should be sensitive, transparent, and effective. There should be provisions so that the faculty and supervisors who work with the Candidate in

subsequent blocks are aware of the concerns and the plans developed to address those concerns.

There should always be more than one representative of the faculty who agrees that the

concerns warrant intervention. This shall be an internal process managed by a an elected

Chair and a small ad hoc group of faculty (composition based on candidate’s major and faculty

knowledge of and experience with the candidate), referred to as the Candidate Assistance to

Reach Excellence (CARE) Team. The knowledge, skills, and/or dispositions of concern and plans

of action will be documented in behavioral terms in the Team’s files. This process in the School of

Education is complementary to processes already in place in the College and will focus on the

professional preparation of the Candidate.

42

Two Levels of Formal Intervention There are two levels of formal intervention.

1. When a Candidate has been reported (CARE Form filed) to the CARE Team Chair by one

faculty/supervisor and that faculty/supervisor has not requested a CARE Team Meeting,

no action is taken.

2. When a Candidate has been reported (CARE Form filed) to the CARE Team Chair by two

faculty/supervisors or in two separate courses for failing to exhibit the knowledge, skills,

and/or dispositions of a pre-professional educator, yet neither reporting is of the

severity to trigger an immediate meeting of the CARE Team, the following steps will be

followed by the Team.

a. The C A R E Team Chair notifies the Candidate of the noted concern(s).

b. The CARE Team Chair selects 2 faculty to serve on the candidate’s CARE Team,

preferably one currently working with the candidate and one not currently

working with the candidate.

c. The Candidate is afforded the opportunity to request a meeting with the CARE

Team to address the concern.

d. The CARE Team Chair notifies the Candidate’s current and subsequent faculty

of the concern and asks them to monitor the Candidate for the noted concern(s).

e. The Team requests feedback from the Candidate’s faculty at the close of the

current and subsequent blocks and reviews the feedback. Should the Candidate

sufficiently address the concern(s), no further action will be taken by the Team.

Should the concern(s) remain; a follow up action plan will be developed.

3. For cases where a faculty member or supervisor has a serious concern about the

knowledge, skills, dispositions, or professional suitability of a Candidate:

a. due to the Candidate’s behavior;

b. due to the Candidate not satisfactorily completing a field experience,

practicum, or student teaching; the concern shall be formally reported to the

Dean or designee on the CARE Form, and the CARE Team may be asked by

the Dean or designee to convene a CARE Team meeting. The Candidate of

Concern Team will be composed of:

1. The Team chair/member who serves as convener; 2. A faculty member working with the Candidate during the term the team is

convened; 3. A faculty member not directly working with the Candidate; 4. The Candidate’s advisor; 5. A colleague/support person of the Candidate, should he/she so desire; and 6. The Candidate.

43

The CARE Team will meet as necessary and appropriate to be determined by the Chair and/or the Candidate in consultation with each other. The Team will review the area(s) of concern, provide a forum for discussion of how the concern(s) might be resolved, and provide a plan of action to address the area(s) of concern. It will also provide a timeline by which concerns must be addressed. The Candidate and the Team will articulate specific outcomes from the action plan that must be achieved. This plan will become part of the Candidate’s program of study and prerequisite to advancing in or completing the program. Records of the Processes

Since the process is formative, records of the processes must be a part of Candidates’ formative

files and the Team’s records; they will not be part of the LiveText portfolio or permanent records.

44

CARE (Candidate Assistance to Reach Excellence) Form

Name of Candidate: Name of Instructor(s):

Program: Block:

Based on the knowledge, skills and dispositions appropriate at this point in the candidate’s program, please

check the area(s) of concern. Include a brief description of the specific academic performance, professional

behavior, or general skill you are noticing and any actions you have taken with the candidate.

SOE Proficiencies

The candidate inconsistently demonstrates:

___ content knowledge including central concepts, principles, skills, tools of inquiry, and structures of

the disciplines they teach CP 1

___ connection of concepts to engage learners in critical thinking, creativity, and collaborative problem

solving CP 1

___ use of formal and informal assessments that are aligned with state content standards, have clear

measurement criteria, and measure student performance in multiple ways CP 2a

___ using results to monitor learner progress and provide feedback to guide the teacher’s and learner’s

decision making CP 2a

___ planning instruction based on knowledge of subject matter, curriculum, pedagogy, learners, and the

community CP 2b

___ using a variety of instructional strategies and technologies to support mastery of the learning

objective; develop learners’ analytical, practical, creative, and research-based thinking skills; and

elicit evidence of those skills in students’ work CP 2b

___ application of knowledge of how learners grow and develop to design and implement

developmentally appropriate and challenging learning experiences CP 2c

___ application of understanding individual differences and diverse cultures to create an inclusive and

organized learning environment that supports individual and collaborative learning and maximizes

student engagement CP 2c

___ reflective practice to continually evaluate the effects of her/his choices and actions on others CP 3

___ seeking opportunities for leadership, collaboration, and service among learners, families, peers, and

the school community CP 3

45

Dispositions


___ commitment to continuous learning and development as a professional

___ acceptable level of professional appearance

___ respect for perspectives differing from self

___ communication of questions and concerns

___ taking responsibility as a member of the classroom environment

___ enthusiasm for learning and teaching

___ capacity for caring

___ emotional stability regardless of students’ presence

___ positive and cooperative attitude

___ correct and appropriate grammar and vocabulary

___ expression and voice enunciation as a teaching tool

___ punctuality with assignments and duties

___ ability to accept and utilize constructive criticism

___ awareness of effect of own attitude and actions on others

General Skills


___ effective writing (e.g., vocabulary, grammar, spelling, punctuation, APA format)

___ understanding of key course content

COMMENTS (include brief description of what you have noticed and any actions you have taken with the

candidate):

Action requested:

____________Continue to Monitor ____________Other:

____________ CARE Team Meeting

THIS FORM SHOULD BE SUBMITTED TO BOTH THE DEAN’S OFFICE AND THE CHAIR OF THE CARE

COMMITTEE.

46

CARE Team Action Plan

Candidate Name: ____________________________________ Date:

Candidate Program and Location: _______________________ Student ID#:

First Meeting: ___________ Second Meeting: ____________ Third Meeting:

Purpose of Meeting:

Please list events and concerns, with dates of occurrence, and outline any plan of action agreed

upon. If applicable, indicate date(s) the plan of action should be completed or when an additional

meeting will be held. The action plan and any other relevant documentation will become part of

the Candidates’ formative files and the Team’s records.

Events and Concerns:

47

Plan of Action: (including any support/resources being provided to candidate)

Date of Progress Review Meeting (if applicable):

Additional Comments:

Candidate: ________________________________________________ Date: _____________

CARE Team Chair: __________________________________________ Date: _____________

Participant and title: ________________________________________ Date: _____________




48

Practicum & Clinical

Experience

49

Overview of the Clinical Experience Program

Please read the following information carefully and contact Michelle Clupper at [email protected] or

Stephanie Kirby at [email protected] if you have additional questions regarding the Clinical Experience

Program.

PRACTICUM The purpose of practicum is to provide students with initial experience in the public schools. This experience may include:

Observation

Assisting the mentoring teacher with lesson preparation and/or grading

Working with students one-on-one

Teaching a small group lesson

Teaching a whole group lesson

Other instructional activities as deemed by the mentoring classroom teacher

Specific dates and times for clinical courses can be found on WebAdvisor.

Residential Clinical Requirements for EDUC 314, EDUC 315, and EDUC 412

EDUC 314 – 30 clinical hours at assigned school placement – 3 class meetings across the semester



*Residential candidates should start the sequence of clinical courses 3 semesters prior to their

Student Teaching Semester

BAIS Clinical Hour Requirements for EDUC 314, EDUC 315, and EDUC 412

EDUC 314 – 30 clinical hours at assigned school placement – 3 class meetings over one block

o Only offered during blocks 1 and 4

EDUC 315 – 30 clinical hours at assigned school placement – 3 class meetings over one block

o Only offered during blocks 2 and 5


*BAIS candidates should start the sequence of clinical courses at least 2 semesters prior to their

Student Teaching Semester

MAT Clinical Hour Requirements for EDUC 512


*MAT candidates should enroll in this course the semester prior to their Student Teaching Semester

EDUC 512 for job-embedded practitioners – 3 class meetings, 20 clinical hours of observation

outside of contracted teaching assignment, 60 clinical hours within contracted teaching assignment.

Clinical experience sites are assigned for you by the Director of Clinical Experience and cannot be changed. Candidates will complete a clinical experience placement request form at the first class meeting of the clinical course. Clinical experience site location and information will be emailed to candidates within one week of the first class meeting.



50

With approval of the building principal and Director of Clinical Experience, you can complete practicum

hours in a school where you are currently employed. ALL SCHOOL EMPLOYEES WHO ARE NOT JOB-

EMBEDDED MUST COMPLETE CLINICAL EXPERIENCE IN AN ALTERNATE SETTING FOR AT LEAST ONE 20 HOUR

PLACEMENT AND MAY NOT STUDENT TEACH WHERE PREVIOUSLY EMPLOYED. Additionally, you must be

able to show proof that you are not being paid for any clinical experience time.

STUDENT TEACHING

(MAT Practitioners are not required to complete a student teaching semester as part of the licensure

program as long as they satisfy the alternative course requirements issued by the Tennessee Department of

Education)

STUDENT TEACHING APPLICATION (Forms E-G) PAPERWORK IS DUE ON THE FOLLOWING DATES:

February 10 (student teaching for upcoming Fall semester)

September 10 (student teaching for following Spring semester)

Candidates will receive their assigned school site for student teaching during a mandatory student teaching

meeting. Candidates will be emailed information about the mandatory student teaching meeting once their

application paperwork has been processed.

ALL REQUIREMENTS MUST BE MET PRIOR TO THE FIRST DAY OF EDUC 452/552: STUDENT TEACHING

SEMINAR. Student teaching application packets can be obtained from Janie Perry Cunningham (GPS) or

Lillian Burchnell (residential).

Full time Student Teaching is required for licensure. All candidates pursuing teacher licensure are required

to complete a full semester of student teaching in an assigned public school setting. OFFICIAL PASSING

PRAXIS II: CONTENT KNOWLEDGE SCORES MUST BE RECEIVED BY THE COLLEGE PRIOR TO THE FIRST DAY OF

EDUC 452/552: STUDENT TEACHING SEMINAR. If you take the Praxis II test(s) prior to student teaching but

do not pass, you must submit an appeal (Form H in this handbook) by the stated deadline to obtain

conditional approval for admission to student teaching. Candidates who do not take the Praxis II test(s) prior

to the appeal deadline will not be eligible to begin student teaching.

EDUC 452/552: Student Teaching Seminar is a required course to be taken during the professional semester.

EDUC 452/552: Student Teaching Seminar meets at assigned times throughout the entire semester.

Regardless of which campus you have completed course work, you will attend seminar at the location in

which your College Supervisor is assigned. EDUC 452/552: Student Teaching Seminar is held during the day.

On those dates, you will attend seminar rather than go to your assigned school site. Additional courses may

not be taken during student teaching.

Beginning Fall 2017, the edTPA assessment will be phased in as a requirement for student teaching.

Candidates will be required to complete the edTPA assessment for their respective licensure area as well as

pass all required Praxis 2 exams in order to be recommended for licensure. Candidates who do not meet

the required cut score for the edTPA assessment upon first submission; will be required to resubmit any

rubric scoring below a 3 in order graduate from the program. Be aware there are fees associated with each

assessment, some of which might be eligible for financial aid. Contact your academic advisor or the

Financial Aid Office for more information.

51

Student teaching is a daily commitment. You are required to participate in the total school environment,

not limited to just the teacher work day. Student Teachers are also required to attend and participate in

morning and afternoon bus/car duty, grade level meetings, faculty meetings, parent conferences (as

allowed), and any other school wide events where classroom teacher attendance is required.

Non-Licensure (Form J) Option: Candidates in the BAIS program have the option to graduate without being

recommended for a Tennessee State Teacher License. Academic Advisors will work with candidates on an

individual basis to identify acceptable course substitutions for EDUC 452: Student Teaching Seminar, and the

applicable Student Teaching course. Reference the Tusculum Catalog for further information.

52

Professional Teacher Organizations

It is recommended that all Teacher Education Candidates obtain a student membership in a recognized

professional teacher organization. Membership to either STEA or PET is REQUIRED for student teaching.

Candidates will be required to show proof of active membership at the first meeting of EDUC 452/552:

Student Teaching Seminar.

Student Teacher Education Association (STEA)

STEA is a professional organization geared toward pre-service teachers. This organization focuses on

professional development, leadership, and community outreach of individuals planning to pursue a

career in education. The goal of this organization is to provide information to students in order to

make a smooth transition into the classroom setting as qualified professionals.

To sign up for membership, go to: www.nea.org/student-program/mebership

Cost of the membership: $25 plus local dues, if any

Professional Educators of Tennessee (PET)

Mission Statement: Our primary mission is to create a quality educational experience in a safe

environment for our students. Our top priority is the education and achievement of children in our

state, as the organization is guided by the core principles which were established when Professional

Educators of Tennessee was founded and these are still the foundation of the organization today. We

are committed to providing educators with the Protection, Advocacy, and Resources that will help

them be successful in the classroom.

To sign up for membership, go to http://www.proedtn.org/?Students

Cost of membership: $25 yearly

http://www.nea.org/student-program/mebership

http://www.proedtn.org/?Students

53

Clinical Experience Evaluation of Candidate Dispositions

Student’s Name: _____________________________ EDUC: __________________

Please evaluate the clinical experience student’s professional skills on the indicators listed, by using the

following rating scale:

(4) = Exemplary (3) = Proficient (2) = Developing Proficiency (1) = Not Proficient

4 3 2 1 Demonstrates commitment to continuous learning and development as a professional

COMMENTS:

4 3 2 1 Meets level of professional appearance.

COMMENTS:

4 3 2 1 Shows respect for perspectives differing from self

COMMENTS:

4 3 2 1 Effectively communicates questions and concerns

COMMENTS:

4 3 2 1 Takes responsibility as a member of the classroom environment

COMMENTS:

4 3 2 1 Shows enthusiasm for learning and teaching

COMMENTS:

4 3 2 1 Shows a strong capacity for caring

COMMENTS:

4 3 2 1 Demonstrates emotional stability regardless of students’ presence

COMMENTS:

4 3 2 1 Demonstrates a positive and cooperative attitude

COMMENTS:

4 3 2 1 Uses correct and appropriate grammar and vocabulary

COMMENTS:

4 3 2 1 Uses expression and voice enunciation as a teaching tool

COMMENTS:

4 3 2 1 Is punctual with assignments and duties

COMMENTS:

4 3 2 1 Accepts and utilizes constructive criticism

COMMENTS:

4 3 2 1 Shows awareness of effect of own attitude and actions on others

COMMENTS:

Student / Date

Classroom Teacher / Date

54

Forms

55

Application for Admission to the Teacher Education Program

NOTE: Recommendations and applications submitted for Tusculum College admission are separate from the

Teacher Education Program application and recommendations.

Name __________________ ___________________________ __________ Last First Middle

Tusculum ID Tusculum PO Box

Permanent Address __________________________________________ Street City State Zip

County of Residence (TN residents only) ______________ __________________________

Cell Phone Number ________________ Email Address _ ______________________

Campus: Knoxville _________________ Morristown ________________ Greeneville

Major: BAIS K-5 PE SPED English Government History Mathematics

Cumulative Grade Point Average ________________ Advisor

ACT Score ______ ___ (qualifying score 22) SAT Score ____ (qualifying score 1020)

PRAXIS Core: [required if ACT/SAT score below qualifying score]: Reading test code 5712 (qualifying score

156), Writing test code 5722 (qualifying score 162), Math test code 5732 (qualifying score 150)

1st attempt Date: Reading Writing Math

2nd attempt Date: Reading Writing Math

3rd attempt Date: Reading Writing Math

NOTE: ALL teacher education requirements must be completed before the screening process. Please check

to make sure you have met the following requirements.

Cumulative GPA of 2.75 or higher EDUC 200 with C or better

Qualifying ACT, SAT, or Praxis CORE score(s) SPED 201 with a C or better

Two (2) Letters of Recommendation TBI background check, cleared

**Note: All practicum hours have to be completed during K-12 school hours.

Return the completed form to the following: Residential – Lillian Burchnell, PO Box 5025, Greeneville, TN 37743 or [email protected] GPS – Janie Perry, [email protected] or Fax (865) 691-6391

Form A



56

In preparation for completion of your TNCompass personal affirmation, please answer the following

questions. These are the same questions you will be asked to answer on TNCompass after you have been

recommended for licensure.

1. Have you been convicted of a felony, including conviction on a plea of guilty, a plea of nolo contendere or granting pre-trial diversion? _____ YES _____ NO

2. Have you been convicted of the illegal possession of drugs, including conviction on a plea of guilty, a plea of nolo contendere or an order granting pre-trial diversion? _____ YES ____ NO

3. Have you had a teacher's certificate/license revoked, suspended or denied, or have you voluntarily relinquished a certificate/license (allowing a license expire does not apply) _____ YES _____ NO

4. Is there any action pending against your certificate/license or application in another state? _____ YES ______NO

Student Signature___________________________ Date___________________

Form A

57

Faculty Recommendation Form for Teacher Education Admission (Undergraduate)

Each student must obtain a recommendation for admission from two full time Tusculum faculty members.

One recommendation must be from an education faculty member and one from a faculty member in the

major area of study. The Teacher Education Department requests that you use the rating scale below to

provide information that will be used in the process of evaluating students for admission to the Teacher

Education Program.

Name of Student: ___________________________ _____ I.D. Number:

Program: BAIS Residential Major:

To the evaluator: Please check one of the following statements _______ I waive my right of confidentially on this document. _______ All information contained on this document must remain confidential and may not be released to applicant.

Rate the student as follows: 5=Exceptional 4= Above Expectations 3= Meets Expectations 2= Below Expectation 1= Unsatisfactory 0= Not enough Information

5 4 3 2 1 0

Knowledge of Academic Content (CP1)

Knowledge of Basic Technology (CP2b)

Acceptance of Individual and Cultural Diversity (CP2c)

Written Communication Skills (CP3)

Oral Communication Skills (CP3)

Preparation for Class (CP3)

Adherence to Deadlines (CP3)

Regularity of Attendance (CP3)

Contributions to Class Activities/Discussions (CP3)

Display of Initiative (CP3)

Capacity for Caring (CP3)

Potential for Professional Competence (CP1; 2a,b,c; 3)

Adherence to Dress Code (Public Schools) (CP3)

Overall recommendation for admission to the Teacher Education Program (please check one) ___Recommend enthusiastically (Avg score of 4.2 -5.0) ___Recommend (Avg score of 3.3 – 4.1) ___Recommend with reservation – See comments below (Avg score of 2.9 – 3.2) ___Do not recommend – See comments below (Avg score of 0 – 2.8)

Comments:

Evaluator’s Name Date

Evaluator’s Department

Faculty: Return the completed form to the following: Residential – Lillian Burchnell, PO Box 5025, Greeneville, TN 37743 or [email protected]

GPS – Janie Perry, 1305 Centerpoint Blvd. Knoxville, TN 37932, [email protected] or Fax (865) 691-6391 Form B



58

Professional Recommendation Form for Teacher Education Admission (MAT)

Each student must obtain a recommendation for admission from two professionals. The Teacher Education

Department requests that you use the rating scale below to provide information that will be used in the

process of evaluating the student for admission to the Teacher Education Program.

Name of Student: ___________________________ _____ I.D. Number:

Major: Campus:

To the evaluator: Please check one of the following statements _______ I waive my right of confidentially on this document. _______ All information contained on this document must remain confidential and may not be released to applicant.

Rate the student as follows: 5=Exceptional 4= Above Expectations 3= Meets Expectations

2= Below Expectation 1= Unsatisfactory 0= Not enough Information

5 4 3 2 1 0









Potential for Professional Competence (CP1,2a,b,c; 3)

Overall recommendation for admission to the Teacher Education Program (please check one)

___Recommend enthusiastically (Avg score of 4.2 -5.0) ___Recommend (Avg score of 3.3 – 4.1) ___Recommend with reservation – See comments below (Avg score of 2.9 – 3.2) ___Do not recommend – See comments below (Avg score of 0 – 2.8) Comments:

Evaluator’s Name Date

Evaluator’s Department/Agency

Return the completed form to: Janie Perry, 1305 Centerpoint Blvd. Knoxville, TN 37932, [email protected] or Fax (865) 691-6391

Form C


59

Teacher Education Program Praxis Core Appeal Form

Directions: Please complete and submit this form to the Education Coordinator in your region if you have attempted

the PRAXIS I three times and have not passed all three test sections. The appeal form must be submitted at least two

weeks before the program start date. You will receive notification of the appeal decision within 14 calendar days of

submission.

Name____________________________________________________ Student ID#

Phone________________________ __ Email Address

Tusculum Location: Greeneville Knoxville Morristown

PRAXIS Core: Reading test code 5712 (qualifying score 156), Writing test code 5722 (qualifying score 162),

Math test code 5732 (qualifying score 150)

1st

attempt Date: Reading Writing Math

2nd


3rd


Combined total of Reading, Writing and Math highest scores

Please state below how you could improve skills in the specific subject area(s) of the PRAXIS I that are deficient and

why you feel all test sections were not passed after three attempts. State the reason(s) why you believe you should be

exempt from the Praxis I requirement. Attach an additional page to your appeal if necessary.

Student Signature Date

Form D

Praxis I Appeal Status: Approved _______ Denied _______

Condition(s):

Comments:

Program Coordinator Signature: Date

Dean Signature: Date

60

Application for Student Teaching

Return completed form to: Residential: Lillian Burchnell, P.O. 5025, Greeneville, TN 37743, [email protected] BAIS: Janie Perry Cunningham, 1305 Centerpoint Blvd., Knoxville, TN 37932,[email protected]

Student Teaching Application Deadline

September 10 for Spring Student Teachers *** February 10 for Fall Student Teachers

Name: TC ID#

Address:

Home Phone: Cell Phone:

Personal Email: Tusculum Email:

Major: K-5 PE SPED Secondary 6-12 List subject

Residential BAIS MAT Campus Location:

Year entered program: Requested Student Teaching Semester (term & year):

In preparation for completion of your TNCompass personal affirmation, please answer the following questions. These

are the same questions you will be asked to answer on TNCompass after you have been recommended for licensure.

1. Have you been convicted of a felony, including conviction on a plea of guilty, a plea of nolo contend ere or order granting pre-trial diversion? _____ YES ___ NO 2. Have you been convicted of the illegal possession of drugs, including conviction on a plea of guilty, a plea of nolo contend ere or an order granting pre-trial diversion? _____ YES ____ NO 3. Have you had a teacher's certificate/license revoked, suspended or denied, or have you voluntarily relinquished a certificate/license (allowing a license expire does not apply) _____ YES _____ NO 4. Is there any action pending against your certificate/license or application in another state? _____ YES ______NO

Please ensure the following has been satisfied before your scheduled Student Teaching semester.

____Praxis II: Content Knowledge passed with official scores received by the college:

January 1 – Spring candidates or August 1 – Fall candidates

____Cumulative GPA minimum of: Undergraduate - 2.75

____ Education Major and minor GPA minimum of: Undergraduate - 2.75

____Student Teaching Recommendation Complete (one)

Signature Date

Form E



61

Student Teaching Placement Request Form

Return completed form to: Residential: Lillian Burchnell, P.O. 5025, Greeneville, TN 37743 [email protected] BAIS/MAT: Janie Perry Cunningham, 1305 Centerpoint Blvd., Knoxville, TN 37932, [email protected]

Student Teacher’s Information

Name: TC ID#

Address:

Home Phone: ______________________________________ Cell Phone:

Tusculum Email Address: Other email:

Student Teaching Semester/year: Subject you will teach:

Residential: _____________ BAIS Location: __MAT location:

Major: K-6 □ PE □ SPED □ Secondary 6-12 (list subject)

Requested County for Placement of Student Teaching: __________________________

Requested County for Placement of Student Teaching: __________________________

Please indicate schools in the counties listed above in which you have been employed, immediate family is

currently employed, and / or your children are currently enrolled.

______________________________________________________________________________

______________________________________________________________________________

All attempts will be made to place students within their requested county. Requested counties should be those listed within the service area of the program in which the student teacher is enrolled. All Tusculum College Student Teaching placements are finalized by Director of Field Experience. I understand and agree to adhere to the policies and procedures set forth by the School of Education

Program Requirement Handbook of Tusculum College.

_____________________________ ________________________________ Signature Date

Form F



62

Student Teaching Recommendation Form

Each student must acquire a recommendation from a Tusculum College School of Education faculty member

in order to student teach. The Teacher Education Department requests that you use the rating scale below

to provide information that will be used in the process of evaluating the student’s readiness for student

teaching.

Name of Student________ ________________________ TC ID_______ ____________

Residential: ___ ________ BAIS Location: ___ ___ ____MAT location:

Major: K-5 □ PE □ SPED □ Secondary 6-12 (list subject) ____________________

To the evaluator: Please check one of the following statements

_______ I waive my right of confidentially on this document.

_______ All information contained on this document must remain confidential and may not be released.

Rate the student as follows: 5=Exceptional 4= Above Expectations 3= Meets Expectations 2= Below Expectation 1= Unsatisfactory 0= Not enough Information

5 4 3 2 1 0






Preparation for Class (CP3)


Regularity of Attendance (CP3)

Contributions to Class Activities/Discussions (CP3)



Potential for Professional Competence (CP1; 2a,b,c; 3)

Adherence to Dress Code (Public Schools) (CP3)

Overall recommendation for admission to the Teacher Education Program (please check one) ___Recommend enthusiastically (Avg score of 4.2 -5.0) ___Recommend (Avg score of 3.3 – 4.1) ___Recommend with reservation – See comments below (Avg score of 2.9 – 3.2) ___Do not recommend – See comments below (Avg score of 0 – 2.8)

Comments:

Evaluator’s signature: Date:

Evaluator’s printed name:

Faculty: Return the completed form to one of the following: Residential: Lillian Burchnell, P.O. 5025, [email protected] BAIS/MAT: Janie Perry Cunningham 1305 Centerpoint Blvd. Knoxville, TN 37932, [email protected]

Form G



63

Student Teaching Praxis II Appeal Form

Directions: Please complete and submit this form to the Director of Clinical Experience if you have attempted the

PRAXIS II at least once before student teaching and have not passed the Praxis II Content Knowledge test in your

endorsement area. The appeal form must be submitted by November 1 for spring student teaching and June 1 for fall

student teaching. You will receive notification of the appeal decision within 14 calendar days of submission. If the

appeal has been approved, you may proceed with student teaching. All Praxis II test requirements for your

endorsement area will have to be met before you will be recommended for licensure.

Name____________________________________________________ Student ID#

Phone________________________ __ Email Address

Tusculum Location: Greeneville Knoxville Morristown

1st

attempt Date: Praxis II Content Knowledge test code # _____ ______ Score__

State the reason(s) why you believe you should be exempt from passing Praxis II prior to student teaching. Attach an

additional page to your appeal if necessary.

Student Signature Date

Form H

Praxis II Appeal Status: Approved _______ Denied _______

Condition(s):

Comments:

Dir. Of Field Experience Signature: Date

Dean Signature: Date

64

Conditional Approval for Student Teaching Agreement

_________________________________________________________________________________ Directions: Please read the statement below and complete information.

_________________________________________________________________________________

I understand that I will be conditionally approved to begin the Tusculum Student Teaching

Program and I must meet the conditions as outlined below. I understand that if I do not meet

the conditions stipulated below, I will not be recommended for licensure upon graduation.

Printed Name TC ID___________

Address

Phone(s)

Email

Degree/Major

Conditions to be met:

Date

Date

Date

Date

Student Signature Date _____________________ ________________________ Faculty Advisor Date Chair, Department of Education Date Dean, School of Education Date

Form I

65

Request to Graduate Without Recommendation for Teacher Licensure

_________________________________________________________________________________ Directions: Write an explanation of the reason for this request, obtain your advisor’s signature, and attach it to this form. Return the completed form and explanation to the Education Coordinator at your site or email it to [email protected]. Once approved by the program chair and Dean, School of Education, a copy will be forwarded to your email and a copy will be placed in your education academic file. _______________________________________________________________________________________

I hereby request permission to graduate without completing the Teacher Education Program. I understand

that I will not be eligible for Tusculum College’s recommendation for teacher licensure. I further understand

that if I should wish to reenter Tusculum College’s Teacher Education Program at some future date, my

credentials will be evaluated in terms of the current program requirements at the time of reentry.

Printed Name _______________________TC ID_____

Address _______________________________________

Phone(s) _______________________________________

Email ________________________________________________

Degree/Major

Requested Date of Graduation

Course(s)/Requirements for which waiver is requested*

Expected earned hours as of graduation date (minimum 120 hours)

*Only Student Teaching courses may be waived.

Student Signature Date _____________________ ________________________ Faculty/Academic Advisor Date Chair, Department of Education Date

_____________________ _________ ______ Dean, School of Education Date

Form J

Documents

Educator Preparation Program Handbook - Amazon S3 Faculty/Staff Listing Dr. Tricia Hunsader Dean COG-N 109 423-787-8320 [email protected] Dr. Betsy Loveday Program Coordinator