Dean,
Chair,
Director of Post Baccalaureate Program
.........................................
Dr. Frazier Ellis
Director of Testing/Certification
..................................................... Rosemary Day
Director of Financial Aid
................................................................ Christy Graham
Student Accounts ............................................................................ Joyce Stanley
Post Baccalaureate Program
Faculty
Dr. R. Frazier Ellis
M.S.,
Ed.D.,
Dr. Ramona Best
M.S., University
of Tennessee-Knoxville
Ed.D.,
Dr. Teresa Bicknell
M.A., Ed.S.
Dr. Bonnie Buckland
M.S., Ed.D., University of Tennessee-Knoxville
Principal, J. Frank White Academy,
Dr.
Margie Carrico
M.S.,
Ed.D. University of Tennessee-Knoxville
Dr. Laura J. Hopfer
M.S., Ed.D.
University of Tennessee-Knoxville
Dr. Kathy Hulley
M.Ed.,
Ed.D.,
Dr. Talbot Rogers
M.S., Ph.D. University of Tennessee-Knoxville
The Post Baccalaureate
Candidate Handbook is intended to assist the
candidate pursuing teacher licensure for elementary education, K-12
education, and secondary education. The Handbook can be used as a guide for application and matriculation. It is imperative that the candidate become familiar with all program
requirements outlined in this Handbook and provide appropriate documentation of completed program requirements to the Program Director and Director of Testing.
The Post Baccalaureate
Handbook is a dated publication. Teacher licensure programs are designed to conform to current
The Post Baccalaureate
Program reserves the right to make programmatic changes and to implement such changes as deemed necessary by the Tennessee
Department of Education or
Post Baccalaureate candidates are responsible for current
information regarding their specific program of study and should inquire each semester
with the Program Director and Director of Testing.
Lincoln Memorial University does not discriminate on the basis of
race, color, religion, national origin, sex, age, or disability, or veteran’s
status.
Post Baccalaureate
Program
The Post Baccalaureate Program at
academic major in the licensure area. The rules governing Post Baccalaureate
programs (0520-2-3-.12(5) state: “Institutions shall require candidates to
address any deficiencies in their undergraduate education to ensure the attainment of the
knowledge and skills required in general education, professional education, and the
major for the teaching field; additional course work may be required based upon assessment
of the knowledge and skills demonstrated by the candidate when admitted to the
program or through assessment of performance during the induction experience.” The
Post Baccalaureate Program at
Candidates in post baccalaureate programs must have completed a
baccalaureate degree but did not complete a teacher education program. Candidates
must demonstrate potential to become an effective teacher leader and show a genuine
professional interest for the teaching and learning process.
The Post Baccalaureate Program at
To comply with criteria stated by Southern Association of Colleges
and Schools (SACS), the Post Baccalaureate Program is appropriately aligned to
the university’s mission, and to the mission of the College
moral and ethical standards; and a belief in a personal God.
The University's curriculum and commitment to quality instruction
at every level are based on the beliefs that graduates must be able to communicate
clearly and effectively in an era of rapidly and continuously expanding communication
technology, must have an appreciable depth of learning in a field of knowledge, must
appreciate and understand the various ways by which we come to know ourselves and the world
around us, and must be able to exercise informed judgments.
The University believes that one of the major cornerstones of
meaningful existence is service to humanity. By making educational and research
opportunities available to students where they live and through various recreational and
cultural events open to the community,
Reaffirmed by the Board of Trustees
The mission of the Lincoln Memorial University College of Graduate
Studies as a student-sensitive entity, is to prepare professionals with
knowledge, skills, proficiencies and dispositions to meet the changing needs of
society through relevant student-centered experiences.
The
graduate programs at
Carter and
The
Carter and Moyers School of Education is dedicated to preparing caring professionals
with a broad knowledge base acquired through the integration of the liberal arts
and the career-related disciplines, who are capable of meeting the challenges
of an ever
increasing global society.
Post Baccalaureate Program
The
Post Baccalaureate Program supports the Teacher Education Program’s mission and is
dedicated to preparing quality practitioners who are diverse in teaching and
learning abilities
acquired through rigorous academic studies and partnerships with K-12 schools,
who inspire renewal, and who are capable of meeting the challenges of an ever increasing
global society with an understanding of the moral, social, and political dimensions.
Post Baccalaureate Program Theme and Beliefs
Theme: TEACHER – Integrator of Cognitive,
Psychomotor and
Affective Learning
The
Post Baccalaureate Programs supports the theme and beliefs of the Teacher Education
Program that provides the philosophical base, direction and parameters for the faculty to prepare teachers for tomorrow’s educational demands.
The following stated beliefs illustrate program philosophy, the integrated program
model of cognitive, psychomotor, and affective learning, the outline of the knowledge
base and the delineation of program goals and performance expectations.
Beliefs Specific To The Post Baccalaureate Program
1. The professional
education of teachers is a joint responsibility shared by
2. All Post Baccalaureate
candidates should have a strong foundation in general
education courses.
3. All Post Baccalaureate
candidates should have strong academic majors or
specialty areas.
4. All Post Baccalaureate
candidates should have a strong background in
professional methodology and pedagogy.
5. The Post Baccalaureate
Program should have its foundation established in the
constructivist theory.
6. Post Baccalaureate
candidates should be prepared to be reflective teachers
who continuously assess the teaching and
learning process.
7. Post Baccalaureate
candidates should participate in K-12 Partnerships with a
variety of schools for the purpose of promoting
collaboration with all
university and PK-12 stakeholders.
8. The Post Baccalaureate
Program should encourage an interdisciplinary and
interactive approach to the teaching and
learning process that engages the
candidate in professional development.
9. The Post Baccalaureate
Program should integrate course work with clinical
and field experiences by promoting the
collaborative process for professional
development schools.
10. The Post Baccalaureate
Program should provide experiences for candidates to
understand and appreciate individuals with
special needs.
11. A Post Baccalaureate
Program should provide experiences for candidates to
understand and appreciate cultural diversity of
teachers and students.
12. A Post Baccalaureate
Program should incorporate recent research on effective
teaching and effective teacher education
practices.
13. A Post Baccalaureate
Program should incorporate the use of new technology
appropriate to classroom use.
14. A Post Baccalaureate
Program should prepare teachers to help students
expand their horizons toward a world view while
preserving the local culture.
15. A Post Baccalaureate
Program should prepare teachers to mediate scholarly
knowledge in the language of the local culture.
16. A Post Baccalaureate
Program should support their graduates and provide
assistance during their first year of teaching,
where possible.
17. A Post Baccalaureate
Program should prepare teachers to provide an
education that gives students options for their
future.
Post Baccalaureate Program Goals and
Learner Expectations
A primary purpose of teacher preparation is to prepare beginning
teachers who demonstrate acquisition of appropriate content knowledge and
pedagogical skills that enable them to be effective and successful teacher leaders. To
accomplish this, the Post Baccalaureate Program supports the following teacher education
goals based on
performance expectations which are to be achieved / accomplished
by each candidate. The professional education core course syllabi are directly
connected to the goals and performance expectations. The goals and performance expectations
are introduced in Module I, EDUC 570 Introduction to Teaching and Learning, and are
sequenced throughout Module II and Module III. Evidence that each candidate has
achieved/accomplished each goal and performance expectation is
housed in a Professional Program Portfolio introduced in Module I and
culminating in Module III at the program exit interview. Goals and performance expectations for
the Post Baccalaureate Program include:
Goal I:
The candidate will understand the planning process.
Performance Expectation 1.1:
The candidate will demonstrate knowledge of learning theory,
subject matter to include concepts/processes of inquiry for the discipline,
candidate needs, and curriculum with performance no less than 75% as evaluated by a
rubric.
Goal II:
The candidate will possess a repertoire of teaching strategies.
Performance Expectation 2.1:
The candidate will demonstrate understanding of best practice
instructional strategies, to include hands-on problem-solving and critical
thinking with performance no less than 75% as evaluated by a rubric.
Goal III:
The candidate will understand assessment and evaluation.
Performance Expectation 3.1:
The candidate will demonstrate the ability to select, construct,
to use formal / informal assessment; solicit/use information on individual
candidate needs; to communicate candidate progress with performance no less than 75%
as evaluated by a rubric.
Goal IV:
The candidate will have an awareness of quality learning
environments.
Performance Expectation 4.1:
The candidate will demonstrate the ability to create an inclusive,
active, engaging, self-motivating learning environment that is organized
and managed efficiently and productively with performance no less than
75% as evaluated by a rubric.
Goal V:
The candidate will engage in professional growth.
Performance Expectation 5.1:
The candidate will demonstrate the ability to evaluate continually
effects of instruction and modify instruction as needed for candidate success
through the process of reflection with performance no less than 75% as
evaluated by a rubric.
Goal VI:
The candidate will understand the role of communication and
learning.
Performance Expectation 6.1:
The candidate will model a variety of effective communication
strategies to accommodate diverse learners with performance no less than 75% as
evaluated by a rubric.
Goal VII:
The candidate will have an understanding of technology.
Performance Expectation 7.1:
The candidate will demonstrate the ability to integrate technology
to foster interdisciplinary hands-on problem solving; to develop higher
order thinking; to manage different learning strategies/resources; to understand
and use quality instructional software with performance no less than 75% as
evaluated by a rubric.
Goal VIII:
The candidate will display professional behavior throughout the
Post Baccalaureate Program.
Performance Expectation 8.1:
The candidate will demonstrate the ability to be professional at
all times while enrolled in the Post Baccalaureate Program.
The Post Baccalaureate Program supports the constructivist
philosophy of the Teacher Education Program. Since 1992, the Teacher Education
Program has evolved, creating new emphases. One significant new emphasis is on
constructivism. Constructivism embodies concepts generated by research that inform
how students learn and thus how teachers should teach. The ideas that, in
individuals, schema or networks are formed, that prior knowledge is important, and that new
learning must address prior
knowledge, or that an experience must be created that imparts the
new, are seminal. Hence, connections are integral to the process of learning. No
longer is learning regarded as just linear, undimensional, sequential, static, or consisting
of fragmented parts, i.e., mechanistic. Instead, it is now also recognized to be
multidimensional, random, patterned, connected, integrated and dynamic, i.e., organic. Our
reality has changed; a new paradigm is born: the universe is not mechanistic, but
organic. This new paradigm may be regarded as a
Constructivism has implications that impact institutions given the
task of preparing teachers who have the knowledge and skill to facilitate
the learning process in this new world. One implication is that each individual
(teacher/candidate) approaches the learning task as a whole. This idea is captured in the theme
of the Teacher Education Program—integrator of cognitive, psychomotor, and affective
domains. When applied, this means that the teacher’s role is to regard the learner as a
whole and to teach from the perspective that a dynamic interaction is going on between the
student and the teacher— both are learning, both are teaching.
A second implication is that assessment must change to accommodate
the new perspective. Thus, the teacher’s role is no longer to focus just
on products of learning, but to become astute observers in the process(es) of learning;
students must be invited to participate via reflective self-assessment.
A third implication is that we need the support and nurturing of
each other. When applied, this means that teachers must be willing to cooperate and
collaborate to solve problems, as well as be willing and able to teach these skills to
their students.
A fourth implication is that learning is on-going. As such, the
teacher’s role is to constantly evaluate what students need to be successful productive
citizens. This means that teachers must be willing to consider new ways of arranging
the environment and content of learning and acquire knowledge and skill in technology
use, for technology is now a basic tool of learning. Concomitant with on-going learning
is the realization that we are now in an era of rapid change and knowledge explosion. When
applied, this
means that teachers must be adept at creating environments for
generating and solving problems, decision-making, critical thinking and for enhancing
creativity.
A final implication is that expanding knowledge and technology has
diminished our world, making global and local communication and understanding
imperative. When applied, this means that teachers must not only understand and
appreciate their own heritage, but understand and appreciate the heritage of others)
both the unique and universal dimensions), so that the focus is on equity, democracy,
interconnectedness, and respect for others.
When one considers the implications and effects of constructivism
in relation to the Lincoln Memorial University Teacher Education Program, it
becomes apparent that the philosophy of constructivism is, indeed, the foundation of the
program.
Relationship of Constructivist Curriculum
Orientations
The Teacher Education Program is based on the belief that the
curriculum should reflect students utilizing cognitive processes for solving problems,
developing thinking skills, and learning how to learn. The emphasis on Academic
Rationalism is strongly subject centered assuming that the academic disciplines should
constitute the basis for curriculum. There is also strong emphasis in the teacher education
program regarding interdisciplinary teaching of the academic disciplines supporting
a layered understanding of a discipline’s concepts, processes, and syntax of inquiry as
the central goal of all curriculums. The teacher education constructivist philosophy
supports the curriculum orientation of personal relevance (Eisner) for all students. This orientation begins with the curriculum driven by students’ needs and prior knowledge and a
goal to enable students to find personal meaning in their studies, which has
developed into a student-centered curriculum.
Another curriculum orientation applied in the teacher education
program is the integration of technology into the learning process. In the Teacher Education Program, the focus is the use of technology as a tool to master curriculum
standards and aligned goals.
The teacher education program emphasizes the curriculum
orientation of social adaptation and reconstruction to
prepare students for adult living. The social adaptation and reconstruction curriculum orientation implies that the teacher
consistently evaluates all learners’ needs in relation to success as a productive
citizen. This curriculum orientation has societal needs as its foundation. The teacher
education program promotes the idea that adult learners should be empowered and desire a
curriculum that enables students to improve society. Thus, empowered students should be
able to reflect appropriately and participate in changes that would reconstruct
their content of learning and the environment. This is a process for on-going learning which
becomes life-long learning.
Curriculum and its foundations are complex. Classroom teachers can
become very frustrated by the changing demands of schools and society.
Throughout the course of one’s teaching career, the five curriculum orientations /
foundations of the curriculum may be competing for emphasis from year to year. The program reflects
the implication of shifting paradigms in its philosophy and curricular design.
Knowing that change is inevitable, the Teacher Education Program advocates that adult
learners acquire knowledge and skills from the five foundations of curriculum orientations
as opposed to any single curriculum design and delivery.
The Teacher Education Program philosophy is based on the
constructivist theory and Eisner’s “Curriculum Orientations”. The constructivist theory
asserts that the student enters the program as a whole (with prior knowledge and
experiences) within a whole. The program integrates the constructivist philosophy with the five
curriculum orientations of cognitive processes, academic rationalism,
personal relevance, social adaptations and social reconstruction, and technology. At any
given time, there are several curriculum orientations operating in a dynamic confluence.
The program recognizes that students and curriculum are influenced by many
factors like complex societal and cultural forces. While in the program, the student
experiences an organic, dynamic process that enables the learner to construct beliefs,
concepts and intra/inter personal attributes that empower the learner. This philosophy, a
theory about knowledge and learning, promotes the learner’s autonomy which evolves as a
result of the learner recognizing his/her own “wholeness” in relation to his/her world.
Elliot Eisner’s Curriculum
Orientations (1979) reflect the following:
• Cognitive processes. Exemplified in
approach, this orientation is based on the
belief that the curriculum should be
primarily concerned with helping students solve
problems, develop their thinking
skills, and learn how to learn. As Eisner points
out, this stream goes back at least
to the 19th century, when phrenologists and faculty
psychologists argued for the
primacy of mental development.
• Academic
rationalism. Found in the curriculum standards movement,
which is
strongly subject centered, this orientation is
predicated on the assumption that the
academic disciplines should constitute the basis
for curriculum. Proponents
believe that understanding a disciplines
concepts and syntax of inquiry should be
the central goal of all curriculums. Such a
belief can be traced, of course, to the
medieval concepts of the trivium and quadrivium.
The proliferation of state
curriculum standards – all of which are subject
based – illustrates this stream’s
strength.
• Personal relevance. The continuing interest in whole language programs in
elementary language arts indicates this stream’s
presence. Based on the
assumption that the curriculum should begin with
student’s needs, its goal is to
enable students to find personal meaning in what
they study. (In earlier work,
Eisner an Vallance (1974) termed this
orientation “self-actualization, or
curriculum as consummatory experience.”)
• Social adaptation
and social reconstruction. This orientation manifests
itself in
programs that emphasize preparation for adult
living, such as the current schoolto-
work programs. It is grounded in the belief that
the curriculum should find its
foundations in society’s needs. Those committed
to social adaptation believe
that schools should prepare students to fill the
work force needs of the nation and
to accommodate themselves to societal values and
norms. The argument of the
ill-conceived A Nation at Risk (National Commission on
Excellence in
Education, 1983) was that the schools are
failing the society by not producing the
kinds of workers that the nation needs. On the
other hand, educators and other
citizens who believe in social reconstruction
want the curriculum to enable
students to improve society. Radicals want to
transform the society; liberals
wish to improve it. For example, Wood (1988)
argues persuasively for a
curriculum that would result in what he terms
“democratic empowerment”.
Thus, although social adaptation and social
reconstruction are considered one
stream here, they are diametrically opposed in
their goals.
• Technology. This stream views curriculum as a technical process, emphasizing a
means-end orientation. A curriculum designed for
mastery learning principles
uses a technological approach, even though most
mastery learning programs are
strong on means, but weak on ends. The starting
point is to identify goals; then
all that matters is designing the means to
accomplish those goals. This
orientation goes back at least to an influential
book by Franklin Bobbitt (1918)
and can be found today in the work of many
curriculum consultants, including
Glatthorn (1994).
Post Baccalaureate Program Curriculum
Curriculum for the Post Baccalaureate Program is directly aligned
with the integrated curriculum model used in the undergraduate teacher
education program. However, post baccalaureate candidates enter the pathway to
teacher licensure having completed requirements for Domain I, General Studies, and Domain
II, Specialty Studies. The Post Baccalaureate Program offers the candidate an opportunity
to acquire licensure based on his/her undergraduate academic major. The Post
Baccalaureate Program requires candidates to address any gaps in their
undergraduate education to ensure attainment of knowledge and skills required in general
education, professional education and the academic major for the teaching field. The
academic major assures that the candidate meets the knowledge and skills for the
licensure program. A major is defined as thirty-six (36) semester hours of study. Affirmation of
the candidate’s content knowledge and skills will be monitored by the Praxis Specialty
Test. Candidates must meet the Principles of Learning and Teaching (PLT) test and the
Praxis Specialty Test requirement before being admitted to the student teaching
experience. A program of study analysis is conducted and deficiencies in knowledge and
skills are identified. If the candidate does not receive a passing score on the required
Specialty Test(s) or does not demonstrate effective performance during student teaching, then
additional content course work may be required.
Candidates in the Post Baccalaureate Program have earned a
baccalaureate degree but did not pursue nor complete a teacher preparation program.
Candidates must be highly capable individuals and must demonstrate potential to
become an effective teacher leader. Post Baccalaureate candidates are required to complete
eighteen (18) semester hours of course work in Domain III, Professional Education.
Professional Education Curriculum
The Post Baccalaureate
Professional Education Curriculum consists of eighteen (18) semester hours which has been divided into three six-hour
modules that includes six semester hours of induction or enhanced student teaching. Before
being admitted to the student teaching experience, candidates will complete a minimum of twelve
semester credit hours (divided into two semesters for six semester hours), and rigorous
academic preparation in pedagogical core knowledge, skills and dispositions divided into
two semesters. Candidates must meet all prerequisite requirements prior to being
approved for Module I. Following is a description of the professional education
curriculum modules:
Module I: Curriculum/Instruction/Assessment/Technology/Leadership
6 hrs
EDUC 570: Introduction to
the Teacher Leader
An introduction to major concepts critical to becoming a teacher:
curriculum, instruction, assessment, diversity, leadership and philosophy.
Candidates become acquainted with these concepts through discussion of required
readings and viewings and as they develop philosophy presentations and begin
development of a unit of study.
Course Content includes:
A. Philosophy (Constructivism, Multiple Intelligences Theory,
Dimensions of
Learning, philosophical foundations of
education, Bloom’s taxonomy)
B. Self-Evaluation/Reflection – Journals, Rubric Development
C. Learning Environment and Classroom Management, Emotional
Intelligence;
Diversity
D. Technology – A Tool for Teaching and Learning; classroom
observation,
professional development (on-line)
Module II: Extending and Refining Knowledge of Teaching and Learning, 6 hrs
EDUC 571: Extending and Refining
Knowledge/Leadership
Candidates extend and refine their knowledge, skill and
dispositions as they apply what they have learned to the development of an interdisciplinary
unit of study, demonstrate their ability to teach, organize thoughts into a
statement of philosophy and observe other teachers for evidence of best
practice.
Course Content includes:
A. Interdisciplinary Unit/Assessment
B. Models of Teaching (Direct Instruction, Concept Attainment,
Cooperative
Learning, Inquiry)
C. Meta-teaching- reflection
D. Unit Development
E. Personal Philosophy
F. Technology – Application and Professional Development
Module III: Meaningful Application of Knowledge/Leadership 6 hrs
EDUC 591: Enhanced Student
Teaching for Teaching and Learning
Candidates extend and refine their knowledge, skill and
dispositions as they apply what they have learned in the real world of teaching and learning,
reflect on their actions and decisions, and modify planning to accommodate the learning
of all students.
Course Content includes:
A. Program Admission and Completion
1. Presentation of Philosophy
2. Presentation of Interdisciplinary Unit of
Study
3. Presentation of Placement for Enhanced
Student Teaching
B. Enhanced Student Teaching
C. Exit Interview
D. Application for Licensure
Note:
(1) A transfer applicant must
follow the same procedure for admission; however,
transfer credit for professional education
modules will not be accepted into this
program of study.
(2) A MAXIMUM of two academic years (6
semesters including summer programs) may elapse
between the completion of EDUC 571 and enrollment in EDUC
591. Candidates are required to register
for two semester hours of practicum, EDUC 696-B or Master’s level course
work during each semester in which
enrollment in EDUC 591 is delayed. Approval
to register for the practicum must be granted by the Program Director.
Although Student Teaching occurs during Module III, the final semester of the Post Baccalaureate Program, contact with the field supervisor(s) is established early in the program. During Module I, an orientation is conducted in which requirements specific to student teaching are presented and pertinent student data is collected. The concept of a Post Baccalaureate Student Teaching Portfolio is introduced and discussed.
Teacher candidate placement is initiated during Module II. With input from candidates regarding preferred school sites, initial meetings between candidates and prospective Module III field supervisors, mentoring teachers and school administrators are arranged. Candidates continue to collect artifacts, reflect upon accomplishments and update their student teaching portfolio.
Module III provides the post baccalaureate candidate with hands-on classroom teaching experience, Enhanced Student Teaching. Under the direct supervision of university faculty members and recommended K-12 classroom teachers and school administrators, the teacher candidate is given the opportunity to apply knowledge and information gained from the academic environment to operation in a “real-world” setting. Module III also places teacher candidates in the EDUC 591 Seminar, providing a forum for the discussion of common educational issues while contributing a support system that facilitates reflective learning.
The Post Baccalaureate Program outcomes are assessed both internally and externally. Faculty members of the Post Baccalaureate Program are responsible for the internal assessment of the candidate’s achievement of the stated program goals. This assessment is accomplished through the use of a variety of assignments including, but not limited to, research, projects, presentations, role-plays, unit of study, partnerships, microteaching, technology integration, and student-teaching. Course syllabi for each Module describes specific requirements and appropriate assessment. The culminating activity for the Post Baccalaureate candidate is the exit interview during which the student presents evidence and artifacts to demonstrate their abilities to apply content knowledge and pedagogical skills upon which the goals and performance expectations for the Post Baccalaureate program are based.
Effectiveness of the Post Baccalaureate Program may be partially
assessed by information received from external sources including, but not
limited to: (1) K-12 school administrators and mentoring classroom teachers, (2)
evaluation of candidate’s teaching performance and effectiveness in K-12 classroom
environments by university supervisor, (3) surveys of employers of program graduates, (4)
candidate performance on Praxis Principles of Learning and Teaching (PLT) test, and (5)
Tennessee Department of Teacher Education and Accreditation.
Post Baccalaureate Program Admission and
Completion
The Post Baccalaureate Program faculty are committed to recruiting
and preparing quality candidates for teaching. The admissions criteria
summarized below are minimum standards for admission to the program. Because of the
nature of the teacher licensure and potential
To be eligible to apply for a
Step 1: Pre-admission Requirements
The candidate must fulfill the following Post Baccalaureate
pre-admission requirements to be eligible to enroll in Module I. The candidate
must provide to the Director of Testing and Certification the following:
1. an application and $35 non-refundable fee for
each licensure
analysis;
2. two official transcripts of all previous undergraduate and graduate course
work from accredited institutions. The
transcript(s) must verify an earned
bachelor’s degree and a cumulative GPA of 2.50;
(Candidates without a GPA
of 2.50 from an accredited institution will be
placed on probation and required
to earn and maintain a 3.00 GPA each semester);
3. a signed advising form (Form A) indicating
any additional course work
necessary for certification in the candidate’s
discipline.
4. acceptable pre-admission test scores that
support the candidate’s general
knowledge and skill (
MAT).
The Director of Testing and Certification will confirm receipt of
the candidate’s pre-admission requirements by establishing an academic file and
will forward the file status to the Post Baccalaureate Program Director. The Program
Director will review the candidate’s academic file and approve the candidate for Module I.
The candidate will be notified to attend a Post Baccalaureate Orientation session and to
complete registration for Module I.
Step
2: Module I: Introduction to Teaching
In
Module I the candidate enrolls in EDUC 570, Introduction to Teaching and Learning,
for six semester credits. Instructors monitor the progress of each candidate. To
be eligible to advance to Module II, each candidate must (1) be recommended by EDUC 570 faculty, (2) complete EDUC 570 with a grade of B or
better, (3) submit three letters of recommendation from professors or employers who will
attest to the candidate’s character.
To ensure insurance coverage, all candidates are required to become
student members of the Tennessee Education Association (TEA) or the Student
National Education Association (SNEA). Candidates
are encouraged to complete Praxis tests for all Specialty areas during this semester. Module I is prerequisite to Module II.
The candidate enrolls in EDUC 571, Extending and Refining
Knowledge of Teaching and Learning, for six semester hours. Course instructors
monitor the progress of each candidate. To be eligible to advance to Module III, each
candidate must (1) be recommended by EDUC 571 faculty, (2) complete EDUC 571 with a
grade of B or better, (3) successfully complete a formal interview by a faculty
committee for program admission, and (4) register for and pass Praxis PLT and all Specialty tests (5) all
candidates are required to become student members of the Tennessee
Education Association (TEA) or the Student National Education Association
(SNEA). All required tests must be taken by June 1. Scores for all required tests must be
registered with the Office of the Director of Testing not later than July 15.
The candidate is responsible for requesting ETS to submit the institutional
score report to the Office of the Director of
Testing. Module II is prerequisite to Module III. Each candidate must have
approval from the Program Director to enroll in Module III.
**Note: ALL content courses and ALL testing must be completed before approval
to enroll in EDUC 591 is granted.
Step 4: Module III: Enhanced Student Teaching for Teaching and
Learning
The candidate enrolls in EDUC 591, Enhanced Student Teaching and
Seminar, for six semester hours. Course instructors monitor the progress of
each candidate. All
candidates are required to become student members of the Tennessee
Education Association (TEA) or the Student National Education Association
(SNEA). To be eligible to apply for licensure, the
candidate must (1) be recommended by EDUC 591 faculty, (2) complete EDUC 591
with a grade of B or better, (3) successfully complete a program exit interview
with faculty committee and certification officer, and (4) attend the Post Baccalaureate
Certificate event.
** Students who do not enroll in EDUC 591 immediately upon the completion of EDUC 571, will be required to register for a 2 hr practicum (EDUC 696-B) OR Master’s level coursework during each semester not enrolled in EDUC 591. During this time the student will be required to attend a monthly seminar to update academics, receive assignments and assess progress. A MAXIMUM of two academic years (6 semesters including summers) may elapse between the completion of EDUC 571 and enrollment in EDUC 591. After that time period, the student may be required to complete additional academic coursework before being admitted to student teaching.
** A candidate who holds a Tennessee
Alternative License and is concurrently teaching while
pursuing the Post Baccalaureate Program must complete EDUC 696 –
Practicum In
Education for six semester hours instead of EDUC 591, Enhanced
Student Teaching for Teaching & Learning. However, a portion
of the candidates’ requirement for this alternative licensure includes their
attendance and appropriate participation in the EDUC 591 seminar during the
first semester of their alternative licensure experience. The candidate is
responsible for notifying the Program Director of the Alternative license as
soon as it is in effect. The Program Director will direct EDUC 696 and inform
the candidate of an appropriate time to begin the practicum and a time to
complete the program exit interview to be conducted by an interview board
composed of both university personnel and other members from the professional
community. The candidate is responsible for providing verification of teaching
experience to the Director of Certification. If the candidate is completing
licensure under an Alternative license, the application process would be completed by the candidate and the school system.
Post Baccalaureate Program Policies and
Procedures
The following Post Baccalaureate policies and procedures have been
designed to give guidance to candidates, faculty and administration regarding
questions or concerns about curriculum and university regulations. If a candidate has a
question or concern about program policies and procedures, the Program Director, Dean
of the School of Education and the Dean of the
Post Baccalaureate Program Policies:
Each candidate is expected to:
1. support the mission of the Post Baccalaureate Program and
university while
enrolled in the program;
2. submit an application, two official transcripts, and a $35
non-refundable fee
for each licensure endorsement sought;
3. attend the Post Baccalaureate orientation session and complete
registration for
EDUC 570 and provide payment for tuition and
fees, or make appropriate
arrangements with the Finance Office;
4. enroll and maintain enrollment throughout the program in
either the Tennessee Education Association (TEA) or the Student National
Education Association (SNEA);
5. successfully complete all Module I program requirements
prerequisite to
Module II;
6. successfully
complete all Module II program requirements and report passing scores
for
all required
state tests not later than July 15, as a prerequisite to Module III;
7. successfully complete the interview process for approval to enroll
in EDUC 591
or EDUC 696;
8. submit a placement form for student teaching or practicum to the
Program
Director and have placements approved by Program
Director prior to
EDUC 591 or 696;
9. register
for a 2 hr practicum (EDUC 696-B) each semester not enrolled
in EDUC 591, Enhanced Student Teaching (Exception: those students enrolled in
Master’s level education coursework); a MAXIMUM of two academic years (6
semesters including summer enrollment) may elapse between the completion of
EDUC 571 and enrollment in EDUC 591.
After that time period, the student may be required to complete additional
academic coursework before being admitted to student teaching.
10. provide proof of
liability insurance to the Director of Testing prior to visiting
or participating in any K-12 school as a
candidate representing
11. comply with a
Code of Ethics established by the Post Baccalaureate Program
(see appendix);
12. satisfactorily
complete a background check before participating in any PK-12
school experience;
13. secure an appropriate ID badge to be worn at all times in any
PK-12 school;
14. adhere to professional dress in any PK-12 school;
15. successfully complete
full-time student teaching or practicum in two different
grade level placements;
16. demonstrate high ethical and moral standards suitable and
appropriate for the
teaching profession;
17. demonstrate academic integrity at all times by assuming
responsibility for
her/his own learning;
18. demonstrate ability to participate productively in university post
baccalaureate
classes by being prepared, on-time and actively
engaged in the learning;
19. demonstrate a professional level of maturity, present a pleasant
and
respectable attitude while working with others,
and demonstrate a genuine
desire for teaching and learning in both
clinical and field-experiences;
20. follow all professional education prerequisites and requirements
as outlined in
modules and curriculum;
21. earn a grade of “B” or better in EDUC 570, 571 and 591 or 696;
22. successfully complete a program exit interview and provide
appropriate
program documentation to faculty exit interview
committee
23. attend the program exit event for awards, certificates and
induction into the
teaching profession.
24. transfer course work: Transfer course work is not accepted
for any of the
eighteen (18) semester hours of Professional
Education or those courses determined to
be necessary to the candidates’ professional education
block.
25. Testing: Candidates are required to present one acceptable
pre-admission test
score to the Director of Testing (ACT, SAT,
PPST, GRE, MAT) as part of the
pre-admission requirements.
26. Candidates are encouraged to register for and pass the Praxis
Specialty test(s) even prior to EDUC 570, but certainly during 570; candidates
are required to complete all tests by June 1 and report passing
scores to the Office of the Director of Testing not later than July 15 or will not be considered as a candidate for student
teaching (EDUC 591) during the fall semester.
27. Alternative License:
If a candidate holds an Alternative license concurrently with the
Post Baccalaureate Program, the candidate must complete a
practicum instead
of student teaching. This practicum will include the
candidates’ attendance and participation in the EDUC 591 Seminar during the
first semester of their practicum.
Student teaching is a planned professional semester that requires
the post baccalaureate candidate to teach full-time in an approved PK-12 school for a
minimum of 16 weeks. The candidate will have two different eight -week grade
level placements for each licensure program. Candidates should begin to make
appropriate plans for their professional semester as soon as they enroll in Module I.
Role And Responsibilities Of The Post Baccalaureate Student
Teacher Candidate
The role and responsibilities of the Post Baccalaureate student
teacher throughout
the enhanced student teaching experience is one of a learner. A
student teacher is a
learner who:
1. understands that
she/he is a guest in any PK-12 school;
2. acquires from the
school administrator’s office a school handbook;
3. becomes familiar
with and abides by the PK-12 school rules, regulations, and
expectations, including dress code and
professional behavior;
4. becomes familiar
with the partnership school, its community, faculty, organization,
curriculum, and physical plant;
5. makes her/his day
the same as that of the mentoring classroom teacher regarding
length of the school day, extra-curricular
assignments, duties, etc.;
6. knows definitely
what the expectations are of the mentoring classroom teacher and
the LMU supervisor;
7. attends and
participates in all school functions to which she/he is invited, such as
faculty meetings, school board meetings, staff
development and parent conferences;
8. is punctual and
dependable regarding all school related activities;
9. notifies, as far
in advance if possible, the mentoring classroom teacher, school office
secretary or administrator, and the LMU
supervisor if she/he must be absent from the
student teaching experience;
10. inquires with the LMU supervisor and mentoring classroom
teacher as soon as possible after the absence about making up any missed hours
or days;
11. demonstrates
effective pedagogical skills;
12. displays knowledge
in content area, but exerts effort and a willingness to learn more
from an experienced teacher;
13. is
action-oriented; creative and makes teaching and learning come alive;
14. seeks assistance
from mentoring classroom teachers regarding appropriate curriculum
and methodology for each student and accepts the
teacher’s decisions;
15. develops written
instructional plans for all classes for which he or she is responsible
and has the plans approved and initialed by the
mentoring classroom teacher prior to
implementation;
16. accepts the
mentoring teacher’s advice and decisions regarding the content material to
be taught;
17. endeavors to
establish and maintain effective professional working relationships with
the mentoring classroom teacher;
18. accepts mentor’s
suggestions as constructive critique and has foreseeability of
subsequent teacher effectiveness and success;
19. reviews and
studies intently any feedback from mentors regarding subjects such as
planning, teaching, student assessment, classroom management,
conferences and
evaluation and makes necessary adjustments
20. protects
confidential information, such as student records, in a professional and
responsible manner;
21. adheres to the Code
of Ethics;
22. attends all student
teacher seminars as scheduled by the Post Baccalaureate Program
23. demonstrates
professionalism and positiveness to all Post Baccalaureate and PK-12
staff at all times; and
24. diligently and
continually strives to develop as a well-rounded teaching professional;
thus promoting the teaching profession.
Enhanced Student Teaching Policies
Attendance: Enhanced Student Teaching
consists of 16 full weeks of observation and student teaching. Student teachers are expected to be in
attendance every day throughout the entire period of enhanced student teaching and to observe the
same school hours as their mentoring classroom teacher. If it is necessary to be absent
from student teaching, the candidate must notify, as soon as possible, the mentoring
classroom teacher and the LMU supervisor.
Early dismissal from student teaching is not permitted, except
where necessary to attend a scheduled seminar by the LMU supervisor. Enhanced student teaching is a planned professional semester that requires a student teacher to adhere to
their mentoring classroom teacher’s schedule.
Vacations: Student teachers will
follow the vacation schedules of school systems in which they are assigned rather than university vacation schedules.
Substitute Teaching: Student teachers must not
serve as substitute teachers. In case of an emergency, the school administrator should appoint a faculty
member to monitor and assist the student teacher until a substitute arrives. Student
teachers must not receive payment for any school related activity while
enrolled in EDUC 591.
Corporal Punishment: Student teachers may not
administer corporal punishment to students. Student teachers may not use corporal punishment by
arranging to have someone else administer it. Also, they may not serve as witness if
school staff members administer corporal punishment.
Termination of Student Teaching: A student teacher whose progress is considered unsatisfactory by the LMU supervisor and the mentoring classroom
teacher will be administratively withdrawn from student teaching. Success must be
attained at the first 8-week placement to advance to the second placement.
Dress and Grooming: The attire and grooming of
the student teacher while in the PK- 12 school should conform to the standards and expectations of
the school for its faculty and of the teaching profession in general.
Transportation: It is the responsibility of
the student teacher to arrange for transportation to the teaching site.
Professional Activities: The student teacher should
attend, and participate when appropriate, in professional meetings. These include staff
development, faculty meetings, PTO meetings, parent conferences, departmental meetings, and
others at the invitation of the classroom teacher or school administrator.
Social Activities: It is expected that student
teachers will lead normal lives, both professionally and socially. Student teachers should seek to
broaden contacts with people in the community through social activities open to a teacher in
the community. Use tact, discretion, and caution in social interactions with students.
Never date a student.
Visits from LMU Supervisor: The LMU
supervisor will visit the student teacher periodically during student teaching. Usually, a visit will be
made early in the period before you assume complete teaching responsibility. Additional
visits will be made when you are teaching full-time. The total number of visits will depend
on your progress. Student teachers are expected to keep the supervisor informed of
her/his teaching schedule.
Student Teaching
Required Activities and Projects:
The student teacher is expected to successfully complete and
implement, where appropriate, the following activities and projects. These
activities and projects are designed to provide maximum opportunities for candidates to learn
the role and responsibilities of becoming an effective teacher leader.
The student teacher will:
1. Keep a log showing
the number of hours spent in school or in school meetings each
day. Have your classroom teacher initial the log entries for
each week and sign the
finished log at the end of the term. Your
supervisor will discuss with you the appropriate format.
2. Keep a journal of
reflections of significant events, impressions, reactions, concerns,
and/or questions. Write a full-page entry after each day of
student teaching.
3. Maintain a student
teaching notebook with dividers for each of the following sections;
log, journal, lesson plans, reports on required activities,
school and classroom
information. The notebook is to be current at all times and
available any day for
student entries and perusal by the LMU supervisor.
4. Develop a resource
file of utilized materials that could be beneficial to you in
your career.
5. Observe one other
professional teacher for one class period or more. Write a
reflection and place in your journal regarding the
observation.
6. Design lesson
plans utilizing the approved format from your supervisor. Have the
mentoring classroom teacher initial the lesson
plans before implementation. Place a copy of all implemented lesson plans
in student notebook
7. Attend all school
functions that your mentoring teacher attends
8. Attend at least
one school board meeting. Write a reflection regarding this and place
in your journal.
9. Videotape yourself
at least once for a minimum of 30 minutes while teaching a class.
Review and critique the video for presentation and
discussion with your peers and
LMU supervisor. Write a reflection and place in your journal.
10. Integrate technology
throughout the student teaching experience;
11. Design and display
at least one bulletin board in each placement. Make sure the
LMU supervisor is aware of your bulletin board
and how it is relevant to your teaching. Document this bulletin board in your student
teaching notebook.
12. Maintain
professionalism at all times.
13. Complete any other
assignments or special requirements as requested by your LMU
supervisor.
Sequential Plan for Enhanced Student
Teaching
A sequential plan for student teaching has been designed that
allows a gradual induction of the student teacher into classroom teaching. The
development of a 16-week sequential plan allows each student teacher a placement at
different levels for maximum teaching experience.
Many questions and concerns surface during the early weeks of the
student teaching experience. A frequent misunderstanding centers around
the procedures through which the student teacher becomes the teacher. Frequently, the
periods of observation, participation, and actual teaching are interpreted as separate
entities through which a student teacher progresses at specific times. Realistically, the
three periods must be interwoven to enhance the student teaching experience.
Enhanced student teaching comprises three periods; observation,
participation and full classroom instruction. These periods are defined as
follows:
Observation is a process used by the student teacher to gather
information regarding individual learning styles and teaching strategies,
planning, management, monitoring, feedback, assessment and evaluation, and ideas for
promoting the individual’s self-esteem through cognitive and affective teaching.
Observation provides the student teacher an opportunity to seek answers to many
questions answered only by being in the classroom.
Participation involves assisting the classroom teacher with tasks
grading students’ work, working with small groups, tutoring individual students,
record keeping, preparation of instructional materials, and other responsibilities
that gradually lead toward full classroom instruction in weeks
Full classroom instruction denotes that the student teacher has
been gradually inducted into full classroom instructional activities and has
assumed the full day teaching schedule of the classroom teacher.
Suggested Sequential Weekly Plan:
First Placement:
Week Activity
1 Classroom
Observation
2,3,4 Participation
in teaching, gradually
adding classes
5,6,7 Full-day
classroom teaching
8 Gradually
return teaching to classroom
teacher
Second Placement:
9 Classroom
Observation
10,11,12 Participation
in teaching, gradually
adding classes
13,14,15 Full-day
classroom teaching
16 Gradually
return teaching to classroom
teacher
of the Education
Profession
Preamble
The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of the democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards.
The educator recognizes the magnitude of the responsibility
inherent in the teaching process. The desire for the respect and confidence of
one's colleagues, of students, of parents, and of the members of the community
provides the incentive to attain and maintain the highest possible degree of
ethical conduct. The Code of Ethics of the Education Profession indicates the
aspiration of all educators and provides standards by which to judge conduct. The remedies specified by the NEA and/or its affiliates for the
violation of any provision of this Code shall be exclusive and no such provision
shall be enforceable in any form other than the one specifically designated
by the NEA or its affiliates.
PRINCIPLE I
Commitment to the Student
The educator strives to help each student realize his or her
potential as a worthy and effective member of society. The educator therefore works to
stimulate the spirit of inquiry, the acquisition of knowledge and understanding,
and the thoughtful formulation of worthy goals.
In fulfillment of the obligation to the student, the educator—
1. Shall not unreasonably restrain the student from independent
action in the
pursuit of learning.
2. Shall not unreasonably deny the student's access to varying points
of view.
3. Shall not deliberately suppress or distort subject matter
relevant to the
student's progress.
4. Shall make reasonable effort to protect the student from
conditions
harmful to learning or to health and safety.
5. Shall not intentionally expose the student to embarrassment or
disparagement.
6. Shall not on the basis of race, color, creed, sex, national
origin, marital
status, political or religious beliefs, family,
social or cultural background,
or sexual orientation, unfairly—
a. Exclude any student from participation in any
program
b. Deny benefits to any student
c. Grant any advantage to any student
7. Shall not use professional relationships with students for
private
advantage.
8. Shall not disclose information about students obtained in the
course of
professional service unless disclosure serves a
compelling professional
purpose or is required by law.
PRINCIPLE II
Commitment to the Profession
The education profession is vested by the public with a trust and
responsibility
requiring the highest ideals of professional service. In the belief that the quality of the services of the education
profession directly influences the nation and its citizens, the educator shall exert
every effort to raise professional standards, to promote a climate that encourages the
exercise of
professional judgment, to achieve conditions that attract persons
worthy of the trust to careers in education, and to assist in preventing the
practice of the profession by unqualified persons.
In fulfillment of the obligation to the profession, the educator--
9. Shall not in an application for a professional position
deliberately make a
false statement or fail to disclose a material
fact related to competency and
qualifications.
10. Shall not misrepresent his/her professional qualifications.
11. Shall not assist any entry into the profession of a person
known to be
unqualified in respect to character, education,
or other relevant attribute.
12. Shall not knowingly make a false statement concerning the
qualifications
of a candidate for a professional position.
13. Shall not assist a non-educator in the unauthorized practice
of teaching.
14. Shall not disclose information about colleagues obtained in
the course of
professional service unless disclosure serves a
compelling professional
or is
required by law.
15. Shall not knowingly make false or malicious statements about a
colleague.
16. Shall not accept any gratuity, gift, or favor that might
impair or appear to
influence professional decisions or action.
— Adopted by the NEA 1975 Representative Assembly