2015 - university of tennessee at martin · total number of students enrolled in 2013-14: 165...

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University of Tennessee - MartinTraditional Program

2015

Complete Report Card

AY 2013-14

Institution Information

Name of Institution: University of Tennessee - Martin

Institution/Program Type: Traditional

Academic Year: 2013-14

State: Tennessee

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Address: 538 University Street

Martin, TN, 38238

Contact Name: Mrs. Jenny Hahn

Phone: 731-881-7126

Email: [email protected]

Is your institution a member of an HEA Title II Teacher Quality Partnership (TQP) grant

awarded by the U.S. Department of Education?

(http://www2.ed.gov/about/offices/list/oii/tqp/index.html)

No

If yes, provide the following:

Award year:

Grantee name:

Project name:

Grant number:

List partner districts/LEAs:

List other partners:

Project Type:

http://www2.ed.gov/about/offices/list/oii/tqp/index.html

Section I.a Program Information

List each teacher preparation program included in your traditional route. Indicate if your

program or programs participate in a Teacher Quality Partnership Grant awarded by the

U.S. Department of Education as described

at http://www2.ed.gov/about/offices/list/oii/tqp/index.html.

Teacher Preparation Programs Teacher Quality Partnership Grant Member?

Agriculture Education No

Dance K-12 No

Family & Consumer Science Education No

Health & Wellness K-12 No

Instrumental Music K-12 No

Integrated Studies 4-8 No

Integrated Studies K-6 No

Integrated Studies PreK-3 No

M.S. Initial Licensure 7-12 No

M.S. Initial Licensure K-12 No

http://www2.ed.gov/about/offices/list/oii/tqp/index.html

M.S. Initial Licensure K-6 No

Physical Education K-12 No

Secondary Education: Business No

Secondary Education: Chemistry No

Secondary Education: Earth Science No

Secondary Education: Economics No

Secondary Education: English No

Secondary Education: French No

Secondary Education: Geography No

Secondary Education: Government No

Secondary Education: History No

Secondary Education: Mathematics No

Secondary Education: Spanish No

Seconday Education: Biology No

Special Education K-12 No

Special Education PreK-3 No

Visual Arts K-12 No

Vocal/General Music K-12 No

Total number of teacher preparation programs: 28

Section I.b Admissions

Indicate when students are formally admitted into your initial teacher certification

program:

Sophomore year

Does your initial teacher certification program conditionally admit students?

No

Provide a link to your website where additional information about admissions

requirements can be found:

www.utm.edu/departments/cebs/ESS_teachered

Please provide any additional comments about or exceptions to the admissions

information provided above:

Typically UT Martin Education majors are ready for admission to the Professional Teacher

Education program by the second semester of their sophomore year. While a content area GPA

is not required for admission to the program, it is a requirement for being recommended for

licensure. We find that if students have obtained the 2.75 cumulative GPA, then they also have

a 2.75 GPA or higher in their content area and professional education coursework.

Section I.b Undergraduate Requirements

Please provide the following information about your teacher preparation program's entry

and exit requirements. (§205(a)(1)(C)(i))

http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=110_cong_public_laws&docid=f:publ315.110.pdf

Are there initial teacher certification programs at the undergraduate level?

Yes

If yes, for each element listed below, indicate if it is required for admission into or exit

from any of your teacher preparation program(s) at the Undergraduate level.

Element Required for

Entry

Required for

Exit

Transcript No Yes

Fingerprint check Yes No

Background check Yes No

Minimum number of courses/credits/semester hours

completed

No Yes

Minimum GPA Yes Yes

Minimum GPA in content area coursework No Yes

Minimum GPA in professional education coursework No Yes

Minimum ACT score Yes No

Minimum SAT score Yes No

Minimum basic skills test score Yes No

Subject area/academic content test or other subject matter

verification

No Yes

Recommendation(s) No Yes

Essay or personal statement Yes No

Interview Yes Yes

Other Portfolio No Yes

What is the minimum GPA required for admission into the program?

2.75

What was the median GPA of individuals accepted into the program in academic year

2013-14

3.33

What is the minimum GPA required for completing the program?

2.75

What was the median GPA of individuals completing the program in academic year 2013-

14

3.37

Please provide any additional comments about the information provided above:

Section I.b Postgraduate Requirements

Please provide the following information about your teacher preparation program's entry

and exit requirements. (§205(a)(1)(C)(i))

Are there initial teacher certification programs at the postgraduate level?


Yes

If yes, for each element listed below, indicate if it is required for admission into or exit

from any of your teacher preparation program(s) at the Postgraduate level.

Element Required for

Entry

Required for

Exit

Transcript Yes Yes

Fingerprint check Yes No

Background check Yes No

Minimum number of courses/credits/semester hours

completed

Yes Yes

Minimum GPA Yes Yes

Minimum GPA in content area coursework No Yes

Minimum GPA in professional education coursework No Yes

Minimum ACT score Yes No

Minimum SAT score Yes No

Minimum basic skills test score Yes No

Subject area/academic content test or other subject matter No Yes

verification

Recommendation(s) No Yes

Essay or personal statement Yes Yes

Interview Yes Yes

Other Portfolio No Yes

What is the minimum GPA required for admission into the program?

2.75

What was the median GPA of individuals accepted into the program in academic year

2013-14

3.75

What is the minimum GPA required for completing the program?

3

What was the median GPA of individuals completing the program in academic year 2013-

14

3.8

Please provide any additional comments about the information provided above:

Section I.c Enrollment

Provide the number of students in the teacher preparation program in the following

categories. Note that you must report on the number of students by ethnicity and race

separately. Individuals who are non-Hispanic/Latino will be reported in one of the race

categories. Also note that individuals can belong to one or more racial groups, so the

sum of the members of each racial category may not necessarily add up to the total

number of students enrolled.

For the purpose of Title II reporting, an enrolled student is defined as a student who has

been admitted to a teacher preparation program, but who has not completed the program

during the academic year being reported. An individual who completed the program

during the academic year being reported is counted as a program completer and not an

enrolled student.

Additional guidance on reporting race and ethnicity data.

Total number of students enrolled in 2013-14: 165

Unduplicated number of males enrolled in 2013-14: 37

Unduplicated number of females enrolled in 2013-14: 128

2013-14 Number enrolled

Ethnicity

Hispanic/Latino of any race: 2

Race

American Indian or Alaska Native: 0

Asian: 0

Black or African American: 10

Native Hawaiian or Other Pacific Islander: 0

https://title2.ed.gov/Public/TA/Race_ethnicity.pdf

White: 155

Two or more races: 0

Section I.d Supervised Clinical Experience

Provide the following information about supervised clinical experience in 2013-14.

Average number of clock hours of supervised clinical experience required prior to

student teaching 70

Average number of clock hours required for student teaching 600

Average number of clock hours required for mentoring/induction support 0

Number of full-time equivalent faculty supervising clinical experience during this

academic year 27

Number of adjunct faculty supervising clinical experience during this academic year (IHE

and PreK-12 staff) 1291

Number of students in supervised clinical experience during this academic year 1051

Please provide any additional information about or descriptions of the supervised

clinical experiences:

Section I.e Teachers Prepared by Subject Area

Please provide the number of teachers prepared by subject area for academic year 2013-

14. For the purposes of this section, number prepared means the number of program

completers. "Subject area" refers to the subject area(s) an individual has been prepared

to teach. An individual can be counted in more than one subject area. If no individuals

were prepared in a particular subject area, please leave that cell blank. (§205(b)(1)(H))

Subject Area Number Prepared

Education - General

Teacher Education - Special Education 7

Teacher Education - Early Childhood Education 8

Teacher Education - Elementary Education 80

Teacher Education - Junior High/Intermediate/Middle School Education 12

Teacher Education - Secondary Education 31

Teacher Education - Multiple Levels

Teacher Education - Agriculture 3

Teacher Education - Art 5

Teacher Education - Business 1

Teacher Education - English/Language Arts 9

Teacher Education - Foreign Language

Teacher Education - Health 17

Teacher Education - Family and Consumer Sciences/Home Economics 2

Teacher Education - Technology Teacher Education/Industrial Arts

Teacher Education - Mathematics 1

Teacher Education - Music 10

Teacher Education - Physical Education and Coaching 18

Teacher Education - Reading

Teacher Education - Science Teacher Education/General Science

Teacher Education - Social Science

Teacher Education - Social Studies

Teacher Education - Technical Education

Teacher Education - Computer Science

Teacher Education - Biology 1

Teacher Education - Chemistry 1

Teacher Education - Drama and Dance

Teacher Education - French 1

Teacher Education - German

Teacher Education- History 10

Teacher Education - Physics

Teacher Education - Spanish

Teacher Education - Speech

Teacher Education - Geography 2

Teacher Education - Latin

Teacher Education - Psychology

Teacher Education - Earth Science 1

Teacher Education - English as a Second Language

Teacher Education - Bilingual, Multilingual, and Multicultural Education

Education - Other

Specify: Dance Education, Teacher Education - Government

4

Section I.e Teachers Prepared by Academic Major

Please provide the number of teachers prepared by academic major for academic year

2013-14. For the purposes of this section, number prepared means the number of

program completers. "Academic major" refers to the actual major(s) declared by the

program completer. An individual can be counted in more than one academic major. If no

individuals were prepared in a particular academic major, please leave that cell blank.

(§205(b)(1)(H))

Academic Major Number

Prepared

Education - General 2

Teacher Education - Special Education 7

Teacher Education - Early Childhood Education 8

Teacher Education - Elementary Education 75

Teacher Education - Junior High/Intermediate/Middle School Education 11

Teacher Education - Secondary Education 20

Teacher Education - Agriculture 3

Teacher Education - Art 5

Teacher Education - Business

Teacher Education - English/Language Arts 8

Teacher Education - Foreign Language

Teacher Education - Health 16

Teacher Education - Family and Consumer Sciences/Home Economics 2

Teacher Education - Technology Teacher Education/Industrial Arts

Teacher Education - Mathematics 1

Teacher Education - Music 10

Teacher Education - Physical Education and Coaching 16

Teacher Education - Reading

Teacher Education - Science

Teacher Education - Social Science

Teacher Education - Social Studies

Teacher Education - Technical Education

Teacher Education - Computer Science

Teacher Education - Biology 1

Teacher Education - Chemistry 1

Teacher Education - Drama and Dance

Teacher Education - French

Teacher Education - German

Teacher Education - History 5

Teacher Education - Physics

Teacher Education - Spanish

Teacher Education - Speech

Teacher Education - Geography

Teacher Education - Latin

Teacher Education - Psychology

Teacher Education - Earth Science 1

Teacher Education - English as a Second Language

Teacher Education - Bilingual, Multilingual, and Multicultural Education

Education - Curriculum and Instruction

Education - Social and Philosophical Foundations of Education

Liberal Arts/Humanities

Psychology

Social Sciences

Anthropology

Economics

Geography and Cartography 2

Political Science and Government 3

Sociology

Visual and Performing Arts 8

History 2

Foreign Languages

Family and Consumer Sciences/Human Sciences 2

English Language/Literature 1

Philosophy and Religious Studies

Agriculture 3

Communication or Journalism 1

Engineering

Biology

Mathematics and Statistics

Physical Sciences

Astronomy and Astrophysics

Atmospheric Sciences and Meteorology

Chemistry

Geological and Earth Sciences/Geosciences

Physics

Business/Business Administration/Accounting 2

Computer and Information Sciences 1

Other

Specify: Health &Human Performance, Bachelor of Music, International

Studies, Interdisciplinary Studies

31

Section I.f Program Completers

Provide the total number of teacher preparation program completers in each of the

following academic years:

2013-14: 176

2012-13: 201

2011-12: 208

Section II Annual Goals - Mathematics

Each institution of higher education (IHE) that conducts a traditional teacher preparation

program (including programs that offer any ongoing professional development

programs) or alternative route to state credential program, and that enrolls students

receiving Federal assistance under this Act, shall set annual quantifiable goals for

increasing the number of prospective teachers trained in teacher shortage areas

designated by the Secretary or by the state educational agency, including mathematics,

science, special education, and instruction of limited English proficient students.

(§205(a)(1)(A)(ii), §206(a))

Information about teacher shortage areas can be found

at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.

Please provide the information below about your program's goals to increase the number

of prospective teachers in mathematics in each of three academic years.

Academic year 2013-14

Did your program prepare teachers in mathematics in 2013-14?

Yes


http://www2.ed.gov/about/offices/list/ope/pol/tsa.html

How many prospective teachers did your program plan to add in mathematics in 2013-

14?

2

Did your program meet the goal for prospective teachers set in mathematics in 2013-14?

Yes

Description of strategies used to achieve goal, if applicable:

Description of steps to improve performance in meeting goal or lessons learned in

meeting goal, if applicable:

Provide any additional comments, exceptions and explanations below:


Is your program preparing teachers in mathematics in 2014-15?

Yes

How many prospective teachers did your program plan to add in mathematics in 2014-

15?

2



Will your program prepare teachers in mathematics in 2015-16?

Yes

How many prospective teachers does your program plan to add in mathematics in 2015-

16?

3


Section II Annual Goals - Science








(§205(a)(1)(A)(ii), §206(a))




of prospective teachers in science in each of three academic years.


Did your program prepare teachers in science in 2013-14?

Yes

How many prospective teachers did your program plan to add in science in 2013-14?

5

Did your program meet the goal for prospective teachers set in science in 2013-14?

No






Is your program preparing teachers in science in 2014-15?

Yes

How many prospective teachers did your program plan to add in science in 2014-15?



3



Will your program prepare teachers in science in 2015-16?

Yes

How many prospective teachers does your program plan to add in science in 2015-16?

3


Section II Annual Goals - Special Education








(§205(a)(1)(A)(ii), §206(a))




of prospective teachers in special education in each of three academic years.


Did your program prepare teachers in special education in 2013-14?

Yes

How many prospective teachers did your program plan to add in special education in

2013-14?

5



Did your program meet the goal for prospective teachers set in special education in

2013-14?

Yes






Is your program preparing teachers in special education in 2014-15?

Yes

How many prospective teachers did your program plan to add in special education in

2014-15?

5



Will your program prepare teachers in special education in 2015-16?

Yes

How many prospective teachers does your program plan to add in special education in

2015-16?

5


Section II Annual Goals - Instruction of Limited English Proficient

Students








(§205(a)(1)(A)(ii), §206(a))




of prospective teachers in instruction of limited English proficient students in each of

three academic years.


Did your program prepare teachers in instruction of limited English proficient students in

2013-14?

No

How many prospective teachers did your program plan to add in instruction of limited

English proficient students in 2013-14?

Did your program meet the goal for prospective teachers set in instruction of limited


Data not reported





The University of Tennessee at Martin does not offer an initial licensure program in ESL. We do

however provide a means to add the endorsement at the graduate level.


Is your program preparing teachers in instruction of limited English proficient students

in 2014-15?



No

How many prospective teachers did your program plan to add in instruction of limited




Will your program prepare teachers in instruction of limited English proficient students

in 2015-16?

No

How many prospective teachers does your program plan to add in instruction of limited



Section II Assurances

Please certify that your institution is in compliance with the following assurances.

(§205(a)(1)(A)(iii), §206(b)) Note: Be prepared to provide documentation and evidence for

your responses, when requested, to support the following assurances.

Preparation responds to the identified needs of the local educational agencies or States

where the program completers are likely to teach, based on past hiring and recruitment

trends.

Yes

Preparation is closely linked with the needs of schools and the instructional decisions

new teachers face in the classroom.

Yes

Prospective special education teachers are prepared in core academic subjects and to

instruct in core academic subjects.

Yes

Prospective general education teachers are prepared to provide instruction to students

with disabilities.

Yes

Prospective general education teachers are prepared to provide instruction to limited

English proficient students.

Yes

Prospective general education teachers are prepared to provide instruction to students

from low-income families.

Yes

Prospective teachers are prepared to effectively teach in urban and rural schools, as

applicable.

Yes

Describe your institution’s most successful strategies in meeting the assurances listed

above:

UT Martin works closely with the area school districts to ensure that we are providing teacher

education candidates with the knowledge and skills necessary to be successful employees in

any school system. In the undergraduate program Teacher Education 302/305 and in the

graduate program Teacher Education 780/705 all contain early field experiences. Students see

the day-to-day operations of the classroom. These classes cover a vast array of topics dealing

with teaching and learning styles, planning for teaching, and dealing with students from a variety

of backgrounds including ethnicity, race, and socioeconomic status. It also covers effective

teaching methods for working in rural and urban school settings. One of the activities performed

is the Poverty Simulation Project. Students write a reflective paper about the simulation and how

to address students in poverty in their classrooms.

Students are provided an overview for working with limited English proficient students. This is

covered in the differentiated instruction plan that is an assignment in TCED 302/305 and TCED

780/705.

TCED 302/305 offers 40 hours of field experience as an introduction to teaching practice. TCED

340 offers teaching opportunities at the elementary level; TCED 450/650 requires candidates to

tutor in a middle school for ten weeks. TCED 475, Kindergarten Practicum, requires PreK-3 and

K-6 majors to work in a kindergarten setting for 60 hours during a semester. They begin with

observations and proceed to teaching for an entire morning. HPED 310 gives K-6 and 4-8

majors field experience in a physical education classroom. TCED 380, is designed to give 4-8

and secondary education majors the same preparation in the classroom that TCED 475 gives

PreK-3 and K-6 majors. The candidates will have a field experience opportunity in a middle

school. They will begin with observations and end by teaching an entire morning. This

experience is designed to support the transition between courses and student teaching.

Other classes that build on the initial experiences students receive are Teacher Education

450/650 and Teacher Education 340/731. These classes in particular contain service learning

activities. Many of our local school systems are very diverse in the areas of race, ethnicity, and

socioeconomic status.

TCED 303 (Diagnosis & Assessment) has been revised to provide a more in-depth look at the

Tennessee Value-Added Assessment System (TVAAS). Students are required to take five self-

paced modules which help the students further understand, interpret and use TVAAS value-

added analysis to inform practices and accelerate student progress. Students discuss strategies

and best practices which meet the needs of all students. They are also given instruction on how

to access reports for comparison among classes, schools and districts.

All education majors in the unit receive training in working with special needs students. All areas

are covered in Special Education 300/500, a survey class of the field of special education.

A learning module focused on Response to Intervention (RTI) has been added to READ 438,

the elementary reading methods course. Typically, reading disabilities are identified by teachers

in grades PreK-6. All candidates seeking licensure in PreK-6th grade enroll in READ 438. Since

RTI is mandated for reading in Tennessee, a learning module that includes instruction, video,

and reflection is now included in the delivery of READ 438 to better equip teacher candidates to

understand their role and function in RTI.

For the past several years, there have been several important educational initiatives in the state

of Tennessee. The first is the implementation of Common Core State Standards. Because of

this initiative, all courses offered by the Department of Educational Studies at UT Martin include

in their syllabi and course work assignments based in CCSS. The second is Response to

Intervention. Because of this initiative, several courses have added instruction in the

assessments required to institute RTI and the specific interventions required to remediate

students in Tier 2 and Tier 3 of RTI. The third is the change in the assessment of K-12 students

from the Tennessee Comprehensive Assessment Program (T-CAP) to the Partnership for

Assessment of Readiness for College & Careers (PARCC) tests. These tests address Common

Core State Standards and therefore instruction on these assessments also permeates the

courses in education. In particular, TCED 303, assessment and SPED 437, special education

assessment, offer instruction in RTI assessment and the interpretation of data resulting from the

assessments. Local school districts have requested that our graduates receive instruction in the

interpretation of testing data. As a result, both courses offer modules in data interpretation and

the Tennessee Value-Added Assessment System (TVAAS) interpretation.

To ensure that pre-service candidates have insight into the challenges presented by poverty, all

candidates attend a poverty simulation in TCED 305 and then again in SWK 220. This ensures

that all candidates have insight into approaches which provide the most effective learning

opportunities for students in poverty. This subject is also addressed in multiple courses.

Students reflect on these experiences and in TCED 305 also engage in learning activities to

assist in matching strategies with the needs of students in poverty. Service learning

opportunities to tutor students in poverty with Martin Housing Authority are present in several

courses—SEDU 411, 412, 413, 414 and 415.

Because pre-service candidates benefit from field experiences, the undergraduate program at

UT Martin offers several opportunities for observation and teaching practice before the student

teaching semester.

Section III Assessment Pass Rates

Assessment code - Assessment name

Test Company

Group

Number

taking

tests

Avg.

scaled

score

Number

passing

tests

Pass

rate

(%)

ETS0700 -AGRICULTURE

Educational Testing Service (ETS)

All enrolled students who have completed all noncl

1



All program completers, 2013-14

3




3




6

ETS0135 -ART CONTENT AND ANALYSIS



1



4





3




4

ETS0233 -BIOLOGY CONTENT ESSAYS



3

ETS0233 -BIOLOGY CONTENT ESSAYS



9

ETS0235 -BIOLOGY CONTENT KNOWLEDGE



1




1




3




9

ETS0100 -BUSINESS ED



1

ETS5101 -BUSINESS ED CONTENT KNOWLEDGE



1




1




3

ETS0245 -CHEMISTRY CONTENT KNOWLEDGE



1

ETS5571 -EARTH AND SPACE SCIENCES - CK



1

ETS5571 -EARTH AND SPACE SCIENCES - CK



2

ETS5021 -EDUCATION OF YOUNG CHILDREN



2

ETS5021 -EDUCATION OF YOUNG CHILDREN 2


Other enrolled students




7




9




10 176 10 100

ETS5014 -ELEM ED CONTENT KNOWLEDGE



29 160 29 100




31 157 31 100




88 161 88 100




103 162 102 99



100 160 100 100


ETS0011 -ELEM ED CURR INSTRUC ASSESSMENT



23 173 21 91




6




80 174 76 95




94 174 89 95




92 173 89 97

ETS0041 -ENG LANG LIT COMP CONTENT

KNOWLEDGE



1


KNOWLEDGE



10 176 10 100


KNOWLEDGE

8



ETS0043 -ENG LANG LIT COMP PEDAGOGY



9

ETS5038 -ENGLISH LANGUAGE ARTS: CK



5




1




6

ETS5121 -FAMILY AND CONSUMER SCIENCES



1




4




2

ETS0431 -GENERAL SCI CONTENT KNOWL PART 1


2


ETS0921 -GEOGRAPHY



2

ETS0931 -GOVERNMENT POLITICAL SCIENCE



1

ETS0930 -GOVERNMENT POLITICAL SCIENCE

(DISCONTINUED)



1

ETS5551 -HEALTH EDUCATION



1




9




1

ETS5550 -HEALTH EDUCATION (DISCONTINUED)



2



6





11 638 10 91

ETS0061 -MATHEMATICS CONTENT KNOWLEDGE



1




1




4

ETS5146 -MIDDLE SCHOOL CONTENT KNOWLEDGE



6




3




12 161 11 92




16 163 16 100




17 163 15 88

ETS0111 -MUSIC CONCEPTS AND PROCESSES



11 151 7 64

ETS5114 -MUSIC CONTENT & INSTRUCTION



1




9




10 161 6 60

ETS0113 -MUSIC CONTENT KNOWLEDGE



1

ETS0113 -MUSIC CONTENT KNOWLEDGE



11 167 11 100

ETS0092 -PHYSICAL ED ANALYSIS AND DESIGN



4

ETS5095 -PHYSICAL ED CONTENT AND DESIGN 1



ETS5095 -PHYSICAL ED CONTENT AND DESIGN



16 166 11 69




16 166 13 81




9

ETS5091 -PHYSICAL ED CONTENT KNOWLEDGE



5

ETS5623 -PRINC LEARNING AND TEACHING 5-9



3




2




19 171 19 100



19 171 18 95





13 170 12 92


(DISCONTINUED)



9




14 170 13 93




4




45 169 39 87




55 171 53 96




39 167 35 90


(DISCONTINUED)


17 174 17 100


ETS5621 -PRINC LEARNING AND TEACHING EARLY

CHILD



3


CHILD



1


CHILD



8


CHILD



8


CHILD



8


CHILD (DISC)



1

ETS5622 -PRINC LEARNING AND TEACHING K-6


20 176 20 100





5




84 174 83 99




100 173 100 100




74 172 72 97


(DISCONTINUED)



37 176 37 100

ETS5201 -READING ACROSS CURRICULUM ELEM



1




57 167 57 100



111 167 110 99





124 167 123 99

ETS5543 -SE CK AND MILD TO MODERATE APPL



3




1




6




4




9

ETS5195 -SPANISH WORLD LANGUAGE



4

ETS5203 -TEACHING READING: ELEM EDUCATION



28 171 25 89




12 170 11 92




34 169 30 88




4

ETS5941 -WORLD AND U.S. HISTORY CK



2




9




14 158 13 93




9

Section III Summary Pass Rates

Group

Number

taking

tests

Number

passing

tests

Pass

rate

(%)

All program completers, 2013-14 172 152 88



Section IV Low-Performing

Provide the following information about the approval or accreditation of your teacher

preparation program.

Is your teacher preparation program currently approved or accredited?

Yes

If yes, please specify the organization(s) that approved or accredited your program:

State

NCATE

SACS

Is your teacher preparation program currently under a designation as "low-performing"

by the state (as per section 207(a) of the HEA of 2008)?

No

Section V Use of Technology

Provide the following information about the use of technology in your teacher

preparation program. Please note that choosing 'yes' indicates that your teacher

preparation program would be able to provide evidence upon request.

Does your program prepare teachers to:

integrate technology effectively into curricula and instruction

Yes

use technology effectively to collect data to improve teaching and learning

Yes

use technology effectively to manage data to improve teaching and learning

Yes

use technology effectively to analyze data to improve teaching and learning

Yes

Provide a description of the evidence that your program uses to show that it prepares

teachers to integrate technology effectively into curricula and instruction, and to use

technology effectively to collect, manage, and analyze data in order to improve teaching

and learning for the purpose of increasing student academic achievement. Include a

description of the evidence your program uses to show that it prepares teachers to use

the principles of universal design for learning, as applicable. Include planning activities

and a timeline if any of the four elements listed above are not currently in place.

Technology is covered extensively in all teacher education programs. Human Learning 311,

Educational Studies 750, Fine Arts 300, and Music 108 are all technology classes offered for

specific programs. Each of the classes cover technology and its integration for the specific

major. Instruction includes, but is not limited to, data collection, data management and data

analysis. In addition to the specific technology classes listed above, technology usage is

integrated throughout the curriculum. Students are trained on how to use the Smartboard prior

to beginning the student teaching semester. Many classrooms, with additional classrooms to

follow, are equipped with Echo 360 technologies so that students can actively use technology in

class presentations.

TCED 303 (Diagnosis & Assessment) has been revised to provide a more in-depth look at the

Tennessee Value-Added Assessment System (TVAAS). Students are required to take five self-

paced modules which help the students further understand, interpret and use TVAAS value-

added analysis to inform practices and accelerate student progress. Students discuss strategies

and best practices which meet the needs of all students. They are also given instruction on how

to access reports for comparison among classes, schools and districts.

Special Education 440 addresses the need for differentiated instruction by using multi-

methodologies to reach all students.

Universal design for learning is required to be used in all lesion plans throughout the curriculum.

A learning module focused on Response to Intervention (RTI) has been added to READ 438,

the elementary reading methods course. Typically, reading disabilities are identified by teachers

in grades PreK-6. All candidates seeking licensure in PreK-6th grade enroll in READ 438. Since

RTI is mandated for reading in Tennessee, a learning module that includes instruction, video,

and reflection is now included in the delivery of READ 438 to better equip teacher candidates to

understand their role and function in RTI.

For the past several years, there have been several important educational initiatives in the state

of Tennessee. The first is the implementation of Common Core State Standards. Because of

this initiative, all courses offered by the Department of Educational Studies at UT Martin include

in their syllabi and course work assignments based in CCSS. The second is Response to

Intervention. Because of this initiative, several courses have added instruction in the

assessments required to institute RTI and the specific interventions required to remediate

students in Tier 2 and Tier 3 of RTI. The third is the change in the assessment of K-12 students

from the Tennessee Comprehensive Assessment Program (T-CAP) to the Partnership for

Assessment of Readiness for College & Careers (PARCC) tests. These tests address Common

Core State Standards and therefore instruction on these assessments also permeates the

courses in education. In particular, TCED 303, assessment and SPED 437, special education

assessment, offer instruction in RTI assessment and the interpretation of data resulting from the

assessments. Local school districts have requested that our graduates receive instruction in the

interpretation of testing data. As a result, both courses offer modules in data interpretation and

the Tennessee Value-Added Assessment System (TVAAS) interpretation.

Section VI Teacher Training

Provide the following information about your teacher preparation program. Please note

that choosing 'yes' indicates that your teacher preparation program would be able to

provide evidence upon request.

Does your program prepare general education teachers to:

teach students with disabilities effectively

Yes

participate as a member of individualized education program teams

Yes

teach students who are limited English proficient effectively

Yes

Provide a description of the evidence your program uses to show that it prepares general

education teachers to teach students with disabilities effectively, including training

related to participation as a member of individualized education program teams, as

defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act, and to

effectively teach students who are limited English proficient. Include planning activities

and a timeline if any of the three elements listed above are not currently in place.

All teacher education candidates are trained in working with students with disabilities, members

of individualized education program teams, and limited English proficient students. All majors

take Special Education 300/500 and several majors also require Special Education 440/640. In

addition to these two special education classes, TCED 302/305 also covers instruction of limited

English proficient learners.

Pre-service candidates in general education are required to take two special education courses,

SPED 300 and 440. Both courses address the need to differentiate instruction for students with

disabilities, make accommodations in a variety of activities, and provide interventions in the

classroom. Both courses have a component in which pre-service candidates have an

introduction into the IEP meeting and the development of the IEP for students identified as

having special needs. SPED 440 in particular teaches students to differentiate instruction and

provides strategies for the tiers of RTI (Response to Intervention).

To support these special education courses, other general education courses ask pre-service

candidates to plan for differentiated instruction in lesson plans and teaching simulations in the

classroom. The introductory course TCED 302/305 has an important assignment in which pre-

service candidates design a lesson plan which differentiates instruction, accommodates a

student with special needs, and provides supports for ELL students. Other methods courses

build on this first assignment by asking candidates to create lessons which always differentiate

instruction, provide support for students with an IEP, and provide strategies for accommodating

ELL students. Specifically, TCED 450, the course on middle level curriculum, and SEDU 415,

social studies methods, offer opportunities for candidates to include accommodations and

universal design for learning in lesson planning assignments.

To address the requirements of Response to Intervention (RTI), specific instruction on reading

interventions and curriculum- based probes is included in the required reading course, READ

438. The assignment includes a case study with testing and implementation of specific

strategies.

Does your program prepare special education teachers to:

teach students with disabilities effectively

Yes

participate as a member of individualized education program teams

Yes

teach students who are limited English proficient effectively

Yes

Provide a description of the evidence your program uses to show that it prepares special

education teachers to teach students with disabilities effectively, including training

related to participation as a member of individualized education program teams, as

defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act, and to

effectively teach students who are limited English proficient. Include planning activities

and a timeline if any of the three elements listed above are not currently in place.

The special education program at UT Martin prepares students to work with students with

disabilities, participate as a member of individualized education program teams, and work with

students who are limited English proficient learners. The program consists of twenty-eight hours

of special education coursework that covers a vast amount of information. Students in the

special education program at UT Martin are trained in grades P-12. UT Martin's special

education majors are considered well prepared by the local school districts in which they

student teach and are hired as full-time employees. UT Martin only offers special education

licensure in PreK-3 (early childhood special education) and K-12 modified licensure.

Pre-service candidates in special education receive course work which supports teaching the

variety of students with special needs. In addition to the subject knowledge required of all

teachers, these candidates take courses to address differentiating instruction, assessment in

special education, behavior interventions, special education law and requirements, and students

with intellectual disabilities. These candidates take some of the courses required of regular

education candidates in lesson planning and field experiences. In addition, they have extra field

experience in SPED 386 where they observe closely in two different special education settings.

In that course, one of the assignments is to participate as a member of an IEP team; this

assignment is expanded during their tenure as a student teacher. The needs of ELL students

are incorporated into SPED 440, a course where differentiating instruction and universal design

for learning is the focus.

Section VII Contextual Information

Please use this space to provide any additional information that describes your teacher

preparation program(s). You may also attach information to this report card. The U.S.

Department of Education is especially interested in any evaluation plans or interim or

final reports that may be available.

The primary mission of the Teacher Education Unit is to prepare K-12 classroom teachers,

administrators, and school service personnel for the public schools in Tennessee as well as in

the nation. Programs are designed to prepare classroom teachers who exhibit understanding

and proficiency in knowledge, skills and applications, reflective practice, professional and ethical

behavior, and inquiry with emphasis in assessment, technology and diversity. Programs are

evaluated on a regular basis. The unit uses the following surveys to obtain useful information as

to whether program changes need to be made. The surveys include: the Alumni Survey and the

Employer Survey. The State Board of Education prepares a Teacher Education Effectiveness

Report Card.

Supporting Files

Complete Report Card

AY 2013-14

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2015 - university of tennessee at martin · total number of students enrolled in 2013-14: 165...

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