DIRECTORY

Dean, College of Graduate Studies .................................................... Dr. Fred Bedelle

Chair, Carter & Moyers School of Education .................................. Dr. Barry Vann

Director of Post Baccalaureate Program .........................................  Dr. Frazier Ellis

Director of Testing/Certification .....................................................  Rosemary Day

Director of Financial Aid ................................................................  Christy Graham

Finley Learning Resources Center ..................................................  Donna Bible

Student Accounts ............................................................................  Joyce Stanley

 

Post Baccalaureate Program Faculty

 

Dr. R. Frazier Ellis

M.S., Tennessee Technological University

Ed.D., East Tennessee State University

 

Dr. Ramona Best

            M.S., University of Tennessee-Knoxville

            Ed.S., Tennessee Technological University

            Ed.D., East Tennessee State University

 

Dr. Teresa Bicknell

            M.A., Ed.S. Tennessee Technological University

            Ed.D. Tennessee State University

 

Dr. Bonnie Buckland

M.S., Ed.D., University of Tennessee-Knoxville

Principal, J. Frank White Academy, Harrogate, TN

 

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., University of Memphis

            Ed.D., University of Mississippi

 

Dr. Talbot Rogers

            M.S., Ph.D. University of Tennessee-Knoxville

 

POST BACCALAUREATE PROGRAM

 

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 Tennessee and University guidelines and requirements. Candidates should be aware that teacher education requirements are subject to change in order to maintain compliance with state and university requirements.

 

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 Lincoln Memorial University.

 

 

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 Lincoln Memorial University is designed to attract talented individuals who may be seeking to change careers and who have potential to become good teachers. Increasing numbers of new teachers are receiving their teacher preparation through post baccalaureate programs and must meet the same high standards as teachers who complete undergraduate programs. In Tennessee, the State Board of Education requires that individuals must meet standards in general education and in an

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 Lincoln Memorial University allows the candidate to acquire knowledge and skills in effective teaching strategies and student assessment in the professional education core.

 

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 Lincoln Memorial University has been designed to meet standards and guidelines of the Tennessee Department of Education for licensure programs as well as NCATE and INTASC standards and guidelines. All credit awarded is graduate level and fees are assessed in accordance with the College of Graduate Studies. The Post Baccalaureate Program is a certificate program that leads to a teaching license; however, the candidate interested in pursuing a Master of Education degree is encouraged to inquire with the College of Graduate Studies for information regarding courses needed for the Master of Education degree in addition to the Post Baccalaureate courses.

 

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 of Graduate Studies, as well as to the mission of the Carter & Moyers School of Education.

 

 

Lincoln Memorial University’s Mission and Purpose

 

Lincoln Memorial University is a values-based learning community dedicated to providing educational experiences in the liberal arts and professional studies. The University strives to give students a foundation for a more productive life by upholding the principles of Abraham Lincoln's life: a dedication to individual liberty, responsibility, and improvement; a respect for citizenship; a recognition of the intrinsic value of high

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, Lincoln Memorial University seeks to advance life in the Cumberland Gap area and throughout the region.

Reaffirmed by the Board of Trustees 3 May 2002

 

 

 

 

College of Graduate Studies Mission

 

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.

 

Professional Commitments and Dispositions

 

The graduate programs at Lincoln Memorial University are guided by shared, coherent commitments and dispositions.  Knowledge and skills are tools that are optimized only when learning leaders are disposed to use them to best advantage and in the interest of all individual students.  The graduate faculty envisions the competent, reflective,nurturing, facilitative learning leader for a diverse global society as one who:

 

  • believes that all K-12 students can learn and develop,
  • respects and has knowledge of current research based best practices and of the diverse nature of how students learn and grow,
  • is committed to and understands the change process, its role in continuous school improvement and human growth and development,
  • has a personal leadership philosophy based on an understanding of what leadership looks like, what [classroom] management looks like and what a safe, nurturing environment looks like,
  • has the ability and propensity to understand and use problem solving and critical thinking and to understand and utilize reflective and self-regulating thought,
  • is committed to and practices ethical decision making,
  • appreciates the importance of emotional intelligence,
  • understands and promotes the value of individual and cultural diversity and stakeholder involvement in decision making

 

 

Carter and Moyers School of Education Mission

 

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 Mission

 

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

Lincoln Memorial University and K-12 schools.

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 Tennessee, NCATE, INTASC, NBPTS, and professional organization’s standards and guidelines for teacher preparation. Each goal is accompanied by one or more

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.

 

 

Post Baccalaureate Philosophy

 

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 holon (an autonomous whole, with constituent parts) operating in accordance with a basic tenet or organicism—the idea that limited paradigms will be replaced by more inclusive paradigms that incorporate the old and the new, not as a synthesis but as complements. Concepts inherent in constructivism reflect the new paradigm.

 

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 Gardner’s (1995) multiple intelligences

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.

 

 

Enhanced Student Teaching

 

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.

           

 

Post Baccalaureate Program Outcomes

 

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 Tennessee changes regarding licensure, the University reserves the right to make program changes at any time.

 

To be eligible to apply for a Tennessee teaching license, candidates must demonstrate appropriate knowledge in content and pedagogy, successfully pass Praxis tests and a student teaching experience/practicum, as well as demonstrate personal characteristics and attributes that would qualify them to be a teacher.  The following criteria for Post Baccalaureate program admission and completion have been outlined below in a four-step process.

 

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 (one score from ACT, or SAT, or PPST, or GRE, or

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.

 

Step 3: Module II: Extending and Refining Knowledge of Teaching and Learning

 

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 College of Graduate Studies will serve as a committee to protect the rights of the candidate for due process.

 

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 Lincoln

Memorial University;    

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.

 

 

Post Baccalaureate Student Teaching

 

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 5-6-7 or 13-14-15.

 

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

 

 

 National Education Association Code of Ethics

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