South College (SC) is approved by the TN State Board of Education to offer an elementary education program that leads to the initial TN Elementary Education K-6 license. The purpose of the BS program is to develop the knowledge, skills and professional dispositions and commitments of candidates to become exceptional beginning instructional leaders. This purpose is designed to accomplish the mission of the School of Education (SOE) and is guided by institutional goals, research, TN Teacher Licensure Standards, National Council for Accreditation of Teacher Education (NCATE) Standards, Interstate New Teacher Assessment and Consortium (INTASC) Standards, and Professional Organizations Standards. The program outcomes detailed below are aligned with unit, state and professional standards and are further detailed by InTASC Standards, TN Content, Reading, and Professional Education Standards, and NCATE Standards in the BS Curriculum Matrix. Both the Alignment Matrix of Unit, State, and Professional Standards and the Curriculum Matrix Aligned with Unit, State, and Professional Standards for BS Candidates are provided in the Conceptual Framework.
Candidates completing the program accomplish the following learner outcomes:
- Commit to working independently and collaboratively, to thinking systemically, to personal inquiry, to integrating technology, and to communicating responsibly with all members of the learning community.
- Commit to integrity, tolerance, equity, fairness, and the diversity of each learner when creating learning experiences and environments.
- Use academic language, multiple representations and explanations, and supplementary resources and technology to capture key content ideas and to overcome learners’ misconceptions.
- Use knowledge of learners, families, colleagues, and the community to plan instruction and assessment that supports learners’ growth and development in the discipline and in literacy across content areas.
- Encourage learners to understand, question, and analyze ideas from diverse perspectives, to demonstrate their knowledge and skill through a variety of products and performances, and to assess their own progress.
- Use methods of inquiry in the disciplines and in cross-discipline or interdisciplinary contexts to investigate local or global problems that result in critical, creative, and problem-solving thinking.
- Design, modify, and scaffold instruction to meet learners’ cognitive, linguistic, social, emotional, and physical needs that enables each learner to advance.
- Use a variety of strategies, resources, and assessment data to design instruction that engages learners in collaborative, self-directed, and/or differentiated learning.
- Collaborate with learners, families, communities, and colleagues, to promote self-motivation, respectful social interaction, and inquiry within a safe, positive learning climate.
- Use and analyze multiple methods of assessment data (formative/summative; formal/informal) independently and collaboratively to identify learners’ needs and to guide planning.
- Manage resources, time, and space while addressing multiple perspectives and rigorous academic discussions.
- Use questions to probe for understanding, stimulate thinking and curiosity, help articulate ideas, and to guide development of metacognitive processes and higher order questioning skills.
Curriculum, Key Assessments and Transition Assessment Points I-IV
New students accepted to SC and declare Interdisciplinary Studies in Development and Learning of the Child and Young Adolescent as their academic major are assigned a SOE Administrative Advisor (AA). The AA and student meet and develop a quarterly projected academic plan and sign a BS Elementary Education K-6 Curriculum Agreement. Candidates are provided a Teacher Education Program Handbook in EDU 3000 that specifically outlines and describes all program requirements in the SOEAS Transition Assessment Points I – IV. A brief summary of the SOEAS Transition Assessment Points I – IV follows:
Transition Assessment Point I, Program Admission, is the period from Initial Entry to Formal Teacher Education Program (TEP) Admission. As noted in the descriptions below, candidates may seek formal admission to the TEP at the end of Transition Assessment Point I if all requirements have been satisfied. During Transition Assessment Point I, candidates complete multiple program assessments including Key Assessment 1: Praxis II Content Exam; Key Assessment 2: Dispositions and Commitments; Key Assessment 3: Lesson and Unit Plans; and Key Assessment 4: Impact on Student Learning. If needed, and with faculty recommendation, candidates are afforded an opportunity to remove an area of weakness or deficiency at this early point in the program by participating in an intervention plan. Successful completion of Transition Assessment Point I allows candidates to advance to Transition Assessment Point II, Candidacy, the period from Formal TEP Admission to Admission to Student Teaching.
During Transition Assessment Point II, Candidacy, candidates are required to meet multiple program assessments including Key Assessment 2: Dispositions and Commitments; Key Assessment 3: Lesson and Unit Plans; Key Assessment 4: Impact on Student Learning; and Key Assessment 1: Praxis II Exams. Also, during Transition Assessment Point II, if needed, and with faculty recommendation, candidates are afforded an opportunity to remove an area of weakness or deficiency. At Transition Assessment Point II, candidates are required to pass all Praxis II exams to advance to Transition Assessment Point III, Clinical Practice, the period from Admission to Student Teaching to Completion of Student Teaching.
During Transition Assessment Point III, Clinical Practice, candidates complete multiple program assessments during two clinical practice placements in grades K-3 and 4-6. During each 8-week placement, candidates complete Key Assessment 2: Dispositions and Commitments; Key Assessment 3: Lesson and Unit Plans; Key Assessment 4: Impact on Student Learning; Key Assessment 5: Summative Evaluation; and Key Assessment 7: Clinical Practice Surveys. During the clinical practice experience, candidates are afforded an opportunity to remove an area of weakness or deficiency, if needed and with clinical faculty recommendation, by participating in an intervention plan. Candidates finalize their Professional Portfolio with artifacts from student teaching placements and gain approval to participate in a scheduled program exit interview in the next transition assessment point. Upon successful completion of all key assessments in Transition Assessment Point III, candidates advance to Transition Assessment Point IV, Program Exit and Follow-Up, the period from Completion of Student Teaching to Program Exit and Follow-Up.
During Transition Assessment Point IV, Program Exit and Follow-Up, candidates complete Key Assessment 6, the Portfolio Presentation and Exit Interview, that demonstrates acceptable performance of candidate learner outcomes aligned with unit, state, and professional standards, reflective of an exceptional beginning instructional leader as specified in the SOE Conceptual Framework. Also during Transition Assessment Point IV, candidates finalize their program by completing an application for recommendation to the TN Department of Education for the initial license in Elementary Education K-6. As closure to Transition Assessment Point IV, candidates are also asked to provide their contact information for a follow-up survey to be completed during their first three years in teaching (Key Assessment 8).
SC School of Education reserves the right to make immediate changes to the Teacher Education Program and the Interdisciplinary Studies in Development and Learning of the Child and Young Adolescent program of study as mandated by the TN Department of Education and/or warranted by SOE data driven program decisions. Candidates seeking out-of-state licensure should contact the respective State Department of Education for information.