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 p