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About Title II | Contacts
VIEW TITLE II REPORTS
SUBMIT REPORTS
Login Webinars Technical Assistance User Manuals
University of Tennessee - MartinTraditional Program
2015
Complete Report Card
AY 2013-14
Institution Information
Name of Institution: University of Tennessee - Martin
Institution/Program Type: Traditional
Academic Year: 2013-14
State: Tennessee
Address: 538 University Street
Martin, TN, 38238
Contact Name: Mrs. Jenny Hahn
Phone: 731-881-7126
Email: [email protected]
Is your institution a member of an HEA Title II Teacher Quality Partnership (TQP) grant
awarded by the U.S. Department of Education?
(http://www2.ed.gov/about/offices/list/oii/tqp/index.html)
No
If yes, provide the following:
Award year:
Grantee name:
Project name:
Grant number:
List partner districts/LEAs:
List other partners:
Project Type:
Section I.a Program Information
List each teacher preparation program included in your traditional route. Indicate if your
program or programs participate in a Teacher Quality Partnership Grant awarded by the
U.S. Department of Education as described
at http://www2.ed.gov/about/offices/list/oii/tqp/index.html.
Teacher Preparation Programs Teacher Quality Partnership Grant Member?
Agriculture Education No
Dance K-12 No
Family & Consumer Science Education No
Health & Wellness K-12 No
Instrumental Music K-12 No
Integrated Studies 4-8 No
Integrated Studies K-6 No
Integrated Studies PreK-3 No
M.S. Initial Licensure 7-12 No
M.S. Initial Licensure K-12 No
M.S. Initial Licensure K-6 No
Physical Education K-12 No
Secondary Education: Business No
Secondary Education: Chemistry No
Secondary Education: Earth Science No
Secondary Education: Economics No
Secondary Education: English No
Secondary Education: French No
Secondary Education: Geography No
Secondary Education: Government No
Secondary Education: History No
Secondary Education: Mathematics No
Secondary Education: Spanish No
Seconday Education: Biology No
Special Education K-12 No
Special Education PreK-3 No
Visual Arts K-12 No
Vocal/General Music K-12 No
Total number of teacher preparation programs: 28
Section I.b Admissions
Indicate when students are formally admitted into your initial teacher certification
program:
Sophomore year
Does your initial teacher certification program conditionally admit students?
No
Provide a link to your website where additional information about admissions
requirements can be found:
www.utm.edu/departments/cebs/ESS_teachered
Please provide any additional comments about or exceptions to the admissions
information provided above:
Typically UT Martin Education majors are ready for admission to the Professional Teacher
Education program by the second semester of their sophomore year. While a content area GPA
is not required for admission to the program, it is a requirement for being recommended for
licensure. We find that if students have obtained the 2.75 cumulative GPA, then they also have
a 2.75 GPA or higher in their content area and professional education coursework.
Section I.b Undergraduate Requirements
Please provide the following information about your teacher preparation program's entry
and exit requirements. (§205(a)(1)(C)(i))
Are there initial teacher certification programs at the undergraduate level?
Yes
If yes, for each element listed below, indicate if it is required for admission into or exit
from any of your teacher preparation program(s) at the Undergraduate level.
Element Required for
Entry
Required for
Exit
Transcript No Yes
Fingerprint check Yes No
Background check Yes No
Minimum number of courses/credits/semester hours
completed
No Yes
Minimum GPA Yes Yes
Minimum GPA in content area coursework No Yes
Minimum GPA in professional education coursework No Yes
Minimum ACT score Yes No
Minimum SAT score Yes No
Minimum basic skills test score Yes No
Subject area/academic content test or other subject matter
verification
No Yes
Recommendation(s) No Yes
Essay or personal statement Yes No
Interview Yes Yes
Other Portfolio No Yes
What is the minimum GPA required for admission into the program?
2.75
What was the median GPA of individuals accepted into the program in academic year
2013-14
3.33
What is the minimum GPA required for completing the program?
2.75
What was the median GPA of individuals completing the program in academic year 2013-
14
3.37
Please provide any additional comments about the information provided above:
Section I.b Postgraduate Requirements
Please provide the following information about your teacher preparation program's entry
and exit requirements. (§205(a)(1)(C)(i))
Are there initial teacher certification programs at the postgraduate level?
Yes
If yes, for each element listed below, indicate if it is required for admission into or exit
from any of your teacher preparation program(s) at the Postgraduate level.
Element Required for
Entry
Required for
Exit
Transcript Yes Yes
Fingerprint check Yes No
Background check Yes No
Minimum number of courses/credits/semester hours
completed
Yes Yes
Minimum GPA Yes Yes
Minimum GPA in content area coursework No Yes
Minimum GPA in professional education coursework No Yes
Minimum ACT score Yes No
Minimum SAT score Yes No
Minimum basic skills test score Yes No
Subject area/academic content test or other subject matter No Yes
verification
Recommendation(s) No Yes
Essay or personal statement Yes Yes
Interview Yes Yes
Other Portfolio No Yes
What is the minimum GPA required for admission into the program?
2.75
What was the median GPA of individuals accepted into the program in academic year
2013-14
3.75
What is the minimum GPA required for completing the program?
3
What was the median GPA of individuals completing the program in academic year 2013-
14
3.8
Please provide any additional comments about the information provided above:
Section I.c Enrollment
Provide the number of students in the teacher preparation program in the following
categories. Note that you must report on the number of students by ethnicity and race
separately. Individuals who are non-Hispanic/Latino will be reported in one of the race
categories. Also note that individuals can belong to one or more racial groups, so the
sum of the members of each racial category may not necessarily add up to the total
number of students enrolled.
For the purpose of Title II reporting, an enrolled student is defined as a student who has
been admitted to a teacher preparation program, but who has not completed the program
during the academic year being reported. An individual who completed the program
during the academic year being reported is counted as a program completer and not an
enrolled student.
Additional guidance on reporting race and ethnicity data.
Total number of students enrolled in 2013-14: 165
Unduplicated number of males enrolled in 2013-14: 37
Unduplicated number of females enrolled in 2013-14: 128
2013-14 Number enrolled
Ethnicity
Hispanic/Latino of any race: 2
Race
American Indian or Alaska Native: 0
Asian: 0
Black or African American: 10
Native Hawaiian or Other Pacific Islander: 0
White: 155
Two or more races: 0
Section I.d Supervised Clinical Experience
Provide the following information about supervised clinical experience in 2013-14.
Average number of clock hours of supervised clinical experience required prior to
student teaching 70
Average number of clock hours required for student teaching 600
Average number of clock hours required for mentoring/induction support 0
Number of full-time equivalent faculty supervising clinical experience during this
academic year 27
Number of adjunct faculty supervising clinical experience during this academic year (IHE
and PreK-12 staff) 1291
Number of students in supervised clinical experience during this academic year 1051
Please provide any additional information about or descriptions of the supervised
clinical experiences:
Section I.e Teachers Prepared by Subject Area
Please provide the number of teachers prepared by subject area for academic year 2013-
14. For the purposes of this section, number prepared means the number of program
completers. "Subject area" refers to the subject area(s) an individual has been prepared
to teach. An individual can be counted in more than one subject area. If no individuals
were prepared in a particular subject area, please leave that cell blank. (§205(b)(1)(H))
Subject Area Number Prepared
Education - General
Teacher Education - Special Education 7
Teacher Education - Early Childhood Education 8
Teacher Education - Elementary Education 80
Teacher Education - Junior High/Intermediate/Middle School Education 12
Teacher Education - Secondary Education 31
Teacher Education - Multiple Levels
Teacher Education - Agriculture 3
Teacher Education - Art 5
Teacher Education - Business 1
Teacher Education - English/Language Arts 9
Teacher Education - Foreign Language
Teacher Education - Health 17
Teacher Education - Family and Consumer Sciences/Home Economics 2
Teacher Education - Technology Teacher Education/Industrial Arts
Teacher Education - Mathematics 1
Teacher Education - Music 10
Teacher Education - Physical Education and Coaching 18
Teacher Education - Reading
Teacher Education - Science Teacher Education/General Science
Teacher Education - Social Science
Teacher Education - Social Studies
Teacher Education - Technical Education
Teacher Education - Computer Science
Teacher Education - Biology 1
Teacher Education - Chemistry 1
Teacher Education - Drama and Dance
Teacher Education - French 1
Teacher Education - German
Teacher Education- History 10
Teacher Education - Physics
Teacher Education - Spanish
Teacher Education - Speech
Teacher Education - Geography 2
Teacher Education - Latin
Teacher Education - Psychology
Teacher Education - Earth Science 1
Teacher Education - English as a Second Language
Teacher Education - Bilingual, Multilingual, and Multicultural Education
Education - Other
Specify: Dance Education, Teacher Education - Government
4
Section I.e Teachers Prepared by Academic Major
Please provide the number of teachers prepared by academic major for academic year
2013-14. For the purposes of this section, number prepared means the number of
program completers. "Academic major" refers to the actual major(s) declared by the
program completer. An individual can be counted in more than one academic major. If no
individuals were prepared in a particular academic major, please leave that cell blank.
(§205(b)(1)(H))
Academic Major Number
Prepared
Education - General 2
Teacher Education - Special Education 7
Teacher Education - Early Childhood Education 8
Teacher Education - Elementary Education 75
Teacher Education - Junior High/Intermediate/Middle School Education 11
Teacher Education - Secondary Education 20
Teacher Education - Agriculture 3
Teacher Education - Art 5
Teacher Education - Business
Teacher Education - English/Language Arts 8
Teacher Education - Foreign Language
Teacher Education - Health 16
Teacher Education - Family and Consumer Sciences/Home Economics 2
Teacher Education - Technology Teacher Education/Industrial Arts
Teacher Education - Mathematics 1
Teacher Education - Music 10
Teacher Education - Physical Education and Coaching 16
Teacher Education - Reading
Teacher Education - Science
Teacher Education - Social Science
Teacher Education - Social Studies
Teacher Education - Technical Education
Teacher Education - Computer Science
Teacher Education - Biology 1
Teacher Education - Chemistry 1
Teacher Education - Drama and Dance
Teacher Education - French
Teacher Education - German
Teacher Education - History 5
Teacher Education - Physics
Teacher Education - Spanish
Teacher Education - Speech
Teacher Education - Geography
Teacher Education - Latin
Teacher Education - Psychology
Teacher Education - Earth Science 1
Teacher Education - English as a Second Language
Teacher Education - Bilingual, Multilingual, and Multicultural Education
Education - Curriculum and Instruction
Education - Social and Philosophical Foundations of Education
Liberal Arts/Humanities
Psychology
Social Sciences
Anthropology
Economics
Geography and Cartography 2
Political Science and Government 3
Sociology
Visual and Performing Arts 8
History 2
Foreign Languages
Family and Consumer Sciences/Human Sciences 2
English Language/Literature 1
Philosophy and Religious Studies
Agriculture 3
Communication or Journalism 1
Engineering
Biology
Mathematics and Statistics
Physical Sciences
Astronomy and Astrophysics
Atmospheric Sciences and Meteorology
Chemistry
Geological and Earth Sciences/Geosciences
Physics
Business/Business Administration/Accounting 2
Computer and Information Sciences 1
Other
Specify: Health &Human Performance, Bachelor of Music, International
Studies, Interdisciplinary Studies
31
Section I.f Program Completers
Provide the total number of teacher preparation program completers in each of the
following academic years:
2013-14: 176
2012-13: 201
2011-12: 208
Section II Annual Goals - Mathematics
Each institution of higher education (IHE) that conducts a traditional teacher preparation
program (including programs that offer any ongoing professional development
programs) or alternative route to state credential program, and that enrolls students
receiving Federal assistance under this Act, shall set annual quantifiable goals for
increasing the number of prospective teachers trained in teacher shortage areas
designated by the Secretary or by the state educational agency, including mathematics,
science, special education, and instruction of limited English proficient students.
(§205(a)(1)(A)(ii), §206(a))
Information about teacher shortage areas can be found
at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.
Please provide the information below about your program's goals to increase the number
of prospective teachers in mathematics in each of three academic years.
Academic year 2013-14
Did your program prepare teachers in mathematics in 2013-14?
Yes
How many prospective teachers did your program plan to add in mathematics in 2013-
14?
2
Did your program meet the goal for prospective teachers set in mathematics in 2013-14?
Yes
Description of strategies used to achieve goal, if applicable:
Description of steps to improve performance in meeting goal or lessons learned in
meeting goal, if applicable:
Provide any additional comments, exceptions and explanations below:
Academic year 2014-15
Is your program preparing teachers in mathematics in 2014-15?
Yes
How many prospective teachers did your program plan to add in mathematics in 2014-
15?
2
Provide any additional comments, exceptions and explanations below:
Academic year 2015-16
Will your program prepare teachers in mathematics in 2015-16?
Yes
How many prospective teachers does your program plan to add in mathematics in 2015-
16?
3
Provide any additional comments, exceptions and explanations below:
Section II Annual Goals - Science
Each institution of higher education (IHE) that conducts a traditional teacher preparation
program (including programs that offer any ongoing professional development
programs) or alternative route to state credential program, and that enrolls students
receiving Federal assistance under this Act, shall set annual quantifiable goals for
increasing the number of prospective teachers trained in teacher shortage areas
designated by the Secretary or by the state educational agency, including mathematics,
science, special education, and instruction of limited English proficient students.
(§205(a)(1)(A)(ii), §206(a))
Information about teacher shortage areas can be found
at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.
Please provide the information below about your program's goals to increase the number
of prospective teachers in science in each of three academic years.
Academic year 2013-14
Did your program prepare teachers in science in 2013-14?
Yes
How many prospective teachers did your program plan to add in science in 2013-14?
5
Did your program meet the goal for prospective teachers set in science in 2013-14?
No
Description of strategies used to achieve goal, if applicable:
Description of steps to improve performance in meeting goal or lessons learned in
meeting goal, if applicable:
Provide any additional comments, exceptions and explanations below:
Academic year 2014-15
Is your program preparing teachers in science in 2014-15?
Yes
How many prospective teachers did your program plan to add in science in 2014-15?
3
Provide any additional comments, exceptions and explanations below:
Academic year 2015-16
Will your program prepare teachers in science in 2015-16?
Yes
How many prospective teachers does your program plan to add in science in 2015-16?
3
Provide any additional comments, exceptions and explanations below:
Section II Annual Goals - Special Education
Each institution of higher education (IHE) that conducts a traditional teacher preparation
program (including programs that offer any ongoing professional development
programs) or alternative route to state credential program, and that enrolls students
receiving Federal assistance under this Act, shall set annual quantifiable goals for
increasing the number of prospective teachers trained in teacher shortage areas
designated by the Secretary or by the state educational agency, including mathematics,
science, special education, and instruction of limited English proficient students.
(§205(a)(1)(A)(ii), §206(a))
Information about teacher shortage areas can be found
at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.
Please provide the information below about your program's goals to increase the number
of prospective teachers in special education in each of three academic years.
Academic year 2013-14
Did your program prepare teachers in special education in 2013-14?
Yes
How many prospective teachers did your program plan to add in special education in
2013-14?
5
Did your program meet the goal for prospective teachers set in special education in
2013-14?
Yes
Description of strategies used to achieve goal, if applicable:
Description of steps to improve performance in meeting goal or lessons learned in
meeting goal, if applicable:
Provide any additional comments, exceptions and explanations below:
Academic year 2014-15
Is your program preparing teachers in special education in 2014-15?
Yes
How many prospective teachers did your program plan to add in special education in
2014-15?
5
Provide any additional comments, exceptions and explanations below:
Academic year 2015-16
Will your program prepare teachers in special education in 2015-16?
Yes
How many prospective teachers does your program plan to add in special education in
2015-16?
5
Provide any additional comments, exceptions and explanations below:
Section II Annual Goals - Instruction of Limited English Proficient
Students
Each institution of higher education (IHE) that conducts a traditional teacher preparation
program (including programs that offer any ongoing professional development
programs) or alternative route to state credential program, and that enrolls students
receiving Federal assistance under this Act, shall set annual quantifiable goals for
increasing the number of prospective teachers trained in teacher shortage areas
designated by the Secretary or by the state educational agency, including mathematics,
science, special education, and instruction of limited English proficient students.
(§205(a)(1)(A)(ii), §206(a))
Information about teacher shortage areas can be found
at http://www2.ed.gov/about/offices/list/ope/pol/tsa.html.
Please provide the information below about your program's goals to increase the number
of prospective teachers in instruction of limited English proficient students in each of
three academic years.
Academic year 2013-14
Did your program prepare teachers in instruction of limited English proficient students in
2013-14?
No
How many prospective teachers did your program plan to add in instruction of limited
English proficient students in 2013-14?
Did your program meet the goal for prospective teachers set in instruction of limited
English proficient students in 2013-14?
Data not reported
Description of strategies used to achieve goal, if applicable:
Description of steps to improve performance in meeting goal or lessons learned in
meeting goal, if applicable:
Provide any additional comments, exceptions and explanations below:
The University of Tennessee at Martin does not offer an initial licensure program in ESL. We do
however provide a means to add the endorsement at the graduate level.
Academic year 2014-15
Is your program preparing teachers in instruction of limited English proficient students
in 2014-15?
No
How many prospective teachers did your program plan to add in instruction of limited
English proficient students in 2014-15?
Provide any additional comments, exceptions and explanations below:
Academic year 2015-16
Will your program prepare teachers in instruction of limited English proficient students
in 2015-16?
No
How many prospective teachers does your program plan to add in instruction of limited
English proficient students in 2015-16?
Provide any additional comments, exceptions and explanations below:
Section II Assurances
Please certify that your institution is in compliance with the following assurances.
(§205(a)(1)(A)(iii), §206(b)) Note: Be prepared to provide documentation and evidence for
your responses, when requested, to support the following assurances.
Preparation responds to the identified needs of the local educational agencies or States
where the program completers are likely to teach, based on past hiring and recruitment
trends.
Yes
Preparation is closely linked with the needs of schools and the instructional decisions
new teachers face in the classroom.
Yes
Prospective special education teachers are prepared in core academic subjects and to
instruct in core academic subjects.
Yes
Prospective general education teachers are prepared to provide instruction to students
with disabilities.
Yes
Prospective general education teachers are prepared to provide instruction to limited
English proficient students.
Yes
Prospective general education teachers are prepared to provide instruction to students
from low-income families.
Yes
Prospective teachers are prepared to effectively teach in urban and rural schools, as
applicable.
Yes
Describe your institution’s most successful strategies in meeting the assurances listed
above:
UT Martin works closely with the area school districts to ensure that we are providing teacher
education candidates with the knowledge and skills necessary to be successful employees in
any school system. In the undergraduate program Teacher Education 302/305 and in the
graduate program Teacher Education 780/705 all contain early field experiences. Students see
the day-to-day operations of the classroom. These classes cover a vast array of topics dealing
with teaching and learning styles, planning for teaching, and dealing with students from a variety
of backgrounds including ethnicity, race, and socioeconomic status. It also covers effective
teaching methods for working in rural and urban school settings. One of the activities performed
is the Poverty Simulation Project. Students write a reflective paper about the simulation and how
to address students in poverty in their classrooms.
Students are provided an overview for working with limited English proficient students. This is
covered in the differentiated instruction plan that is an assignment in TCED 302/305 and TCED
780/705.
TCED 302/305 offers 40 hours of field experience as an introduction to teaching practice. TCED
340 offers teaching opportunities at the elementary level; TCED 450/650 requires candidates to
tutor in a middle school for ten weeks. TCED 475, Kindergarten Practicum, requires PreK-3 and
K-6 majors to work in a kindergarten setting for 60 hours during a semester. They begin with
observations and proceed to teaching for an entire morning. HPED 310 gives K-6 and 4-8
majors field experience in a physical education classroom. TCED 380, is designed to give 4-8
and secondary education majors the same preparation in the classroom that TCED 475 gives
PreK-3 and K-6 majors. The candidates will have a field experience opportunity in a middle
school. They will begin with observations and end by teaching an entire morning. This
experience is designed to support the transition between courses and student teaching.
Other classes that build on the initial experiences students receive are Teacher Education
450/650 and Teacher Education 340/731. These classes in particular contain service learning
activities. Many of our local school systems are very diverse in the areas of race, ethnicity, and
socioeconomic status.
TCED 303 (Diagnosis & Assessment) has been revised to provide a more in-depth look at the
Tennessee Value-Added Assessment System (TVAAS). Students are required to take five self-
paced modules which help the students further understand, interpret and use TVAAS value-
added analysis to inform practices and accelerate student progress. Students discuss strategies
and best practices which meet the needs of all students. They are also given instruction on how
to access reports for comparison among classes, schools and districts.
All education majors in the unit receive training in working with special needs students. All areas
are covered in Special Education 300/500, a survey class of the field of special education.
A learning module focused on Response to Intervention (RTI) has been added to READ 438,
the elementary reading methods course. Typically, reading disabilities are identified by teachers
in grades PreK-6. All candidates seeking licensure in PreK-6th grade enroll in READ 438. Since
RTI is mandated for reading in Tennessee, a learning module that includes instruction, video,
and reflection is now included in the delivery of READ 438 to better equip teacher candidates to
understand their role and function in RTI.
For the past several years, there have been several important educational initiatives in the state
of Tennessee. The first is the implementation of Common Core State Standards. Because of
this initiative, all courses offered by the Department of Educational Studies at UT Martin include
in their syllabi and course work assignments based in CCSS. The second is Response to
Intervention. Because of this initiative, several courses have added instruction in the
assessments required to institute RTI and the specific interventions required to remediate
students in Tier 2 and Tier 3 of RTI. The third is the change in the assessment of K-12 students
from the Tennessee Comprehensive Assessment Program (T-CAP) to the Partnership for
Assessment of Readiness for College & Careers (PARCC) tests. These tests address Common
Core State Standards and therefore instruction on these assessments also permeates the
courses in education. In particular, TCED 303, assessment and SPED 437, special education
assessment, offer instruction in RTI assessment and the interpretation of data resulting from the
assessments. Local school districts have requested that our graduates receive instruction in the
interpretation of testing data. As a result, both courses offer modules in data interpretation and
the Tennessee Value-Added Assessment System (TVAAS) interpretation.
To ensure that pre-service candidates have insight into the challenges presented by poverty, all
candidates attend a poverty simulation in TCED 305 and then again in SWK 220. This ensures
that all candidates have insight into approaches which provide the most effective learning
opportunities for students in poverty. This subject is also addressed in multiple courses.
Students reflect on these experiences and in TCED 305 also engage in learning activities to
assist in matching strategies with the needs of students in poverty. Service learning
opportunities to tutor students in poverty with Martin Housing Authority are present in several
courses—SEDU 411, 412, 413, 414 and 415.
Because pre-service candidates benefit from field experiences, the undergraduate program at
UT Martin offers several opportunities for observation and teaching practice before the student
teaching semester.
Section III Assessment Pass Rates
Assessment code - Assessment name
Test Company
Group
Number
taking
tests
Avg.
scaled
score
Number
passing
tests
Pass
rate
(%)
ETS0700 -AGRICULTURE
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
1
ETS0700 -AGRICULTURE
Educational Testing Service (ETS)
All program completers, 2013-14
3
ETS0700 -AGRICULTURE
Educational Testing Service (ETS)
All program completers, 2012-13
3
ETS0700 -AGRICULTURE
Educational Testing Service (ETS)
All program completers, 2011-12
6
ETS0135 -ART CONTENT AND ANALYSIS
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
1
ETS0135 -ART CONTENT AND ANALYSIS
Educational Testing Service (ETS)
4
All program completers, 2013-14
ETS0135 -ART CONTENT AND ANALYSIS
Educational Testing Service (ETS)
All program completers, 2012-13
3
ETS0135 -ART CONTENT AND ANALYSIS
Educational Testing Service (ETS)
All program completers, 2011-12
4
ETS0233 -BIOLOGY CONTENT ESSAYS
Educational Testing Service (ETS)
All program completers, 2012-13
3
ETS0233 -BIOLOGY CONTENT ESSAYS
Educational Testing Service (ETS)
All program completers, 2011-12
9
ETS0235 -BIOLOGY CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
1
ETS0235 -BIOLOGY CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2013-14
1
ETS0235 -BIOLOGY CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2012-13
3
ETS0235 -BIOLOGY CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2011-12
9
ETS0100 -BUSINESS ED
Educational Testing Service (ETS)
All program completers, 2011-12
1
ETS5101 -BUSINESS ED CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2013-14
1
ETS5101 -BUSINESS ED CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2012-13
1
ETS5101 -BUSINESS ED CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2011-12
3
ETS0245 -CHEMISTRY CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2013-14
1
ETS5571 -EARTH AND SPACE SCIENCES - CK
Educational Testing Service (ETS)
All program completers, 2013-14
1
ETS5571 -EARTH AND SPACE SCIENCES - CK
Educational Testing Service (ETS)
All program completers, 2011-12
2
ETS5021 -EDUCATION OF YOUNG CHILDREN
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
2
ETS5021 -EDUCATION OF YOUNG CHILDREN 2
Educational Testing Service (ETS)
Other enrolled students
ETS5021 -EDUCATION OF YOUNG CHILDREN
Educational Testing Service (ETS)
All program completers, 2013-14
7
ETS5021 -EDUCATION OF YOUNG CHILDREN
Educational Testing Service (ETS)
All program completers, 2012-13
9
ETS5021 -EDUCATION OF YOUNG CHILDREN
Educational Testing Service (ETS)
All program completers, 2011-12
10 176 10 100
ETS5014 -ELEM ED CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
29 160 29 100
ETS5014 -ELEM ED CONTENT KNOWLEDGE
Educational Testing Service (ETS)
Other enrolled students
31 157 31 100
ETS5014 -ELEM ED CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2013-14
88 161 88 100
ETS5014 -ELEM ED CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2012-13
103 162 102 99
ETS5014 -ELEM ED CONTENT KNOWLEDGE
Educational Testing Service (ETS)
100 160 100 100
All program completers, 2011-12
ETS0011 -ELEM ED CURR INSTRUC ASSESSMENT
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
23 173 21 91
ETS0011 -ELEM ED CURR INSTRUC ASSESSMENT
Educational Testing Service (ETS)
Other enrolled students
6
ETS0011 -ELEM ED CURR INSTRUC ASSESSMENT
Educational Testing Service (ETS)
All program completers, 2013-14
80 174 76 95
ETS0011 -ELEM ED CURR INSTRUC ASSESSMENT
Educational Testing Service (ETS)
All program completers, 2012-13
94 174 89 95
ETS0011 -ELEM ED CURR INSTRUC ASSESSMENT
Educational Testing Service (ETS)
All program completers, 2011-12
92 173 89 97
ETS0041 -ENG LANG LIT COMP CONTENT
KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2013-14
1
ETS0041 -ENG LANG LIT COMP CONTENT
KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2012-13
10 176 10 100
ETS0041 -ENG LANG LIT COMP CONTENT
KNOWLEDGE
8
Educational Testing Service (ETS)
All program completers, 2011-12
ETS0043 -ENG LANG LIT COMP PEDAGOGY
Educational Testing Service (ETS)
All program completers, 2011-12
9
ETS5038 -ENGLISH LANGUAGE ARTS: CK
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
5
ETS5038 -ENGLISH LANGUAGE ARTS: CK
Educational Testing Service (ETS)
Other enrolled students
1
ETS5038 -ENGLISH LANGUAGE ARTS: CK
Educational Testing Service (ETS)
All program completers, 2013-14
6
ETS5121 -FAMILY AND CONSUMER SCIENCES
Educational Testing Service (ETS)
All program completers, 2013-14
1
ETS5121 -FAMILY AND CONSUMER SCIENCES
Educational Testing Service (ETS)
All program completers, 2012-13
4
ETS5121 -FAMILY AND CONSUMER SCIENCES
Educational Testing Service (ETS)
All program completers, 2011-12
2
ETS0431 -GENERAL SCI CONTENT KNOWL PART 1
Educational Testing Service (ETS)
2
All program completers, 2011-12
ETS0921 -GEOGRAPHY
Educational Testing Service (ETS)
All program completers, 2013-14
2
ETS0931 -GOVERNMENT POLITICAL SCIENCE
Educational Testing Service (ETS)
All program completers, 2013-14
1
ETS0930 -GOVERNMENT POLITICAL SCIENCE
(DISCONTINUED)
Educational Testing Service (ETS)
All program completers, 2011-12
1
ETS5551 -HEALTH EDUCATION
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
1
ETS5551 -HEALTH EDUCATION
Educational Testing Service (ETS)
All program completers, 2013-14
9
ETS5551 -HEALTH EDUCATION
Educational Testing Service (ETS)
All program completers, 2012-13
1
ETS5550 -HEALTH EDUCATION (DISCONTINUED)
Educational Testing Service (ETS)
All program completers, 2013-14
2
ETS5550 -HEALTH EDUCATION (DISCONTINUED)
Educational Testing Service (ETS)
6
All program completers, 2012-13
ETS5550 -HEALTH EDUCATION (DISCONTINUED)
Educational Testing Service (ETS)
All program completers, 2011-12
11 638 10 91
ETS0061 -MATHEMATICS CONTENT KNOWLEDGE
Educational Testing Service (ETS)
Other enrolled students
1
ETS0061 -MATHEMATICS CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2013-14
1
ETS0061 -MATHEMATICS CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2012-13
4
ETS5146 -MIDDLE SCHOOL CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
6
ETS5146 -MIDDLE SCHOOL CONTENT KNOWLEDGE
Educational Testing Service (ETS)
Other enrolled students
3
ETS5146 -MIDDLE SCHOOL CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2013-14
12 161 11 92
ETS5146 -MIDDLE SCHOOL CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2012-13
16 163 16 100
ETS5146 -MIDDLE SCHOOL CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2011-12
17 163 15 88
ETS0111 -MUSIC CONCEPTS AND PROCESSES
Educational Testing Service (ETS)
All program completers, 2011-12
11 151 7 64
ETS5114 -MUSIC CONTENT & INSTRUCTION
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
1
ETS5114 -MUSIC CONTENT & INSTRUCTION
Educational Testing Service (ETS)
All program completers, 2013-14
9
ETS5114 -MUSIC CONTENT & INSTRUCTION
Educational Testing Service (ETS)
All program completers, 2012-13
10 161 6 60
ETS0113 -MUSIC CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2013-14
1
ETS0113 -MUSIC CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2011-12
11 167 11 100
ETS0092 -PHYSICAL ED ANALYSIS AND DESIGN
Educational Testing Service (ETS)
All program completers, 2011-12
4
ETS5095 -PHYSICAL ED CONTENT AND DESIGN 1
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
ETS5095 -PHYSICAL ED CONTENT AND DESIGN
Educational Testing Service (ETS)
All program completers, 2013-14
16 166 11 69
ETS5095 -PHYSICAL ED CONTENT AND DESIGN
Educational Testing Service (ETS)
All program completers, 2012-13
16 166 13 81
ETS5095 -PHYSICAL ED CONTENT AND DESIGN
Educational Testing Service (ETS)
All program completers, 2011-12
9
ETS5091 -PHYSICAL ED CONTENT KNOWLEDGE
Educational Testing Service (ETS)
All program completers, 2011-12
5
ETS5623 -PRINC LEARNING AND TEACHING 5-9
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
3
ETS5623 -PRINC LEARNING AND TEACHING 5-9
Educational Testing Service (ETS)
Other enrolled students
2
ETS5623 -PRINC LEARNING AND TEACHING 5-9
Educational Testing Service (ETS)
All program completers, 2013-14
19 171 19 100
ETS5623 -PRINC LEARNING AND TEACHING 5-9
Educational Testing Service (ETS)
19 171 18 95
All program completers, 2012-13
ETS5623 -PRINC LEARNING AND TEACHING 5-9
Educational Testing Service (ETS)
All program completers, 2011-12
13 170 12 92
ETS0523 -PRINC LEARNING AND TEACHING 5-9
(DISCONTINUED)
Educational Testing Service (ETS)
All program completers, 2011-12
9
ETS5624 -PRINC LEARNING AND TEACHING 7-12
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
14 170 13 93
ETS5624 -PRINC LEARNING AND TEACHING 7-12
Educational Testing Service (ETS)
Other enrolled students
4
ETS5624 -PRINC LEARNING AND TEACHING 7-12
Educational Testing Service (ETS)
All program completers, 2013-14
45 169 39 87
ETS5624 -PRINC LEARNING AND TEACHING 7-12
Educational Testing Service (ETS)
All program completers, 2012-13
55 171 53 96
ETS5624 -PRINC LEARNING AND TEACHING 7-12
Educational Testing Service (ETS)
All program completers, 2011-12
39 167 35 90
ETS0524 -PRINC LEARNING AND TEACHING 7-12
(DISCONTINUED)
Educational Testing Service (ETS)
17 174 17 100
All program completers, 2011-12
ETS5621 -PRINC LEARNING AND TEACHING EARLY
CHILD
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
3
ETS5621 -PRINC LEARNING AND TEACHING EARLY
CHILD
Educational Testing Service (ETS)
Other enrolled students
1
ETS5621 -PRINC LEARNING AND TEACHING EARLY
CHILD
Educational Testing Service (ETS)
All program completers, 2013-14
8
ETS5621 -PRINC LEARNING AND TEACHING EARLY
CHILD
Educational Testing Service (ETS)
All program completers, 2012-13
8
ETS5621 -PRINC LEARNING AND TEACHING EARLY
CHILD
Educational Testing Service (ETS)
All program completers, 2011-12
8
ETS0521 -PRINC LEARNING AND TEACHING EARLY
CHILD (DISC)
Educational Testing Service (ETS)
All program completers, 2011-12
1
ETS5622 -PRINC LEARNING AND TEACHING K-6
Educational Testing Service (ETS)
20 176 20 100
All enrolled students who have completed all noncl
ETS5622 -PRINC LEARNING AND TEACHING K-6
Educational Testing Service (ETS)
Other enrolled students
5
ETS5622 -PRINC LEARNING AND TEACHING K-6
Educational Testing Service (ETS)
All program completers, 2013-14
84 174 83 99
ETS5622 -PRINC LEARNING AND TEACHING K-6
Educational Testing Service (ETS)
All program completers, 2012-13
100 173 100 100
ETS5622 -PRINC LEARNING AND TEACHING K-6
Educational Testing Service (ETS)
All program completers, 2011-12
74 172 72 97
ETS0522 -PRINC LEARNING AND TEACHING K-6
(DISCONTINUED)
Educational Testing Service (ETS)
All program completers, 2011-12
37 176 37 100
ETS5201 -READING ACROSS CURRICULUM ELEM
Educational Testing Service (ETS)
Other enrolled students
1
ETS5201 -READING ACROSS CURRICULUM ELEM
Educational Testing Service (ETS)
All program completers, 2013-14
57 167 57 100
ETS5201 -READING ACROSS CURRICULUM ELEM
Educational Testing Service (ETS)
111 167 110 99
All program completers, 2012-13
ETS5201 -READING ACROSS CURRICULUM ELEM
Educational Testing Service (ETS)
All program completers, 2011-12
124 167 123 99
ETS5543 -SE CK AND MILD TO MODERATE APPL
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
3
ETS5543 -SE CK AND MILD TO MODERATE APPL
Educational Testing Service (ETS)
Other enrolled students
1
ETS5543 -SE CK AND MILD TO MODERATE APPL
Educational Testing Service (ETS)
All program completers, 2013-14
6
ETS5543 -SE CK AND MILD TO MODERATE APPL
Educational Testing Service (ETS)
All program completers, 2012-13
4
ETS5543 -SE CK AND MILD TO MODERATE APPL
Educational Testing Service (ETS)
All program completers, 2011-12
9
ETS5195 -SPANISH WORLD LANGUAGE
Educational Testing Service (ETS)
All program completers, 2011-12
4
ETS5203 -TEACHING READING: ELEM EDUCATION
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
28 171 25 89
ETS5203 -TEACHING READING: ELEM EDUCATION
Educational Testing Service (ETS)
Other enrolled students
12 170 11 92
ETS5203 -TEACHING READING: ELEM EDUCATION
Educational Testing Service (ETS)
All program completers, 2013-14
34 169 30 88
ETS5203 -TEACHING READING: ELEM EDUCATION
Educational Testing Service (ETS)
All program completers, 2012-13
4
ETS5941 -WORLD AND U.S. HISTORY CK
Educational Testing Service (ETS)
All enrolled students who have completed all noncl
2
ETS5941 -WORLD AND U.S. HISTORY CK
Educational Testing Service (ETS)
All program completers, 2013-14
9
ETS5941 -WORLD AND U.S. HISTORY CK
Educational Testing Service (ETS)
All program completers, 2012-13
14 158 13 93
ETS5941 -WORLD AND U.S. HISTORY CK
Educational Testing Service (ETS)
All program completers, 2011-12
9
Section III Summary Pass Rates
Group
Number
taking
tests
Number
passing
tests
Pass
rate
(%)
All program completers, 2013-14 172 152 88
All program completers, 2012-13 197 180 91
All program completers, 2011-12 204 188 92
Section IV Low-Performing
Provide the following information about the approval or accreditation of your teacher
preparation program.
Is your teacher preparation program currently approved or accredited?
Yes
If yes, please specify the organization(s) that approved or accredited your program:
State
NCATE
SACS
Is your teacher preparation program currently under a designation as "low-performing"
by the state (as per section 207(a) of the HEA of 2008)?
No
Section V Use of Technology
Provide the following information about the use of technology in your teacher
preparation program. Please note that choosing 'yes' indicates that your teacher
preparation program would be able to provide evidence upon request.
Does your program prepare teachers to:
integrate technology effectively into curricula and instruction
Yes
use technology effectively to collect data to improve teaching and learning
Yes
use technology effectively to manage data to improve teaching and learning
Yes
use technology effectively to analyze data to improve teaching and learning
Yes
Provide a description of the evidence that your program uses to show that it prepares
teachers to integrate technology effectively into curricula and instruction, and to use
technology effectively to collect, manage, and analyze data in order to improve teaching
and learning for the purpose of increasing student academic achievement. Include a
description of the evidence your program uses to show that it prepares teachers to use
the principles of universal design for learning, as applicable. Include planning activities
and a timeline if any of the four elements listed above are not currently in place.
Technology is covered extensively in all teacher education programs. Human Learning 311,
Educational Studies 750, Fine Arts 300, and Music 108 are all technology classes offered for
specific programs. Each of the classes cover technology and its integration for the specific
major. Instruction includes, but is not limited to, data collection, data management and data
analysis. In addition to the specific technology classes listed above, technology usage is
integrated throughout the curriculum. Students are trained on how to use the Smartboard prior
to beginning the student teaching semester. Many classrooms, with additional classrooms to
follow, are equipped with Echo 360 technologies so that students can actively use technology in
class presentations.
TCED 303 (Diagnosis & Assessment) has been revised to provide a more in-depth look at the
Tennessee Value-Added Assessment System (TVAAS). Students are required to take five self-
paced modules which help the students further understand, interpret and use TVAAS value-
added analysis to inform practices and accelerate student progress. Students discuss strategies
and best practices which meet the needs of all students. They are also given instruction on how
to access reports for comparison among classes, schools and districts.
Special Education 440 addresses the need for differentiated instruction by using multi-
methodologies to reach all students.
Universal design for learning is required to be used in all lesion plans throughout the curriculum.
A learning module focused on Response to Intervention (RTI) has been added to READ 438,
the elementary reading methods course. Typically, reading disabilities are identified by teachers
in grades PreK-6. All candidates seeking licensure in PreK-6th grade enroll in READ 438. Since
RTI is mandated for reading in Tennessee, a learning module that includes instruction, video,
and reflection is now included in the delivery of READ 438 to better equip teacher candidates to
understand their role and function in RTI.
For the past several years, there have been several important educational initiatives in the state
of Tennessee. The first is the implementation of Common Core State Standards. Because of
this initiative, all courses offered by the Department of Educational Studies at UT Martin include
in their syllabi and course work assignments based in CCSS. The second is Response to
Intervention. Because of this initiative, several courses have added instruction in the
assessments required to institute RTI and the specific interventions required to remediate
students in Tier 2 and Tier 3 of RTI. The third is the change in the assessment of K-12 students
from the Tennessee Comprehensive Assessment Program (T-CAP) to the Partnership for
Assessment of Readiness for College & Careers (PARCC) tests. These tests address Common
Core State Standards and therefore instruction on these assessments also permeates the
courses in education. In particular, TCED 303, assessment and SPED 437, special education
assessment, offer instruction in RTI assessment and the interpretation of data resulting from the
assessments. Local school districts have requested that our graduates receive instruction in the
interpretation of testing data. As a result, both courses offer modules in data interpretation and
the Tennessee Value-Added Assessment System (TVAAS) interpretation.
Section VI Teacher Training
Provide the following information about your teacher preparation program. Please note
that choosing 'yes' indicates that your teacher preparation program would be able to
provide evidence upon request.
Does your program prepare general education teachers to:
teach students with disabilities effectively
Yes
participate as a member of individualized education program teams
Yes
teach students who are limited English proficient effectively
Yes
Provide a description of the evidence your program uses to show that it prepares general
education teachers to teach students with disabilities effectively, including training
related to participation as a member of individualized education program teams, as
defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act, and to
effectively teach students who are limited English proficient. Include planning activities
and a timeline if any of the three elements listed above are not currently in place.
All teacher education candidates are trained in working with students with disabilities, members
of individualized education program teams, and limited English proficient students. All majors
take Special Education 300/500 and several majors also require Special Education 440/640. In
addition to these two special education classes, TCED 302/305 also covers instruction of limited
English proficient learners.
Pre-service candidates in general education are required to take two special education courses,
SPED 300 and 440. Both courses address the need to differentiate instruction for students with
disabilities, make accommodations in a variety of activities, and provide interventions in the
classroom. Both courses have a component in which pre-service candidates have an
introduction into the IEP meeting and the development of the IEP for students identified as
having special needs. SPED 440 in particular teaches students to differentiate instruction and
provides strategies for the tiers of RTI (Response to Intervention).
To support these special education courses, other general education courses ask pre-service
candidates to plan for differentiated instruction in lesson plans and teaching simulations in the
classroom. The introductory course TCED 302/305 has an important assignment in which pre-
service candidates design a lesson plan which differentiates instruction, accommodates a
student with special needs, and provides supports for ELL students. Other methods courses
build on this first assignment by asking candidates to create lessons which always differentiate
instruction, provide support for students with an IEP, and provide strategies for accommodating
ELL students. Specifically, TCED 450, the course on middle level curriculum, and SEDU 415,
social studies methods, offer opportunities for candidates to include accommodations and
universal design for learning in lesson planning assignments.
To address the requirements of Response to Intervention (RTI), specific instruction on reading
interventions and curriculum- based probes is included in the required reading course, READ
438. The assignment includes a case study with testing and implementation of specific
strategies.
Does your program prepare special education teachers to:
teach students with disabilities effectively
Yes
participate as a member of individualized education program teams
Yes
teach students who are limited English proficient effectively
Yes
Provide a description of the evidence your program uses to show that it prepares special
education teachers to teach students with disabilities effectively, including training
related to participation as a member of individualized education program teams, as
defined in section 614(d)(1)(B) of the Individuals with Disabilities Education Act, and to
effectively teach students who are limited English proficient. Include planning activities
and a timeline if any of the three elements listed above are not currently in place.
The special education program at UT Martin prepares students to work with students with
disabilities, participate as a member of individualized education program teams, and work with
students who are limited English proficient learners. The program consists of twenty-eight hours
of special education coursework that covers a vast amount of information. Students in the
special education program at UT Martin are trained in grades P-12. UT Martin's special
education majors are considered well prepared by the local school districts in which they
student teach and are hired as full-time employees. UT Martin only offers special education
licensure in PreK-3 (early childhood special education) and K-12 modified licensure.
Pre-service candidates in special education receive course work which supports teaching the
variety of students with special needs. In addition to the subject knowledge required of all
teachers, these candidates take courses to address differentiating instruction, assessment in
special education, behavior interventions, special education law and requirements, and students
with intellectual disabilities. These candidates take some of the courses required of regular
education candidates in lesson planning and field experiences. In addition, they have extra field
experience in SPED 386 where they observe closely in two different special education settings.
In that course, one of the assignments is to participate as a member of an IEP team; this
assignment is expanded during their tenure as a student teacher. The needs of ELL students
are incorporated into SPED 440, a course where differentiating instruction and universal design
for learning is the focus.
Section VII Contextual Information
Please use this space to provide any additional information that describes your teacher
preparation program(s). You may also attach information to this report card. The U.S.
Department of Education is especially interested in any evaluation plans or interim or
final reports that may be available.
The primary mission of the Teacher Education Unit is to prepare K-12 classroom teachers,
administrators, and school service personnel for the public schools in Tennessee as well as in
the nation. Programs are designed to prepare classroom teachers who exhibit understanding
and proficiency in knowledge, skills and applications, reflective practice, professional and ethical
behavior, and inquiry with emphasis in assessment, technology and diversity. Programs are
evaluated on a regular basis. The unit uses the following surveys to obtain useful information as
to whether program changes need to be made. The surveys include: the Alumni Survey and the
Employer Survey. The State Board of Education prepares a Teacher Education Effectiveness
Report Card.
Supporting Files
Complete Report Card
AY 2013-14
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