Leslie J. Drummond, Ed. D., Interim Dean
118 Clay Hall-Education Building
Mission Statement
General Statement:
The College of Education is a professional school consisting of a community of scholars, both faculty and students, engaged in a common pursuit of knowledge. Our mission is to be facilitators of learning: to prepare competent and caring professionals with a multicultural perspective. Aware that education and learning are life-long experiences, the College addresses the needs and demands of a changing clientele and society. Teaching, research (both basic and applied), and service are all part of our function.
Among our objectives are the following:
1. To prepare elementary, secondary, and special education teachers; counselors; supervisors; administrators; school psychologists; counseling psychologists; and recreation workers.
2. To provide opportunities for students to pursue research and its uses in solving the problems of education.
3. To assist graduates in finding teaching and other positions after they have had experience in their profession.
4. To provide students with opportunities for knowledge and understanding of the multicultural society in which they live and their relation to and responsibility in such a society.
5. To provide a sound program of guidance and to work cooperatively with other departments and colleges of the university in implementing the program.
6. To offer basic and advanced courses, laboratory, and other experiences designed to give students a knowledge and understanding of the data, theories and methods of psychology.
The professional education component provided by the College of Education is designed to develop the competencies necessary for beginning teachers, which are:
1. To develop knowledge and understanding of the principles and processes of human growth, development, and learning, and the practical application of this knowledge to teaching all children.
2. To develop an understanding of instructional methods, materials, and media as they apply to facilitating learning in the student’s field of specialization.
3. To utilize materials, methods, and resources in order to plan and teach effectively and to work ethically and constructively with pupils, teachers, administrators, and parents.
4. To develop an understanding of the historical, philosophical, and social foundations underlying the development and practices of public education of this country.
5. To develop an understanding of purposes, organization, administration, and operation of the total educational program of the school.
6. To develop an understanding of the total instructional process through planned field based experiences that involve direct observation and participation in teaching under supervision.
7. To develop instructional skills and strategies through a wide range of laboratory, clinical, and student teaching experiences.
8. To provide experiences designed to enable the student to utilize and apply psychological data and evaluation procedures in measuring the progress of students.
9. To integrate current research of effective teaching and schooling into curricular offerings so that graduates will be on the cutting edge of professional knowledge and practice.
Basic goals of the College of Education regarding multicultural education may be summarized as follows:
1. Involve learners in experiences that will allow them to examine their own cultures.
2. Expose learners to diversity through experiences, literature, and discussion.
3. Encourage the development of positive and supportive attitudes about ethnic/cultural diversity.
4. Involve learners in situations that will provide opportunities for direct contact with individuals who differ from them.
5. Provide instruction in the design, implementation, and evaluation of educational materials that are appropriate for multicultural settings.
6. Guide learners in the development of teaching strategies that consider multicultural perspectives.
7. Maintain a diverse faculty as well as a diverse student body.
Accreditation and Memberships
Teacher preparation for undergraduate and graduate programs for the preparation of teachers and related professionals are accredited by the National Council for Accreditation of Teacher Education. The College of Education also holds membership in the American Association of Colleges for Teacher Education, the Association of Colleges and Schools of Education in State Universities and Land Grant Colleges and Affiliated Private Universities, Teacher Education Council of State Colleges and Universities, the Tennessee Association of Colleges for Teacher Education, the National Association of Multicultural Education, the American Psychological Association, and the University Council for Educational Administration.
Office of Public Service and Outreach
Administered by the Assistant Dean for Public Service and Outreach, this unit is primarily responsible for establishment and coordination of off-campus classes and programs, administration of doctoral examinations, cooperation with the State Department of Education, and coordination of accreditation assessment.
Office of Teacher Education and Student Services
This office is administered by the Assistant Dean for Teacher Education and Student Services. The College of Education provides pre-service field experiences in order to afford opportunities for students to link theoretical information with real life situations through observations, one-to-one, and small group participation; and finally, student teaching. The Office of Teacher Education and Student Services makes all placements for field-based activities. The Office processes applications and makes recommendations to the State Department of Education for teachers, principals, school counselors, and school psychologists.
Curriculum Laboratory
The Curriculum Laboratory is a center for instructional materials and other resources in teacher education. It is designed for students and teachers in the professional core courses in education, the specialized professional courses, and student teaching. The laboratory is a hands-on facility where students and alumni come to create and carry out research. The laboratory serves as a depository for the state of Tennessee textbook collection (grades K-12). The laboratory director offers workshop experiences for our undergraduate students in materials and manipulatives. The laboratory is located in the Clay Hall Education Building.
Professional Education Council
The Professional Education Council is the coordinating body for the Teacher Education Program. Its principal objectives are:
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To help provide and perpetuate an instructional climate favorable to the healthy growth of the healthy growth Education Program.
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To develop and administer policies which will ensure that competent candidates with professional promise are prepared and recommended for entry into the teacher profession. The Council develops policies relating to admission, retention, counseling, records, curricula and standards for completion of a program in Teacher Education, Counselor Education, School Psychology, and School Leadership.
The Council is composed of the following appointed members:
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Dean of the College of Education , Unit Head
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Assistant Dean for Student Services and Teacher Education, Chairperson
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Associate Dean of the College of Education
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Assistant Dean for Outreach of the College of Education
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Dean of the Graduate School
- Director of University Libraries
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One member from the Department of Speech Pathology and Audiology
- One member from the College of Business
- One member from the School of Family and Consumer Science and Agriculture
- One member from Early Childhood Education (P-4)
- Eight members from the College of Arts and Sciences: one from History & Geography, one from Languages, Literature and Philosophy, one from Biology, one from Chemistry, one from Mathematics, one from Art, one from Music, and the Elementary Education advisor
- Four members from the College of Education : one each from Human Performance & Sport Sciences, Educational Administration, Teaching and Learning, and Psychology
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Four members from TSU Professional Development Schools: each principal and a teacher from each Professional Development School
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Two practitioners (one principal and one teacher)
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Two students (STEA President and graduate student)
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One representative of the community
Organization of the College of Education
The College of Education is composed of four (4) departments as follows: The Department of Educational Administration, the Department of Human Performance and Sport Sciences, the Department of Psychology, and the Department of Teaching and Learning. The College of Education has established cooperative agreements with the Metropolitan Nashville-Davidson County school system and other school systems in Tennessee to assist with the student teaching program.
General Information on the
Teacher Education Program
The Office of Teacher Education and Student Services screens all students who apply for candidacy to the Teacher Education Program and secures a record of each applicant showing that the applicant has met standards for candidacy to Teacher Education which includes taking the Rising JuniorExamination. The Assistant Dean informs the departmental representative for each Teacher Education curriculum concerning the students approved for the program.
The departmental Teacher Education representatives inform the Assistant Dean for Teacher Education and Student Services through their respective Deans the status of those students in their departments who are maintaining the Teacher Education Program’s retention requirements. These representatives notify the students who are not meeting the retention requirements that they have one semester to remove their deficiencies. Students who do not remove their deficiencies and meet the retention standards during the semester of probation are subject to be dropped from the Teacher Education Program.
Teacher Education Admission
and Retention Requirements
ADMISSION
- Each student who desires to be a candidate for admission to the Teacher Education Program will make application to the Assistant Dean for Teacher Education and Student Services in the second semester of the sophomore year after the Rising Junior Examination has been taken;
- Each student will submit documentation that s/he has:
a. Completed at least 50 semester hours of course work, including: ENGL 1010, 1020, PSYC 2420, EDCI 2010, and an appropriate sequence of freshman mathematics and freshman science;
b. Earned a grade of C or better in each of the following courses: ENGL 1010, 1020, PSYC 2420, EDCI 2010;
c. Maintained a C or better average in all freshman level mathematics and sciences courses;
d. Earned a 2.75 GPA or better on a 4-point scale in all previous college work;
e. Taken the Rising Junior Examination.
3. Each student will provide official records that indicate s/he has:
a. Performed satisfactorily on the speech-screening test;
b. Earned acceptable scores on the Pre-Professional Skills Test (P-PST), Computer-based Test (CBT), PRAXIS ACT composite, Enhanced ACT or combined SAT; students who fail the P-PST or CBT after having taken it twice and are within two (2) points of the required score may appeal to the Assistant Dean for Teacher Education and Student Services if additional criteria of appeal are met (see Freshman Level Teacher Education Handbook);
c. Received three positive recommendations on the Behavioral Rating Scale; one each from the advisor, a professional education professor, and one other non relative education professional.
d. Received a positive review of the electronic portfolio of the student’s work to date in professional education courses.
e. Received a positive recommendation from the interviewing committee.
Students who have not been admitted to the Teacher Education Program and students who do not have a permanent or a provisional certificate will not be permitted to enroll in the following courses: EDCI 3870, EDAD 4000, EDRD 4910, EDRD 4240, EDSE 3330, PSYC 3120, and all methods courses.
RETENTION
To remain in the Teacher Education Program, the student must:
- Maintain a cumulative GPA of 2.75 or above;
- Continue to exhibit professional growth characteristics essential to becoming an effective educator;
- Meet all criteria for admission to student teaching at the appropriate time.
Admission to Student Teaching
As part of the University’s retention requirements in the Teacher Education Program, each student must be formally admitted to student teaching. Thus, each student must:
- Meet all Teacher Education requirements to date;
- Document passing scores on the Praxis II examinations (Praxis II examination pass rate for 2001-2002 is 98 percent);
- Apply for student teaching through the Teacher Education advisor; submit the completed application during the first semester of the senior year; complete a structured interview that includes presentation of electronic portfolio;
- Maintain a cumulative GPA of 2.75 or better;
- Exhibit professional growth characteristics essential to becoming an effective educator;
- Complete the prescribed prerequisite professional education courses and all courses in one’s major area of specialization with a grade of C or better;
- Supply documentation that a physician certifies that one is free from communicable diseases;
- Supply documentation of professional liability insurance.
For the student teaching semester, all students are limited to a maximum of twelve (12) semester hours, nine (9) hours in student teaching and three (3) hours in educational seminar. Dual placement will be a part of the fifteen-week student teaching experience. Students who are awarded a grade of C or D in student teaching may graduate from the University but will not be recommended for certification.
NOTE: A student must complete a minimum of six (6) approved semester hours at Tennessee State University prior to student teaching/practicum regardless of her/his previous studies (effective fall 2004). The Assistant Dean for Teacher Education and Student Services must approve the courses of students affected by this policy.
Certification Recommendation Requirements
In order to be recommended for certification, the student must:
- Meet all teacher education requirements to date;
- Complete all graduation requirements;
- Earn a grade of B or better in student teaching;
- Maintain a cumulative GPA of 2.75 or above;
- Present acceptable score(s) on each test required in Tennessee, currently the Praxis II Examinations: Principles of Learning and Teaching (PLT) and appropriate Specialty Area test(s), and complete the application form.
NOTE: A student who already holds a bachelor’s degree and is seeking an institutional recommendation for certification in Tennessee must meet all institutional requirements for certification. Any student teaching/internship/practicum experience required for an institutional recommendation for certification/licensure by the Tennessee State Department of Education must be completed at Tennessee State University regardless of one’s previous studies.