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University of Tennessee - MartinTraditional Program

2016

Complete Report Card

AY 2014-15

Institution Information

Name of Institution: University of Tennessee - Martin

Institution/Program Type: Traditional

Academic Year: 2014-15

State: Tennessee

Address: 538 University Street

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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)

Yes

If yes, provide the following:

Award year: 2014

Grantee name: University of Tennessee at Martin

Project name: Teacher Preparation Reinvention for Improving Student Success (T-PROCESS)

Grant number: U336S140076

List partner districts/LEAs:

Alamo City School

Benton County School

Bradford Special Schools

Carroll County School District

Crockett County Schools

Decatur County Schools

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

Dyer County Schools

Dyersburg City School District

Fayette County Schools

Gibson Couty Schools

Hardeman County Schools

Haywood County Schools

Henry County Schools

Hollow Rock-Bruceton Special School District

Humboldt City Schools

Huntingdon Special School District

Jackson-Madison County School System

Lake County Schools

Lauderdale County School District

McKenzie Special School District

Milan Special School District

Obion County Schools

Paris Special School District

South Carroll Special School District

Tipton County Schools

Trenton Speical School Distirct

Union City Schools

Weakley County Schools

West Carroll Special School District

List other partners:

West Tennessee CORE

Project Type: Pre-baccalaureate

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 Yes

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

Dance K-12 Yes

Family & Consumer Science Education Yes

Health & Wellness K-12 Yes

Instrumental Music K-12 Yes

Integrated Studies 4-8 Yes

Integrated Studies K-6 Yes

Integrated Studies PreK-3 Yes

M.S. Initial Licensure 7-12 Yes

M.S. Initial Licensure K-12 Yes

M.S. Initial Licensure K-6 Yes

Physical Education K-12 Yes

Secondary Education: Business Yes

Secondary Education: Chemistry Yes

Secondary Education: Earth Science Yes

Secondary Education: Economics Yes

Secondary Education: English Yes

Secondary Education: French Yes

Secondary Education: Geography Yes

Secondary Education: Government Yes

Secondary Education: History Yes

Secondary Education: Mathematics Yes

Secondary Education: Spanish Yes

Seconday Education: Biology Yes

Special Education K-12 Yes

Special Education PreK-3 Yes

Visual Arts K-12 Yes

Vocal/General Music K-12 Yes

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 Educator Preparation

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))

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

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

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

2014-15

3.19

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 2014-

15

3.73

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

verification

No Yes

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

2014-15

3

What is the minimum GPA required for completing the program?

3

What was the median GPA of individuals completing the program in academic year 2014-

15

3.68

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.

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

Total number of students enrolled in 2014-15: 146

Unduplicated number of males enrolled in 2014-15: 30

Unduplicated number of females enrolled in 2014-15: 116

2014-15 Number enrolled

Ethnicity

Hispanic/Latino of any race: 0

Race

American Indian or Alaska Native: 1

Asian: 1

Black or African American: 0

Native Hawaiian or Other Pacific Islander: 0

White: 135

Two or more races: 0

Section I.d Supervised Clinical Experience

Provide the following information about supervised clinical experience in 2014-15.

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 48

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

and PreK-12 staff) 43

Number of students in supervised clinical experience during this academic year 927

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 2014-

15. 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 6

Teacher Education - Early Childhood Education 13

Teacher Education - Elementary Education 60

Teacher Education - Junior High/Intermediate/Middle School Education 15

Teacher Education - Secondary Education 38

Teacher Education - Multiple Levels

Teacher Education - Agriculture 4

Teacher Education - Art 6

Teacher Education - Business 1

Teacher Education - English/Language Arts 14

Teacher Education - Foreign Language

Teacher Education - Health 13

Teacher Education - Family and Consumer Sciences/Home Economics 1

Teacher Education - Technology Teacher Education/Industrial Arts

Teacher Education - Mathematics

Teacher Education - Music 13

Teacher Education - Physical Education and Coaching 13

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 5

Teacher Education - Chemistry

Teacher Education - Drama and Dance 7

Teacher Education - French

Teacher Education - German

Teacher Education - History 11

Teacher Education - Physics

Teacher Education - Spanish 1

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 - Other

Specify:

Section I.e Teachers Prepared by Academic Major

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

2014-15. 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

Teacher Education - Special Education 6

Teacher Education - Early Childhood Education 13

Teacher Education - Elementary Education 60

Teacher Education - Junior High/Intermediate/Middle School Education 15

Teacher Education - Secondary Education 33

Teacher Education - Agriculture 4

Teacher Education - Art 6

Teacher Education - Business 1

Teacher Education - English/Language Arts 14

Teacher Education - Foreign Language

Teacher Education - Health 13

Teacher Education - Family and Consumer Sciences/Home Economics 1

Teacher Education - Technology Teacher Education/Industrial Arts

Teacher Education - Mathematics

Teacher Education - Music 13

Teacher Education - Physical Education and Coaching 13

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 5

Teacher Education - Chemistry

Teacher Education - Drama and Dance 7

Teacher Education - French

Teacher Education - German

Teacher Education - History 11

Teacher Education - Physics

Teacher Education - Spanish 1

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

Political Science and Government

Sociology

Visual and Performing Arts 13

History

Foreign Languages

Family and Consumer Sciences/Human Sciences 1

English Language/Literature

Philosophy and Religious Studies

Agriculture 4

Communication or Journalism

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

Computer and Information Sciences

Other

Specify:

Section I.f Program Completers

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

following academic years:

2014-15: 171

2013-14: 176

2012-13: 201

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 2014-15

Did your program prepare teachers in mathematics in 2014-15?

Yes

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

15?

2

Did your program meet the goal for prospective teachers set in mathematics in 2014-15?

Yes

Description of strategies used to achieve goal, if applicable:


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

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 2015-16?

Yes

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

16?

3



Will your program prepare teachers in mathematics in 2016-17?

Yes

How many prospective teachers does your program plan to add in mathematics in 2016-

17?

4


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 2014-15?

Yes

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

3

Did your program meet the goal for prospective teachers set in science in 2014-15?

Yes






Is your program preparing teachers in science in 2015-16?

Yes

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

3


Tennessee Department of Education surveyed Superintendents of Schools in the fall of 2015.

The Northwest Region, which UT Martin serves, reported the need for additional science

teachers. This data was collected from 23 school districts in the Northwest Region.


Will your program prepare teachers in science in 2016-17?

Yes

How many prospective teachers does your program plan to add in science in 2016-17?

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 2014-15?

Yes

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

2014-15?

5

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

2014-15?

Yes








Is your program preparing teachers in special education in 2015-16?

Yes

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

2015-16?

5



Will your program prepare teachers in special education in 2016-17?

Yes

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

2016-17?

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

2014-15?

No

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

English proficient students in 2014-15?

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


NA






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

in 2015-16?

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 2016-17?

No

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



The University of Tennessee at Martin does not offer an initial licensure program for the

instruction of limited English proficiency.

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 and Instruction (RTI2) 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 RTI2 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 RTI2.

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 and Instruction. Because of this initiative, several courses have added instruction in

the assessments required to institute RTI2 and the specific interventions required to remediate

students in Tier 2 and Tier 3 of RTI2. The third is the change (the Tennessee Legislature voted

against PARCC assessments for the 2014-15 school year. T-CAP continued as the summative

state test.) 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 RTI2

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.

The Title II funded Teacher Quality Partnership Grant has allowed the EPP at UT Martin to

support four faculty members to become Classroom Organization Management Program

(COMP) trainers. Our pre-service teachers will have the opportunity to receive certification for

this researched based classroom management course from our faculty. COMP’s goal for

teachers is to help improve their overall instructional and behavioral management skills through

planning, implementing, and maintaining effective classroom practices. Such practices provide a

framework for order and organization in classrooms and provide opportunities for students to

begin to manage their own learning opportunities. Additional goals are to improve student task

engagement, reduce inappropriate and disruptive student behavior, promote student

responsibility for academic work and behavior, and improve student academic achievement.

Section III Assessment Pass Rates

Assessment code - Assessment name

Test Company

Group

Number

taking

tests

Avg.

scaled

score

Number

passing

tests

Pass

rate

(%)

ETS5701 -AGRICULTURE

Educational Testing Service (ETS)

All enrolled students who have completed all noncl

1



Other enrolled students

1



All program completers, 2014-15

3

ETS0700 -AGRICULTURE (DISCONTINUED)



1




3




3

ETS5135 -ART CONTENT AND ANALYSIS



6




5




3

ETS0233 -BIOLOGY CONTENT ESSAYS

(DISCONTINUED)



3

ETS0235 -BIOLOGY CONTENT KNOWLEDGE



5




1




3

ETS5101 -BUSINESS ED CONTENT KNOWLEDGE



1




1




1

ETS0245 -CHEMISTRY CONTENT KNOWLEDGE



1

ETS5571 -EARTH AND SPACE SCIENCES - CK



1

ETS5571 -EARTH AND SPACE SCIENCES - CK



1

ETS5024 -EDUCATION OF YOUNG CHILDREN



4




4




6


(DISCONTINUED)



1


(DISCONTINUED)



7


(DISCONTINUED)



6


(DISCONTINUED)



9

ETS5018 -ELEM ED CONTENT KNOWLEDGE



20 171 18 90




33 166 22 67




20 173 17 85




1


(DISCONTINUED)



10 157 10 100


(DISCONTINUED)



18 152 18 100


(DISCONTINUED)



49 161 49 100


(DISCONTINUED)



88 161 88 100


(DISCONTINUED)



102 162 102 100

ETS5017 -ELEM ED CURR INSTRUC ASSESSMENT



23 167 23 100




18 169 17 94




31 167 30 97




2


(DISC)



2


(DISC)



1


(DISC)



29 174 29 100


(DISC)

78 175 76 97




(DISC)



94 174 90 96

ETS0041 -ENG LANG LIT COMP CONTENT

KNOWLEDGE (DISC)



1

ETS0041 -ENG LANG LIT COMP CONTENT

KNOWLEDGE (DISC)



10 176 10 100

ETS5038 -ENGLISH LANGUAGE ARTS: CK



2




14 177 13 93




7

ETS5122 -FAMILY AND CONSUMER SCIENCES



1


(DISCONTINUED 2)



1


(DISCONTINUED 2)



4

ETS5921 -GEOGRAPHY



2

ETS5931 -GOVERNMENT POLITICAL SCIENCE



1

ETS5551 -HEALTH EDUCATION



2




4




11 158 11 100




9




3

ETS5550 -HEALTH EDUCATION (DISCONTINUED)



2

ETS5550 -HEALTH EDUCATION (DISCONTINUED)



6

ETS5161 -MATHEMATICS CONTENT KNOWLEDGE



1


(DISC)



1


(DISC)



1


(DISC)



4

ETS5146 -MIDDLE SCHOOL CONTENT KNOWLEDGE



8




3




15 162 15 100




12 162 12 100




16 163 16 100

ETS5114 -MUSIC CONTENT & INSTRUCTION



6




2




13 166 11 85




10 170 8 80




10 162 7 70

ETS5095 -PHYSICAL ED CONTENT AND DESIGN



2




13 166 10 77




16 168 14 88




16 169 15 94

ETS5623 -PRINC LEARNING AND TEACHING 5-9



9




3




17 171 16 94




19 171 19 100




19 171 18 95




15 171 14 93




9




63 169 58 92




48 171 47 98




54 172 54 100

ETS5621 -PRINC LEARNING AND TEACHING EARLY

CHILD



5


CHILD



4


CHILD



14 172 14 100


CHILD



8


CHILD



8

ETS5622 -PRINC LEARNING AND TEACHING K-6



33 174 33 100




31 174 30 97




71 173 70 99




88 174 87 99




104 172 103 99

ETS5201 -READING ACROSS CURRICULUM ELEM



1




57 167 57 100




111 167 110 99

ETS5543 -SE CK AND MILD TO MODERATE APPL



7




4




6




6




4

ETS5195 -SPANISH WORLD LANGUAGE



1

ETS5203 -TEACHING READING: ELEM EDUCATION



45 171 43 96




46 171 38 83




91 171 83 91




40 168 34 85




4

ETS5941 -WORLD AND U.S. HISTORY CK



3




11 156 11 100




9




14 158 13 93

Section III Summary Pass Rates

Group

Number

taking

tests

Number

passing

tests

Pass

rate

(%)

All program completers, 2014-15 171 151 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

SACSCOC

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 lesson plans throughout the

curriculum.

A learning module focused on Response to Intervention and Instruction (RTI2) 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 RTI2 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 RTI2.

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 and Instruction. Because of this initiative, several courses have added instruction in

the assessments required to institute RTI2 and the specific interventions required to remediate

students in Tier 2 and Tier 3 of RTI2. The third is the change (the Tennessee Legislature voted

against PARCC assessments for the 2014-15 school year. T-CAP continued as the summative

state test.) 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 RTI2

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 Tennessee Higher Education Commission prepares a Teacher

Education Effectiveness Report Card.

Supporting Files

Complete Report Card

AY 2014-15

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