Standard 3 Guiding Questions

Standard 3 Guiding Questions • Presents plans and goals to recruit and support completion of high-quality candidates from a broad range of backgrounds and diverse populations to accomplish their mission.

1. UT Martin’s STEM-TQP grant supports candidate completion by providing COMP (Classroom Organization and Training Program) training to pre-service teachers and teacher-practitioners. Recruitment efforts are assisted through the use of Future Teachers of America visits to regional secondary school, University Preview Days; SOAR (Summer Orientation and Registration)/TOAR (Transfer Orientation and Registration).

2. Young Scholars Academy provides underrepresented high school juniors and seniors of West Tennessee an opportunity to explore college life by engaging in a weeklong residential academic immersion program.

3. STEMulation Camps provide rising middle and high school students opportunities to explore hands-on, STEM-based concepts. STEMulation Camps also provide a vehicle to provide pre- service teachers opportunities to work with middle and high school students in a structured environment. Pre-service teachers design interactive lessons and develop classroom management skills under the guidance of university faculty.

• How does the provider ensure that the admitted pool of candidates reflects the diversity of America's P-12 students?

1. According to Tennessee SCORE’s (State Collaborative on Reforming Education) 2015-2016 State of Education in Tennessee report, students of color make up 35 percent of the state’s public school population. UT Martin’s admitted pool of candidates does not reflect the diversity of the state’s P-12 students. To rectify this discrepancy, UT-Martin has become Tennessee’s first national Call Me MiSTER (Mentors Instructing Students Towards Effective Role Models) school. Call Me MiSTER is a national initiative, based at Clemson University, whose purpose is to recruit individuals from underrepresented groups into K-8 education. Call Me MiSTER cohorts are provided with tuition assistance, housing, and assistance with job placement.

• How does the provider address community, state, national, regional, or local needs for hard-to-staff schools and shortage fields, currently, STEM, English-language learning, and students with disabilities?

1. Local partnering district needs are assessed by TQP grant personnel (Skyfactor report). 2. STEM workshops are provided on year-long basis via TQP outreach efforts: summer teacher STEM workshops 3. Classroom Organization Management Program (COMP) training workshops 4. Sponsored attendance at regional, state, and national conferences (Tennessee Mathematics Teachers Association; Tennessee Science Teachers Association; National Science Teachers Association). 5. UT Martin’s teacher education program assists area students with disabilities by partnering with the Special Olympics program. Special Olympics Education scholarships are provided to deserving competitors.

• What are the admission requirements? 1. Take and pass the state-approved Core Academic Skills for Educators (CORE), or have an ACT composite score of 22 or better. Note: A student who has taken and failed the CORE twice can make an appeal to be admitted to the Teacher Education Program. 2. Have and maintain a cumulative 2.75 GPA 3. Demonstrate an acceptable level of oral skills and a successful interview before the College of Education, Health and Behavioral Sciences Interview Board. 4. Submit to and successfully pass a criminal history background check. • How does the provider gather data to monitor applicants and the selected pool of candidates?

1. ACT scores are reviewed for all students 2. The Praxis™ Core Academic Skills for Educators Tests consist of three separate tests: Reading Test, Math Test and Writing Test 3. Education Preparation Program (EPP) Interviews 4. Banner monitors background checks, ACT etc.

• Provide an analysis of the evidence that ensures that the average grade point average of its accepted cohort of candidates meets or exceeds the CAEP minimum of 3.0, and the group average performance on nationally normed ability/achievement assessments is in the top 50 percent from 2016-2018;

1. Banner is used to evaluate ACT scores for all candidates 2. Banner is also used to evaluate the cohort’s GPA. The cohort data is run every year and runs from 9/1 - 8/31 of each year. The Cohort GPAs are as follows: 2014-15 – 3.28; 2013-14 – 3.34; 2012-13 – 3.12 I think we decided that cohorts are defined as those students that are admitted to the EPP during specific semesters, using fall and spring as cohorts but not summer semesters. Because of the “intersession” interviews, I think we defined Fall cohort as students admitted from the interviews of spring semester through the beginning of fall semester (e.g. those interviewed from Feb. through before classes start in August) and thus being eligible for EPP restricted courses in fall; and spring cohort includes students admitted after the beginning of fall semester and before the beginning of spring semester (e.g. those interviewed in Sept through before classes begin in Jan.) and thus being eligible for EPP restricted courses in spring. Thus, the cohort GPA’s cannot be figured on a yearly basis but on a semester basis. Does anyone else remember about this? I imagine Jenny Hahn knows since she has to report this data on one of the many reports she completes. Yes, I checked with Jenny and the dates I put here are when she said we establish the cohorts. So, these cohort numbers are from her and correspond with the correct dates etc. • How does the provider establish and monitor attributes and dispositions beyond academic ability that candidates must demonstrate at admissions and during the program?

1. EPP Interviews are conducted on every candidate 2. Background checks are completed for every candidate 3. Dispositions are completed in LiveText for every teaching methods course, in which each student is scored by the professor of that course in order to track student progress as they progress through the program. 4. Beginning within the next year or two students themselves will also complete a disposition on themselves as well in order to compare professor and student dispositions. These forms have also been checked for validity and reliability.

• How does the provider select criteria, describes the measures used and evidence of the reliability and validity of those measures, and reports data that show how the academic and non-academic factors predict candidate performance in the program and effective teaching?

1. Level I and II forms are completed for each student in the teaching methods courses. Either the cooperating teacher or the professor may complete these forms. Content validity was checked by faculty and principals. 2. TEAM rubric which is used by the state is used to also assess our candidates throughout our methods courses.

• What are the criteria for program progression and how does the provider monitor candidates' advancement from admissions through completion?

1. Applications for admission into the teaching program 2. Student teaching applications 3. Student services monitors GPA through Banner 4. LiveText is used to monitor course assessments (Dispositions and TEAM rubric) 5. EPP Interviews

• Analyze the evidence to indicate candidates' developing content knowledge, pedagogical content knowledge, pedagogical skills, and the integration of technology in all of these domains.

1. LiveText is used to evaluate various courses key assessments throughout the program. The TEAM rubric is used to evaluate lesson plans that address these areas in such courses as Human Learning 311 etc. 2. Praxis scores 3. Field experiences (evaluated using the TEAM rubric and Field Level I and II forms)

• How does the provider document that the candidate has reached a high standard for content knowledge in the fields where certification is sought and can teach effectively with positive impacts on P-12 student learning and development?

1. Praxis scores 2. GPA from Banner 3. TEAM rubric from student teaching 4. Dispositions from method’s courses

• How does the provider document that the candidate understands the expectations of the profession, including codes of ethics, professional standards of practice, and relevant laws and policies, before recommending for licensure?

1. In Teacher Education 211 (Mark Hewitt) students are taught the NEA Code of Ethics and a TEA representative speaks to the students about the code as well. 2. Code of Ethics is also taught extensively in 302/305, 450, 380, SEDU 415 by Dr. Cherry Watts 3. Student Teaching Seminar

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