Standard 1: Candidate Knowledge, Skills, and Professional Dispositions

1.5 Evidence for the Onsite BOE Team to validate during the onsite visit:

1. Pass rates on licensure tests. What are the pass rates for programs with less than 10 completers? What

differences exist between the most recent Title II report and the one available in the exhibits at the time

of the Offsite Review? What official document indicates the pass rates for other school professionals?

The pass rate data for “other school professionals” was determined by taking a list of program completer

names from the UT Martin commencement books and matching the names of completers with official

score reports on file from ETS. The data was aggregated for each of the programs (EDAS/Ed

Leadership and Counseling-School) and the results were provided in a table in Standard I-IR Links

which is located at

http://www.utm.edu/departments/ncate/documents/PassRatesforEducationalLeadershipandSchoolCouns

eling.pdf.

Title II Less than 10 2005-2006

Title II Less than 10 2006-2007

Title II Less than 10 2007-2008

UT Martin Commencement Books for Fall 2007 through Spring 2010

2. Updates on state program reports. What has the state teams learned from its review during the onsite

visit? UTM Programs for State Review Fall 2010 3. Examples of rubrics and data on candidates’

performance on them. How do the completed rubrics match an assignment? What type(s) of feedback

are provided to candidates based on their performance on the rubrics?

Many of the teacher education program courses require candidates to complete a performance-based

assessment or an assignment that requires candidates to apply, analyze, and synthesize new

understandings and skills. Rubrics or scoring checklists are often used to provide guidance to students

concerning expectations for such assignments. Upon submission of the assignment, constructive

comments and feedback, along with scored rubrics or checklists, are provided to candidates.

Construction of analytic and holistic rubrics to guide students’ creation of assignments as well as to

provide more objective analysis and assessment of candidates’ work continues to be a focus of the

teacher education unit.

Rubric Examples:

Completed Rubric - Exemplary NTeQ Lesson

Completed Rubric - Unacceptable NTeQ Lesson

Completed Rubric - Acceptable NTeQ Lesson

COUN 716 - Research Paper on Poverty

COUN 716 - Research Paper

COUN 740 - Developing a Proposal for a Group

COUN 740 - Final Project

COUN 740 - Scoring Sheet for Group Proposal Research Paper

COUN 775 - Research Term Paper

ECED 341

ECED 475/TCED 475

ECED 485

FBA BIP Acceptable

SPED 300 - Grading Rubric Annotated Bibliography

SPED 420 - Key Assessment Language Development and Disorders Language

SPED 460 - Key Assessment Functional Behavior Assessment Case Study

Letter Writing - Theorist Letter

LIBS 451

Master's Research Project Grading Rubric

Part I Classroom Management Scoring Sheet Spring 2010

Part I Classroom Management Scoring Sheet Summer 2009

Part II Classroom Management Scoring Sheet

Philosophy of Classroom Management - Poor Example

SPED 415/615

SPED 440

TCED 302 - Differentiated Instruction Spring 2010

TCED 305 - Classroom Management Plan Spring 2010

TCED 705 - Classroom Management Plan Spring 2010

TCED 705 - Acceptable

TCED 705 - Part I Classroom Management Scoring Sheet 2

TCED 705 - Classroom Management Plan Part I - Exemplary

TCED 705 - Part I Classroom Management Scoring Sheet

TCED 705 - Scoring Rubric Part II - Weak

Master's Research Project

4. Response rates on the alumni and employer surveys. What are the response rates? What is the unit

doing to improve response rates?

The response rates on the alumni survey conducted in 2009 were 26% (54 of 228).

The response rates on the employer satisfaction survey conducted in 2009 were 26% (41 of 153).

The response rates were up from the previous surveys. In 2009 we contacted alumni and employers by

e-mail and postcards. For the first time, we offered the survey online through Survey Monkey. We also

offered and held a drawing for a free TV. The first 100 alumni and employers were entered in the

drawing. We’re not sure if the electronic survey or the TV increased the response rate. Either way we’ll

try both again in January 2011 when we conduct the next round of alumni and employer satisfaction

surveys.

5. Data from the Advisor Rating form. A blank Advisor Rating form is provided in the exhibit center;

however no data are provided. How is the information used with candidates?

At the end of each semester, the graduate assistants who assist with advising in Education Student

Services send the Advisor Rating form to all teacher education majors in the unit. The advisees may

return the form electronically to the graduate assistants or the Director of Teacher Education/Assessment

or they may chose to print a hard copy, complete it, and drop it by 205 Gooch where Education Student

Service is located.

The results are used to conduct advising workshops with faculty and graduate assistant advisors in order

to improve unit performance. If an advisor has ten or more completed surveys returned by candidates in

one semester, then he/she receives an individual report.

Completed data follows. (Open-ended Comments and Advisor Rating frequencies for Spring 2009, Fall

2009, Spring 2010)

Advisor Open-ended Comments - Spring 2009

Advisor Open-ended Comments - Fall 2009

Advisor Open-ended Comments - Spring 2010

Advisor Rating Form Spring 2009 Frequencies

Advisor Rating Form Fall 2009 Frequencies

Advisor Rating Form Spring 2010 Frequencies

6. Samples of candidates’ TEP portfolios. How do candidates use the portfolios? What feedback is

provided?

The TEP portfolio is the instrument by which the faculty and initial licensure candidates judge their

progress while matriculating through the TEP. Initial licensure candidates begin their portfolios in their

introductory courses (TCED 211, TCED 780) where they are introduced to the Conceptual Framework.

The Conceptual Framework is emphasized as it forms the basis for the documentation for the

candidates’ work. As students progress through courses, they continue to add components that provide

evidence of their knowledge of the conceptual framework. The primary feedback for portfolio

documentation is provided by instructors who teach courses within the program; however, each

candidate’s faculty advisor reviews and scores the portfolio at established points, including admission to

the program, admission to student teaching, and exit from student teaching. The documents included in

the portfolio are designated for each licensure area and candidates submit those documents as part of

course work. The individual instructor teaching a course in which a key assessment is assigned is the

evaluator for that particular document. For instance in TCED 340, post critiques of teaching in the

public schools are designated as a key assessment in that course (K-6 licensure). Candidates complete

their reflective critiques as required then submit these to the instructor who evaluates them. The post

critiques are entered into the portfolio under Conceptual Framework section entitled “Reflective

Practice: Diversity.” The candidate is required to complete an explanatory caption explaining what they

have learned from the experience as well as from the reflection on the experience. They must make a

case for that piece demonstrating they have looked at the issues occurring in the classroom involving

special education students, ELL students, gender, and racial differences. They are to reflect in their

critiques how the instruction could have been differentiated for that classroom. This serves as a sample

for the advisers and faculty teaching that course that shows the candidate has more knowledge of

diversity in classrooms and ideas about how to differentiate instruction. This is how the faculty and

advisers determine if the candidates have learned from their coursework and field experiences. Each

part of the Conceptual Framework is incorporated into the portfolio with sub-divisions including

Diversity, Assessment and Technology. The faculty believes these three sub-areas are key components

of each part of the Conceptual Framework (Knowledge, Skills & Applications, Reflective Practice, and

Professional & Ethical Behavior) and understanding of these must be demonstrated within each of the

three main keys to the C.F.

There are nine documents required prior to student teaching. The documents were determined by the

faculty. Faculty selected the key assessments they wished to see included in candidates’ portfolios in

each initial licensure area. The explanatory captions are an important and key piece of the assessment of

the candidate portfolios as well, they enable the candidates to reflect on their experiences in public

school classrooms and in their coursework. They must determine how the items show their continued

growth in the TEP. At the end of student teaching, candidates are required to have a total of fifteen

documents in the portfolio. These last non-designated items are chosen by the candidate and should

demonstrate an what they have learned in student teaching, by going to parent teacher conferences, or by

attending other professional development opportunities. This gives candidates the opportunity to best

express what they have learned and think important to their growth as a candidate for completion of the

TEP. The portfolio serves as the comprehensive examination for the MSIL candidates and is used by the

faculty to determine MSIL students level of mastery.

7. Portfolios in Educational Leadership. Since candidates are given multiple opportunities to achieve a

score of “5” on portfolio elements, what is the range of attempts to complete the portfolio successfully?

The portfolio process used in the Educational Leadership (BAL) licensure option required candidates to

assemble a portfolio compiled of work samples created as they progressed through the program. The

compilation was presented at the conclusion of the program and reviewed by program faculty. While

most candidates were successful on the first submission, occasionally a second submission was

requested if the portfolio had missing elements or lacked evidence of the required reflection and

documentation.

8. Examples of dispositions remediation plan. The IR references this plan; however, no examples are

provided. How are these plans developed, implemented, and monitored?

Dispositions are assessed at identified points as candidates move through the teacher education program

at The University of Tennessee at Martin. Additionally, faculty or university supervisors may file a

dispositions rubric to document any observed concern about a candidate at any time. Given the small

size of our campus, when a disposition concern surfaces, faculty typically alert the department chair

and/or Director of Education Student Services to the issue. The first response is for the faculty member

and/or supervisor to address the concern directly with the student. This typically resolves the issue, but

if additional action is required, a face-to-face meeting is scheduled with the department chair, faculty

and/or university supervisor, the candidate, and the Director of Education Student Services to address

the issue(s). To date, this is the strongest response that has been required to address or remediate any

dispositions concern. One of the strengths of our program is the individual attention that can be given to

candidates when a concern requires attention. In the spring 2010 semester, a principal expressed

concern to the Director of Education Student Services that two student teachers were leaving the school

early on multiple occasions. A conference was scheduled with the Director, the department chair and

each student to address the issue. The conference provided an opportunity to reinforce the importance

of professional dispositions, clearly communicating requests, adhering to policies, and the candidates

were strongly reprimanded and reminded of their responsibility. The dispositions issue was addressed

and no further concerns noted. Several examples of other dispositions concerns and how they were

addressed are provided. The majority of concerns have focused on academic dishonesty issues. These

have been addressed collaboratively between the Teacher Education Program, the department chair, and

the Office of Student Conduct.

Disposition Remediation Letters - Item #1, Item #2, Item #3, Item #4, Item #5

Disposition Remediation - Student #1, Student #2, Student #3

Standard 2: Assessment System and Unit Evaluation

2.5 Evidence for the Onsite BOE Team to validate during the onsite visit:

1. Steps to examine and eliminate bias and to establish fairness, accuracy, and consistency. How are the

identified procedures being implemented by the unit?

Level I Field Experiences – Faculty are trained to identify Level I courses as those that require

observation and minimal participation. Faculty review their syllabi with candidates emphasizing

the purpose and expectations of the required field experience. Candidates are also provided the

evaluation form with an explanation of the rubric and how it is used by the cooperating teacher.

The course instructor is in direct contact with the cooperating teacher providing him/her with the

evaluation form and rubric along with information regarding the expectations of the field

experience. Once completed evaluations are received by the university instructor the results are

shared with the candidate during a face-to-face conference. The same implementation of a

dispositions survey also occurs.

Level II Field Experience – These experiences are part of the methods courses prior to student

teaching and require participation in the teaching process. Course instructors review the

evaluation check sheets and rubrics with candidates emphasizing this level of participation. The

same implementation process occurs with the absence of the dispositions survey.

TEP Interview – Standard interview questions were selected from educational resources to

ensure consistency and fairness. A minimum of two interviewers are required, with each

interviewer completing an individual evaluation with precisely worded rubrics. Interviewers then

complete a summary evaluation whereby they reach consensus regarding strengths, weaknesses,

and final recommendations. Interviews are conducted in segregated areas void of distractions.

Candidates are free to make inquiry for further explanation of interview questions if necessary.

All results are returned to the Office of Education Student Services where results are entered into

a database and candidates are to request their results. Copies of the results are sent to the

candidate’s advisor and are also placed in each candidate's advising folder. Data reports are

generated to examine consistency between interviewers and rates of acceptance/denial into the

program.

Written Comprehensive Exams – For example, the Counseling program comprehensive exam

questions are derived from published test banks and are aligned to national standards across all

programs. Internal questions have been eliminated. The Counseling program faculty conduct an

item analysis to eliminate poor questions. Candidates receive information regarding the dates and

times of exams. Specific information is available online through Bb and in the student handbook.

Portfolios – Instructions for compilation is provided through Bb and the student handbook.

Candidates also receive the scoring rubric online and from instructors of the assigned check point

courses. Faculty and advisors are trained in the purpose and use of the portfolio and its

evaluation.

Research Projects – This requirement is listed on advanced program check sheets and described

in the catalog. Specific details and grading rubric are part of the course syllabus (TCED 791).

Instructors of this course review the expectations of this requirement with all enrolled candidates.

Information is also available on Bb. An explicit timetable for submission of the research project

components is listed in the syllabus and reviewed by the instructor. An oral presentation is also

required with specific information and rubrics available in the syllabus and on Bb. At the end of

each semester candidate data is entered electronically into the UAS.

2. Compilation of data for key assessments of the initial and advanced level programs. How are data

compiled utilizing the UAS?

Below are links to an explanation of the Assessment System that was posted on UT Martin’s NCATE

website for the Continuous Improvement Institutional Report submitted in June.

There are two other items.

a Field Experience course listing, which is a communication sent to faculty (full-time, part-time,

and adjunct) by the Director of Education Student Services notifying them of what courses fall

into which category. The Field Experience Level I and Level II forms are also sent via the e-

mail.

a Key Assessment Data Collection deadline chart indicating when forms are due and what

courses require what forms.

http://www.utm.edu/departments/ncate/documents/UnitAssessmentSystem_010.pdf

Field Experience Course List

Assessments with Due Dates

3. Summarized data for initial programs. The exhibit data tables provided individual programs with

missing data sets. What summarized data exists?

Each semester the Director of Assessment presents summary data at the Unit NCATE Retreat as

evidenced by agendas and minutes.

The DA also presents this summary data report each semester to the Professional Education

Council and Teacher Education Effectiveness Committee. Minutes are also available.

Summary data is also available for the TEP Interview and Appeals Committee.

Some data is unavailable due to a computer glitch and /or low enrollment programs. One year

ago we discovered that the program that downloaded information from Banner was date

specific. For example, when the Dean’s office entered performance assessment data into Banner,

the date of entry was used. If that date were between semesters, then the information was not

downloaded at all. To correct the problem, all data entry assistants have been trained to enter the

date of the assessment. This allows the information to be downloaded from the appropriate

semester.

All data reports are summaries of the majors’ performance on the assessment for that particular

rubric.

4. Use of assessment data for improvement. Over the past three years, how many unsuccessful

candidates were advised into a non-licensure program that leads to graduation with a Bachelor of

Science in Education (non-teaching)?

B.S. Teaching Non-Teaching Table

5. Function of the Teacher Education Effectiveness Committee. Who are the members? What is their

involvement in the assessment system? How do they interact with the Director of Assessment?

The TEEC is part of the feedback loop. The Director of Assessment is the person delivering reports to

the TEEC. http://www.utm.edu/departments/ncate/TEECInformation.htm

6. The operation of the unit assessment system. What data are being collected and when? What data are

being collected, aggregated, summarized, and analyzed? How are the data being used and by whom?

Why are data cells empty on some of the reports in the exhibits?

Assessments with Due Dates represents a timeline when specific data is collected by the UAS.

Faculty have been asked to contribute examples of how data are being used and by whom with

regard to programs. An issue which is being resolved is entering data into the system in a shorter

time frame. This will assist in timely summary and analysis of data.

An example of using data to make program changes comes from the Department of HHP. After

close examination of candidate and program data, it was determined that their candidates' poor

performance on the PRAXIS content area exam was related in part to the timing of the TEP

Interview and admission to the Teacher Education Program. Specific problem areas were

examined by the pedagogy faculty and department curriculum committee. Course syllabi and

program course requirements were also compared to knowledge and skills required for passing

the licensure exam. As a result curricula and syllabi changes are in process with others currently

being reviewed. Meeting minutes are available. Examples:

o Add TCED 211 to HHP program requirements

o New class – HPED 410 Teaching Models in Physical Education (taken concurrently with

HPED 309)

o New class – HPED 321 Individual Lifetime Activity. Added as a compliment to HPED

320 Foundation and Sport Skills (team sports)

o HPED 411 Secondary Instruction Strategies and Curriculum Development – will require

PRAXIS Study Guide in addition to textbook

o HPED 309 Methods of Teaching Elementary Health and Physical Education – added

prerequisite of admission to TEP

o HPED 350 Motor Development and Learning Across the Life Span – added

comprehensive final exam to course assessment

Health and Human Performance - Data Driven Changes

See Item #3 above regarding empty data cells.

See the IR Standard 2 for other examples of data driven changes.

Standard 3: Field Experiences and Clinical Practice

3.5 Evidence for the Onsite BOE Team to validate during the onsite visit:

1. Candidate records prior to clinical practice. How does the unit know that the candidates have successfully

completed assessments prior to entering clinical practice?

The overview of Key Assessments and Transition Points template outlines all requirements at Transition

point 1 (Before Entry into clinical practice) that all candidates must meet at the Initial and Advanced levels.

All licensure-seeking candidates are required to meet with their faculty advisor to check the candidate’s

professional portfolio. The advisor completes a portfolio review form indicating the student’s current status

toward meeting requirements prior to completion of the clinical experience. Additionally, candidates are

required to submit a completed student teaching application signed by the faculty advisor a semester prior to

the actual clinical practice semester. The advisor’s signature verifies that all requirements for entry into

clinical practice have been met. Additionally, The Director of Education Student Services/Coordinator of

Field Services performs a final check to ensure that all prerequisites (coursework, gpa, portfolio,

background) are met. Once the final check is complete the candidate is granted permission to enter into

clinical practice.

Sample of Student Teaching Requirements Verification Sample Part III, S.T. application with advisor signature, Request for Evidence

Candidates seeking a School Counselor license must be admitted to Candidacy, complete COUN 785

(Practicum), have a cumulative gpa of 3.0 or greater, and successfully complete a criminal background

check prior to applying for the internship experience. All student teaching prerequisites, core courses, and

the practicum requirement must be met before the internship is begun. Deadlines for internship applications

are Oct 15 for spring internship and March 15 for summer and fall internships. The Office of Education

Graduate Programs verifies that all requirements are met by candidates wishing to apply for internship. Candidates seeking the Educational Leadership license must apply for practicum, EDLD 780, the semester

prior to their final semester. EDLD 780 is the culminating course for the program and requires candidates to

complete a professional portfolio. This portfolio includes key assessments from all courses within the

program and provides candidates the opportunity to reflect upon and self-evaluate the skills they have

learned. The Office of Education Graduate Programs verifies that all requirements are met by candidates

wishing to enroll in EDLD 780. The current Education Leadership program, due to state mandated

revisions, no longer requires the 400 hour internship experience that the previous leadership licensure

program required.

2. Candidates’ portfolios and reflections. To what extent do the portfolios indicate that candidates are able to

help students learn? What have candidates learned about the assessment of student learning? How are their

abilities to help students learn being assessed during clinical practice?

To what extent do the portfolios indicate that candidates are able to help students learn? The

candidates are required to provide evidence of assessment through knowledge, skills, and application as well

as reflective practice. The evidence is based on key assessment requirements in coursework such as HLRN

311, TCED 302, TCED 305, and READ 438. What have candidates learned about the assessment of student learning? There are various methods

used in coursework for candidates to practice assessing student learning in the classroom. Two examples

follow. One, kindergarten practicum (K prac) students are expected to assess the learning of the student

individually, in small group, and in large group during their time in the class room. The large group

assessment comes from "grand discussion" through the book of the day relating to their theme for the day.

The small group assessment comes from center time when the K prac candidate works with not more than 4

children at a time in the thematic center time. The individual assessment is conducted during pull time from

an independent learning tool which refers to past learning and is in the form of a "prop box" connected to a

former thematic assignment. All of these are based on and related to subject area planning during the course

of the semester. (KPrac samples)

Two, candidates enrolled in READ 438/638 are required to complete a student assessment project to identify

a student’s strengths and areas of continued growth. Candidates are expected to provide suggested

instructional strategies that could be implemented by the classroom teacher as well as activities that could be

suggested to parents and/or family members to support the child’s reading development. Candidates are

required to administer a Graded Word List to assess sight word vocabulary, an informal reading inventory,

and a Running Record. With the youngest students, candidates can also complete a DIBELS phoneme

segmentation or NAMES test. Candidates write a report of what was learned from the assessments with the

student. They also provide written recommendations for both the classroom teacher and the parents/family

members to implement.

How are their abilities to help students learn being assessed during clinical practice? While enrolled in

clinical practice, candidates are required to complete a Reflective Information Record each time they are

observed by their University Supervisor (minimum of 4 ). This record provides the candidate the opportunity

to reflect on the lesson, provide data/information that is used to determine the students’ progress toward

lesson goals, and note how the candidate will use the students’ performance to bring the students to the next

level. Additionally, all candidates enrolled in clinical practice are required to complete a student teaching

notebook. The notebook contains a collection of materials that serve as documentation for the candidate and

many of the materials submitted provide evidence that the candidates are assessing how their students learn.

Copies of Reflective Information Records are linked. (Sample-Student Teaching Notebook-Documents

Room)

Kindergarten Practicum Sample

READ 438 Sample

Samples of Reflecting Information Records Fall 2010

3. Field experiences for advanced programs. What are the required field experiences for advanced teaching

candidates and other school professionals?

Candidates in Curriculum and Instruction are required to complete a 15-hour, Level I field experience in

TCED 705-Advanced Classroom Management. Candidates may “self-place” if they want to observe in the

school in which they are employed. Otherwise, the Director of Education Student Services places the

candidate in a school and grade relevant to the candidate’s licensure area. Completed Level I checklists

submitted by the cooperating teacher and university supervisor are entered into the UAS. As noted on page 5 of the Standard 3 IR, in the fall of 2009, the School Counseling program was revised.

Among the changes was a reorganization of the internship’s activities to align with CACREP standards in

completing the 600 hours requirement. Two members of the Education Studies faculty were members of the

state’s committee for revision of programs in education leadership, previously Educational Administration

and Supervision. As a result of the state revisions, in Fall 2009 the unit enacted clinical supervision

requirements that focused on activities instead of completing a certain number of field experience clock

hours. Internship assignments in both programs stipulate that students design, implement, and evaluate

projects related to their future roles as other school professionals.

4. In correcting the AFI regarding planned involvement of P-12 partners, can the unit provide agendas,

programs, notes, showing planning and implementing collaborative activities.

P-12 Collaboration

P-12 Collaboration TCAP Proctor Letter

Music - J Vest and C Crittenden, Performing Arts Director, Metro Nashville Public Schools

Fine Arts - J Vest and M Breneman, band director, South Fulton High School

Music - J Vest and R Pape, music teacher, Martin Elementary School

Education - G Esch and West Tenn Assoc for Childhood Education International

Dance - S McCormick and R Pape - Students visiting a class at Martin Elementary School

Dance - S McCormick and R Pape - UTM Students visiting at Martin Elementary School

Education - T Patterson and A Blankenship, principal - Kindergarten Practicum

Education - G Esch and D Barner, Martin Primary School - Visit Kindergarten Practicum class

Education - G Esch and S Exum, Weldon Public Library - Visit Kindergarten Practicum class

Education - G Esch and LA Crowe, Greenfield School- Visit Kindergarten Practicum class

Dance - S McCormick and D Graham, Dyersburg High School - Graham's dance class to Martin

Agriculture - J Butler - Students observation in agricultural education

Education - B Cox and T Jackson, Martin Elementary School - TCAP

Education - B Cox and T Jackson, Martin Elementary School - UTM Students, field experiences

Education - B Cox and T Jackson, Martin Elementary School - more UTM Students, field experiences

First meeting with Martin Middle School teachers regarding Reading Project

Additional email regarding Reading Project

5. Syllabus shows 300 hours for Counseling internship, but the IR notes 600 hours as the CACREP

requirement. How are the other 300 hours earned?

See Off-site BOE Report page 9, the second full paragraph on that page.

o http://www.utm.edu/departments/ncate/documents/BOEReportoffsite2010.pdf

See also Counseling Internship syllabi.

o http://www.utm.edu/departments/ncate/documents/COUN789and790Syllabus-

SchoolInternships.pdf

6. The IR addresses collaboration with Union City, Weakley County, and Obion County school districts. What

agreements have been made and signed between the unit and the districts.

Item #1 - Collaboration Agreement Union City

Item #2 - Collaboration Agreement Weakley County

Item #3 - Collaboration Agreement Obion County

7. The graduate program in school counseling indicates collaboration among specific partners for the Jackson

campus, the Selmer campus, the Ripley campus, and the Parsons campus. Additionally the report notes that

there are “numerous” districts with which the unit collaborates (50). Are there signed agreements for these

relationships and interactions with districts?

Item #1 - Collaboration Agreement Alamo City

Item #2 - Collaboration Agreement Benton County

Item #3 - Collaboration Agreement Bradford

Item #4 - Collaboration Agreement Crockett County

Item #5 - Collaboration Agreement Decatur County

Item #6 - Collaboration Agreement Dyersburg

Item #7 - Collaboration Agreement Fulton City Independent Kentucky

Item #8 - Collaboration Agreement Fulton County, Kentucky

Item #9 - Collaboration Agreement Gibson County Special

Item #10 - Collaboration Agreement Graves County, Kentucky

Item #11 - Collaboration Agreement Hardin County

Item #12 - Collaboration Agreement Henderson County

Item #13 - Collaboration Agreement Henry County

Item #14 - Collaboration Agreement Hollow Rock - Bruceton

Item #15 - Collaboration Agreement Huntingdon

Item #16 - Collaboration Agreement Jackson-Madison County

Item #17 - Collaboration Agreement Lake County

Item #18 - Collaboration Agreement Lexington

Item #19 - Collaboration Agreement Mayfield, Kentucky

Item #20 - Collaboration Agreement McKenzie

Item #21 - Collaboration Agreement McNairy County

Item #22 - Collaboration Agreement Paris

Item #23 - Collaboration Agreement Shelby County

Item #24 - Collaboration Agreement Tipton County

Item #25 - Collaboration Agreement Trenton

Item #26 - Collaboration Agreement West Carroll Item #27 - Collaboration Agreement Chester County

Item #28 - Collaboration Agreement Hardeman County

Item #29 - Collaboration Agreement Harding Academy White Station Church

Item #30 - Collaboration Agreement Milan Special

Item #31 - Collaboration Agreement Wayne County

Item #32 - Collaboration Agreement Christ the Rock Christian Academy

8. Tracking of candidate placements in schools. How are school partners involved in the placement of

candidates? How does the unit track placements?

When placing candidates in field experiences or clinical practice classrooms, school partners (Principals or

Supervisor of Instruction) are contacted and asked if they will be able to accommodate our candidates. The

school partner is provided autobiographical data and criminal background information on each candidate

with a request for placement. The placement request is specific to the candidate’s major. The Director of

Education Student Services/Coordinator of Field Services works collaboratively with the school partners to

ensure that all cooperating teachers meet the state department guidelines for serving in this capacity. The

Director of Education Student Services’ office keeps a database of all candidates and the location of all

placements with relevant contact information.

Fall Student Teaching Database

9. Candidates’ use of technology in clinical practice. How does the unit ensure that candidates are developing

skills for the use of technology in instruction?

Work samples of lessons using technology are evidenced in the portfolio based on all three keys of the

conceptual framework. During the student teacher orientation each semester, a SmartBoard (a.k.a.

Promethian Board) training is held. Students are given an assignment to complete using the SmartBoard,

and the completed assignment is required as evidence of technology training in the student teacher notebook.

The lesson plan format, adopted by the unit, also provides the opportunity for candidates to plan the use of

technology in the assignments they teach. During clinical practice, candidates are expected to design

instruction so that materials and technology are relevant to the topic being taught and support the candidate’s

outcome goals for the lesson. The University Supervisor will rate candidate’s performance level based on

the planning domain (Indicator B) (page 4 of 33) of the evaluation forms by the cooperating teacher and the

university supervisor.

10. Orientation of school-based and university faculty for supervising field experiences and clinical practices.

What type of orientation does the unit provide? How have supervisors evaluated this training?

Each semester a training session is held on campus for all supervisors. All supervisors are provided a packet

of training materials which includes mileage log, student teaching calendar, university supervisor

responsibilities, cooperating teacher responsibilities, forms to be completed by university supervisor and/or

cooperating teacher (evaluations, observations, dispositions), student teacher assignments, and

autobiographical data of student teachers. The form used to evaluate student teachers by the university supervisor is adopted from the state conceptual

framework of evaluation for in-service teachers. The unit uses this version of the form to evaluate pre-

service teachers. The university supervisors are provided extensive training by the Director of Education

Student Services on how to properly use the evaluation instrument. The University Supervisor’s are given

the cooperating teacher (CT) packets and are asked to provide training to the CT during initial introduction

visit. A significant amount of time is spent discussing the student teaching notebook requirements (page 12 of

Student Teaching Handbook)with special attention given to the “Reflective Information Record,” Lesson

Plans, Weekly Reflections, and formal observation visits. A brief survey is given to all participants to evaluate the effectiveness of the training. The results of the

survey provide the feedback necessary to assist the Director of Education Student Services in improving this

training in future semesters.

University Supervisor Training Survey Instrument

University Supervisor Training Survey Results Fall 2010

Standard 4: Diversity

4.5 Evidence for the Onsite BOE Team to validate during the onsite visit:

1. Examples of candidate work samples. How are proficiencies related to diversity being addressed and

assessed?

Diversity Committee Meeting – October 08, 2010

The following chart is a result of a Standard Four NCATE Committee meeting/brainstorming session

regarding diversity assignments and answering the BOE Off-Site Review, Request for Evidence,

Standard 4, #1.

How are proficiencies related to diversity being addressed and assessed?

Addressed? Assessed?

Initial

All Diversities Addressed

HLRN 325 Test

SEDU 415

LIBS 451 Cases, unbaised

SWK 220 Presentations, journals, test

TCED 302

TCED 305

TCED 780

Some Diversities Addressed

SPED 300/500 test

TCED 450 research

Advanced

All Diversities Addressed

EDFN 720 – awareness of each

of the diversities

tests, discussions, self-assessment,

cases, research

Some Diversities Addressed

EDLD 745 case – respond, aggregate test scores

TCED 650 research

Diversity issues are being addressed in other courses as indicated course syllabi.

Addressing Diversity TCED 340

Addressing Diversity Social Work 220 Activities

Addressing Diversity Social Work 220 Syllabus

Addressing Diversity Art

Addressing Diversity - Judaism - Student-made Powerpoint

2. Mid-session student teaching progress report. How are diversity proficiencies addressed on this report?

How are candidates performing on these assessments?

Mid-Session Dispositions Alignment with CF

Candidates Performance on Mid-Session Dispositions Rating

3. Demographics of the unit faculty. How diverse is the unit faculty?

Unit Faculty Diversity

4. Demographics of the teacher education candidates. How diverse are the candidates in educator

preparation?

Education Majors Diversity

Area Demographics

To view data, click on "Totals" or county name.

Martin Area (Main Campus) Totals

Surrounding Counties Weakley

Obion

Carroll

Gibson

Henry

Lake

Parsons Center Totals

Surrounding Counties Benton

Decatur

Henderson

Humphreys

Perry

Selmer Center Totals

Surrounding Counties Chester

Hardeman

Hardin

McNairy

Ripley Center Totals

Surrounding Counties Dyer

Lauderdale

Haywood

Tipton

5. Placement of candidates in diverse P-12 settings? What is the process for placing candidates in those

systems that show the greatest racial diversity? How does the unit track placements to ensure that all

candidates gain experiences working with students from diverse groups?

Because our institution’s service area is small, we are limited in the racially diverse experiences we can

provide to our candidates in surrounding local school districts. One way we ensure each candidate has a

placement in a diverse setting is through our partnership with Union City Schools. TCED 302 and/or

TCED 305, which all majors except Health and Human Performance take, requires a placement in Union

City Schools where both racial and socioeconomic diversity is 40-50%. If candidates are not placed in

Union City Schools during TCED 302 and/or TCED 305, the Director of Education Student Services

assures that placement occurs with one of our racially diverse partnering schools during one of the

candidate’s clinical practice placements. In addition to the TCED 302 and/or TCED 305 experience,

candidates are also placed for field experiences in racially diverse settings for specific courses, such as

SEDU 415/615’s service-learning project with Martin Housing Authority as well as ECED 460 and

SPED 386 field experiences at Dresden Head Start. The Office of Education Student Services keeps a

database of all field placements for each candidate in the Teacher Education Program. Candidates

lacking a diverse experience prior to clinical practice are flagged and are guaranteed a diverse placement

for at least one of the clinical practice placements.

6. Process if a candidate is not performing at an acceptable level on the dispositions assessment. How are

candidates assessed for dispositions related to diversity throughout the program? The unit has several

avenues to assess professional dispositions related to diversity; however they appear to be assessed

mainly before exiting the program. What safeguards are in place for those candidates identified as

having problems with diverse learners?

Recognizing that our candidates have a limited opportunity to interact with diverse learners, we have

attempted to be proactive in designing our program and have intentionally embedded opportunities and

experience to interact with diverse populations. All our graduate (Advanced and Initial licensure)

programs take EDFN 720 Multicultural Issues in Education and Counseling with the exception of

Education Leadership, whose candidates must have three-years’ successful teaching experience, i.e.

successful experience working with diverse learners. The discussion board in the Multicultural class is

used by the professor to survey attitudes toward diverse learners and counsel any biased attitudes that

might appear. Until this semester, the instructor in EDFN 720 completed a dispositions rating, and only

once was a diversity problem detected. The instructor was able to resolve that with the assistance of her

department chair. In TCED 302/305 placements are made in Union City Schools which has around 40-50% racial and

socio-economic diversity in its three schools (Union City Elementary, Union City Middle, and Union

City High Schools). Dispositions are assessed there, and no problems have been detected.

In Field Experience I and II classes the cooperating teachers have an opportunity to assess candidates in

regard to their attitude toward working with diverse learners. No problems have ever been reported.

Overall, through required coursework, assignments, and discussion board postings, all graduate and

undergraduate students are introduced to various diverse topics and scenarios. These required

experiences provide faculty the opportunity to rate each candidate’s disposition and provide additional

opportunity for understanding and remediation to prevent negative interaction prior to exposure in an

actual public school setting. See also Standard 1, Request for Evidence, #8.

Standard 5: Faculty Qualifications, Performance, and Development

5.5 Evidence for the Onsite BOE Team to validate during the onsite visit:

1. Adjunct faculty. How many adjunct faculty are being used? How are adjunct faculty selected and

evaluated?

a. How many adjunct faculty are being used?

Adjuncts are used in all the off-campus sites to assist the Instructor in Education to offer classes on a

consistent rotation. Usually three to five adjuncts will be hired at the off-campus centers each semester.

An average number of three to four adjuncts are hired on the main campus. Adjuncts are all approved by

faculty in the department of Educational Studies on the main campus and also work closely with the

professor of record on the main campus to assure that the syllabus and textbooks used are consistent for

the same courses. (Sample emails and communications between professors of record and adjuncts are

linked below Item #1, Item #2, Item #3, Item #4, Item #5, Item #6.) All adjuncts are clinical

practitioners who are either currently teaching or serving as building principals or are retired.

University Supervisors for student teachers are also retired clinical practitioners with years of

experience as a classroom teacher or building principal. An average number of 11 university

supervisors are hired each semester to assist with student teacher supervision and evaluation.

Assisting Adjuncts

Kindergarten Practicum

Kindergarten Practicum (2)

Kindergarten Practicum (3)

Kindergarten Practicum (4)

Kindergarten Practicum - Mileage Chart

b. How are adjunct faculty selected and evaluated?

The selection process for adjunct faculty is already included in Standard 6 under Standard 6 IR links

(first link). The selection process for off-campus sites (sample under the link) is the same as for on campus. Vita

and transcripts are reviewed by the faculty member in the area the adjunct is requesting to teach in to

determine qualifications to teach.(samples of those selected, those not selected and those limited to

teaching only certain courses). Adjuncts are evaluated with the same forms that regular faculty are

evaluated with (samples of evaluation forms).

Adjunct Faculty - Course Specific (Limited)

Adjunct Faculty - Denied

Adjunct Faculty - Evaluations

2. Criteria for school based faculty (cooperating) teachers. What are the criteria? How long have they been

working in schools as professional educators?

Cooperating teachers must meet the following requirements:

At least four years of full-time teaching experience

Appropriate licensure

Evaluation as a highly competent teacher through either local assessment and/or state evaluation

procedures

Willingness to assume the roles expected of a mentor (i.e., confidant, advocate, coach, and critic)

Ability to work as a team member and facilitate learning experiences through pedagogical

instruction.

Student Teaching Handbook, page 13 (first paragraph has criteria)

3. Links for item 6 under Standard 5 exhibit, “Evaluation documents” and item 7, exhibit “Professional

Development Activities: Area Wide” and “Professional Development Activities: Unit Wide.” Links

could not be accessed.

Links for item 6 under Standard 5 exhibit, Evaluation Documents: Evaluation Information from Faculty

Handbook, Instrument for Student Evaluation of Faculty, Example of Summary of Student Evaluation

Results, Planning and Assessment Form (These now work.) and item 7, exhibit Professional

Development Activities: Unit Wide. Also link to NCATE Retreats, Civil Rights Conference, Brooke

Haycock, also http://www.utm.edu/departments/rgc/ (open Kaffeeklatsch on “iTunesU” and Talking

about Teaching on “iTunesU”).

4. Integration of technology and diversity in instruction. How are these areas reflected in teaching?

There is no better evidence of the integration of technology and diversity in instruction than in the

following syllabi, which can be accessed through Standard 4. TCED 716, taught by Dr. Terry Silver, is

online. A review of her syllabus, pages 3, 4, 6, 7, and 8 reveals how the Teacher Candidate Diversity

Proficiencies are integrated into the course with a thorough explanation of how the use of blackboard,

collaboration teams and class participation in an online environment assure candidates learn “growth

and development of learners.” Other examples are in TCED 305. The class work is completed through Blackboard (technology) as the

class is combined with TCED 302 to provide the opportunity for students to spend more time in field

experiences in the school. Assignments are planned to help candidates meet the Teacher Candidate

Diversity Proficiencies.

5. Service activities of faculty. How is faculty involved in service activities?

Faculty are involved in a myriad of service activities as reflected in newsletter entries for Spring 2008,

Spring 2009, Fall 2009, and Spring 2010. Faculty vita also reflect evidence of involvement in service

activities under section VI: Public Service/University Service/Consulting Activity.

College Newsletter - Spring 2008

College Newsletter - Spring 2009

College Newsletter - Fall 2009

College Newsletter - Spring 2010

6. Professional development of faculty. In what activities are faculty involved? How does faculty access

professional development funds for travel and other activities?

Faculty vita reflect evidence of teaching development activites under Section V: Faculty/Teaching

Development Activities. Faculty access funds for travel and other activities by filling out a form

estimating the amount of travel for presentations. The department, the dean’s office, the graduate studies

office, and the office of Research, Grants and Contracts are potential sources for funding. The Extended

Campus Online Studies office also supports travel for faculty who are teaching in online programs.

Form to request travel funds

7. Faculty research award. What are the criteria? How is it funded? What faculty members have received

the award?

The criteria are available in Standard 5 IR report under the link (faculty research award) in the first

paragraph under heading “Continuous Improvement” on page 3. It is funded with adjunct monies

awarded to the college for the academic year. Faculty members who have received and are currently

holding the award can be found by opening the links (Scholar Award and Distinguished Researcher

Award) on page 3 in the Standard 5 IR report under “Continuous Improvement.”

8. Civic learning and engagement. What does the receipt of this recognition by the University of Tennessee

System mean for the unit and its faculty?

The University of Tennessee at Martin embraces service learning for faculty and students as a way to

develop a sense of community through work with various agencies in the Martin area as well as at its

off-campus centers. Service learning is an opportunity for the communities served by UT Martin and the

students to engage and learn more about one another at the same time that students are developing a

sense of civic responsibility and a “help those in need” mentality. Teacher education candidates, who

are involved in a variety of activities to include work with the after school program at the Martin

Housing Authority and Martin Middle School, are also honing skills working with school-aged children

which will assist them to be better teachers. ICE site Also, this link features Dr. Cherry Watts, a main campus teacher education unit professor, Rebecca

Evans, an adjunct at the Ripley Center, Diane Shaw, an art education professor, and Sarah McCormick,

a dance education instructor for providing the opportunity for service learning by teacher education

candidates.

Standard 6: Unit Governance and Resources

6.5 Evidence for the Onsite BOE Team to validate during the onsite visit:

1. Involvement of campus and professional community educators in program development,

implementation, and evaluation. How are members of the professional community involved?

Campus educators are involved in program development, implementation and evaluation as members of

the Professional Education Council. Professional community educators participate on the Teacher Education Effectiveness Committee. Professional community educators also work closely with teacher education unit faculty to plan,

implement, and evaluate field experiences. See also BOE Request for Evidence, Standard 3. Content faculty members in areas representing concentrations in the secondary education licensure areas

also meet regularly to discuss program development, implementation, and evaluation. The teacher education unit also meets for a retreat during the fall, and decisions are made that impact

program development, implementation, and evaluation.

NCATE Retreat Minutes 09-10-10

2. Comparison of budgets and allocations across programs. How are professional development funds

allocated? How does the unit budget compare to the budgets of other units on campus with clinical

components?

Professional development funds are allocated through operating budgets for departments in each college

in the teacher education unit. Faculty can request funds for travel through a number of places to include

their home department, the dean’s office, or the graduate studies office. Money is also available through

the Office of Research, Grants and Grants. There is also an endowment from a local family that also provides funding for professional development.

Two examples are a visit made by Brooke Haycock in spring of 2010 and Laura Izzo in summer of

2010. Budget Comparisons: Nursing and Social Work and Educational Studies

Professional Development Workshop - Laura Izzo

Graham Seminar Series Fund

3. Workload policy implementation. How are faculty members engaged effectively in teaching,

scholarship, and service at the expected level?

Faculty members in the teacher education unit typically teach a full twelve hours load each semester.

Those who teach full-time at the graduate level teach nine. A newsletter printed each semester and vitae

indicate faculty members are engaged effectively in teaching, scholarship, and service at more than the

expected level. Links are under number Exhibit 9 in Standard 6 exhibits for workload. When the vita for each faculty member in Standard 5 are opened, there is a menu on the left side that

will direct the viewer to scholarship and service. Faculty members are evaluated by students at least one semester each year and that information can be

retrieved for the team once on site. Faculty in the teacher education unit have nominated and recognized

with teaching awards.

Becky Cox:

o 2010: Distinguished Higher Education Faculty Member for The University of Tennessee

at Martin’s STEA Organization

o 2009: Recipient of Higher Education Science Teacher of the Year. Tennessee Science

Teachers Association

o 2009: Recipient of The University of Tennessee Alumni Outstanding Teacher Award

Lisa LeBleu:

o 2010 recipient of The University of Tennessee Alumni Outstanding Teacher Award

Joyce Swan:

o 2010 finalist for The University of Tennessee Alumni Outstanding Teacher Award

4. Part-time faculty's knowledge of unit-wide documents, such as the conceptual framework, and how their

particular course and/or supervision fits into the broader picture. Who mentors and evaluates part-time

faculty to ensure their effectiveness?

Part-time faculty are considered as much a part of the unit as full-time faculty. One example is Dr.

Robert Hartshorn who has a 50% appointment in the Chemistry department and a 50% in Educational

Studies. A review of his syllabus shows that he is knowledgeable about the conceptual framework and

how the courses he teaches in Educational Studies fit into the broader picture. Dr. Hartshorn attends

faculty meetings and serves on committees in Educational Studies and is evaluated by teacher education

candidates in the courses he teaches. Two other faculty who are part-time are Dr. Frank Black and Dr. Gene Annaratone who are both on

post-retirement. Both were full-time professors and so are very familiar with the conceptual framework

and how the courses (TCED 303 and HLRN 325) they still teach fit into the broader picture.

Dr. Ann Duncan, who is the Equity and Diversity Officer for the university, also teaches one class

(EDPG 786) for the Master’s program. Even though each of these faculty members has many years experience teaching, there are times they

need to be mentored. For example, Dr. Duncan is taking the “How to Teach Online” course because the

counseling program has moved to an online delivery structure. She has sought the help of current

professors who teach online.

TCED 303 EDPG 786

HLRN 325

5. Involvement of the Professional Education Council, Provost and other deans. What are their

involvement in the governance in the unit?

The role of the Vice-Chancellor of Academic Affairs in the governance of the teacher education unit is

as a supporter of recommendations that come from the dean, especially as it relates to budget or faculty

resources. The most recent example of the VCAA’s support for the teacher education unit was approval

of searching for three positions for Educational Studies for Fall 2011. The deans each have a representative on the Professional Education Council who keeps them informed

of information for the teacher education unit. PEC informational link.

E-Recruiting Report - Three Positions in Educational Studies - Fall of 2011

6. Involvement of the Teacher Education Effectiveness Committee. How is the committee engaged in the

feedback loop? What input does the committee have in curriculum, field experiences, and review of

data?

The Teacher Education Effectiveness Committee is another way to involve other members of the teacher

education unit, community representatives, students at the undergraduate and graduate level, school

partners (teachers and administrators) in the teacher education unit. Once a year, the committee meets

and data is shared from various sources, teacher education interviews, appeals, and exit interviews, for

example. The committee gives their feedback on the data shared and that information goes to the faculty

during the fall retreat as just another perspective on what the data shows. There is a link in the first paragraph of the Institutional Report on Standard 6 that refers to the role of the

Teacher Education Effectiveness Committee. There is also information in the exhibits under the

Overview. The Decision Making Model in Standard 2 also visually depicts how the Teacher Education

Effectiveness Committee is involved in the feedback loop.

7. Types of resources (books, databases, other materials) in the library that are dedicated to programs in the

unit.

The Steven Rogers Media Center, which used to be the Learning Resource Center provides curriculum

materials and guides, DVD’s, and other resources that teacher education candidates can use to plan and

implement lessons. A textbook depository is also housed in the library and provides the opportunity for teacher education

candidates to access the latest textbooks considered for adoption by the school districts.

8. The links for the faculty load summary data, facilities, and distance learning resources. These links were

not active in the Exhibit Center.

The links for the faculty load summary data, facilities, and distance learning resources. These links were

not active in the Exhibit Center. Faculty Workload Fall 2007 Spring 2008 Fall 2008 Spring 2009 Fall 2009 Spring 2010 Facilities ITS Off-Campus Gooch Rooms Distance Learning Resources Distance Learning