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Univ of Tenn - Martin Traditional Program

2009-10

Print Report Card Program Information

Name of Institution: Univ of Tenn - Martin Institution/Program Type: Traditional

Academic Year: 2009-10 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 a Teacher Quality Enhancement (TQE) partnership grant: No

TQE partnership name or grant number, if applicable:

Section I.a Program Admission For each element listed below, check if it is required for admission into any of your initial teacher certification program(s) at either the undergraduate or postgraduate level.

Element Undergraduate PostgraduateApplication Yes Yes

Fee/Payment No No

Transcript No Yes

Fingerprint check Yes Yes

Background check Yes Yes

Experience in a classroom or working with children No No

Minimum number of courses/credites/semester hours completed No No

Minimum high school GPA No No

Minimum undergraduate GPA Yes Yes

Minimum GPA in content area coursework No No

Minimum GPA in professional education coursework No No

Minimum ACT score Yes Yes

Minimum SAT score Yes Yes

Minimum GRE score No Yes

Minimum basic skills test score Yes Yes

Subject area/academic content test or other subject matter verification No No

Minimum Miller Analogies test score No No

Recommendation(s) No No

Essay or personal statement Yes Yes

Interview Yes Yes

Resume No No

Bechelor's degree or higher No Yes

Job offer from school/district No No

Personality test (e.g.,Myers-Briggs Assessment) No No

Other (specify: ) No No

Provide a link to your website where additional information about admissions requirements can be found: www.utm.edu/departments/cebs/ESS_teachered

Indicate when students are formally admitted into your initial teacher certification program: Sophomore year

Does your initial teacher certification program conditionally admit students? No

Please provide any additional 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 Program 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.

Total number of students enrolled in 2009-10: 468

Unduplicated number of males enrolled in 2009-10: 97

Unduplicated number of females enrolled in 2009-10: 371

2009-10 Number enrolled

Ethnicity

Hispanic/Latino of any race: 4

Race

American Indian or Alaska Native: 2

Asian: 3

Black or African American: 20

Native Hawaiian or Other Pacific Islander: 0

White: 439

Two or more races: 0

Section I.c Supervised Experience Provide the following information about supervised clinical experience in 2009-10.

Average number of clock hours required prior to student teaching 70

Average number of clock hours required for student teaching 600

Number of full-time equivalent faculty in supervised clinical experience during this academic year 34

Number of full-time equivalent adjunct faculty in supervised clinical experience during this academic year (IHE and PreK-12 staff) 1085

Number of students in supervised clinical experience during this academic year 869

Please provide any additional information about or descriptions of the supervised clinical experiences:

Section I.d Teachers Prepared Provide the number of teachers prepared, by academic major and subject area prepared to teach in 2009-10. (§205(b)(1)(H))

Academic major Number prepared

Agriculture 5

Family & Consumer Science 2

Fine & Performing Arts 4

Health & Human Performance 9

Integrated Studies 96

Music 12

Secondary Education 28

Special Education 6

Teaching 14

TOTAL 176

Subject area Number prepared

Agriculture Education 7-12 5

Biology 7-12 6

Business Education 7-12 2

Chemistry 7-12 1

Dance K-12 1

Early Childhood ED PK-3 14

Elementary K-6 71

English 7-12 10

Family & Cons Science 5-12 2

History 7-12 11

Inst/Gen Music K-12 7

Mathematics 7-12 4

Middle Grades 4-8 18

Physical Education K-12 9

Spanish 7-12 1

SPED Modified K-12 6

Visual Arts K-12 3

Vocal/Gen Music K-12 5

TOTAL 176

Section I.e Program Completers

Provide the total number of initial teacher certification preparation program completers in each of the following academic years:

2009-10: 176

2008-09: 195

2007-08: 167

Section II. Annual Goals Each institution of higher education (IHE) that conducts a traditional teacher preparation program (including programs that offer any ongoing professional development programs) or alternative routes to state certification or licensure 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. IHEs that do not have a teacher preparation program in one or more of the areas listed below can enter NA for the area(s) in which the IHE does not have that program.

Teacher shortage area Goal for increasing prospective teachers trained

Mathematics Academic year: 2009-10

Goal: 5% increase

Goal met? Yes

Description of strategies used to achieve goal:

There has been increased collaboration as faculty from Educational Studies and Mathematics have worked collaboratively on licensure issues, specifically reviewing middle school and secondary math standards, as well as jointly applying for STEM grants offered by the state and NSF grants which would offer tuition support for middle school and secondary education math licensure candidates.

Description of steps to improve performance in meeting goal or lessons learned in meeting goal:

Collaboration and communication are key in improving visibility of licensure and recruitment of qualified candidates. Forging relationships across colleges and disciplines among faculty takes time and effort.

Science Academic year: 2009-10

Goal: 5% increase

Goal met? Yes


There has been increased collaboration as faculty from Educational Studies and Sciences have worked collaboratively on licensure issues, specifically reviewing middle school and secondary science standards, as well as jointly applying for STEM grants offered by the state and NSF grants which would offer tuition support for middle school and secondary education science licensure candidates.


Collaboration and communication are key in improving visibility of licensure and recruitment of qualified candidates. Forging relationships across colleges and disciplines among faculty takes time and effort. Principals continue to express a need for highly qualified teachers for middle and secondary science, specifically in chemistry and physics. If the NSF grant proposal submitted is funded, it will respond to some of these needs.

Special education Academic year: 2009-10

Goal: 5% increase

Goal met? Yes


The University obtained funding from the Tennessee Department of Education for a proposal to provide tuition assistance to students pursuing special education licensure. The contract was approved by all parties in 2010 and students will be recruited and enrolled effective 2011. The grant, BASE-TN (Becoming A Special Educator in Tennessee), will provide tuition support for 10-12 special education candidates per semester.


After the grant contract was approved, recruitment of eligible candidates became the focus. It has been challenging to identify and recruit candidates

into special education licensure, but press releases, television newscasts, a web site and brochure have been utilized.

Instruction of limited English proficient students

Academic year: 2009-10

Goal: NA

Goal met?



Other Academic year:

Goal:

Goal met?



Provide any additional comments, exceptions and explanations below:

UT Martin does not have an initial licensure ELL program. This goal area does not apply.

Section II. Assurances Please indicate whether your institution is in compliance with the following assurances.

Training provided to prospective teachers responds to the identified needs of the local educational agencies or States where the institution’s graduates are likely to teach, based on past hiring and recruitment trends. Yes

Training provided to prospective teachers is closely linked with the needs of schools and the instructional decisions new teachers face in the classroom. Yes

Prospective special education teachers receive coursework in core academic subjects and receive training in providing instruction in core academic subjects. Yes

General education teachers receive training in providing instruction to children with disabilities. Yes

General education teachers receive training in providing instruction to limited English proficient students. Yes

General education teachers receive training in providing instruction to children from low-income families. Yes

Prospective teachers receive training on how 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. 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 are given both a pre and post survey regarding his/her perception of poverty. Participants are then put into groups to become a "family." Families are given directives as to their family dynamics to include background, name, and income. The experience simulates what life in poverty is like. It is a real eye opener for many of our students.

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 the course.

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.

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 included instruction, video, and

reflection is now included in delivery of READ 438 to better equip all teacher candidates to understand their role and function in RTI.

Section III. Assessment Rates

Assessment code - Assessment name Test Company

Group

Numbertakingtests

Avg.scaledscore

Numberpassing

tests

Pass rate (%)

State Average

pass rate (%)

State Averagescaledscore

ETS0700 -AGRICULTURE Educational Testing Service (ETS) Other enrolled students

1

ETS0700 -AGRICULTURE Educational Testing Service (ETS) All program completers, 2009-10

5 86 561


6 86 567


10 578 10 100 100 582

ETS0133 -ART CONTENT KNOWLEDGE Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

1 100 170

ETS0133 -ART CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students

1 100 169

ETS0133 -ART CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2009-10

3 100 172

ETS0133 -ART CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2008-09

4 100 171

ETS0133 -ART CONTENT KNOWLEDGE

4 100 171

Educational Testing Service (ETS) All program completers, 2007-08

ETS0132 -ART CONTENT TRAD CRITIC AESTHETICS Educational Testing Service (ETS) Other enrolled students

1 91 147

ETS0132 -ART CONTENT TRAD CRITIC AESTHETICS Educational Testing Service (ETS) All program completers, 2009-10

1 100 152


1 100 148


1 100 148

ETS0131 -ART MAKING Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

1 100 165

ETS0131 -ART MAKING Educational Testing Service (ETS) All program completers, 2009-10

2 100 166


3 97 167


3 100 166

ETS0233 -BIOLOGY CONTENT ESSAYS Educational Testing Service (ETS) Other enrolled students

1 46 148

ETS0233 -BIOLOGY CONTENT ESSAYS Educational Testing Service (ETS) All program completers, 2009-10

5 96 155

ETS0233 -BIOLOGY CONTENT ESSAYS

4 98 157


ETS0233 -BIOLOGY CONTENT ESSAYS Educational Testing Service (ETS) All program completers, 2007-08

4 100 156

ETS0235 -BIOLOGY CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students

1 85 160

ETS0235 -BIOLOGY CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2009-10

6 99 165


4 99 166


5 99 162

ETS0100 -BUSINESS EDUCATION Educational Testing Service (ETS) Other enrolled students

1 100 664

ETS0100 -BUSINESS EDUCATION Educational Testing Service (ETS) All program completers, 2009-10

2 98 650


3 100 636


3 100 645

ETS0245 -CHEMISTRY CONTENT KNOWLEDGE II Educational Testing Service (ETS) All program completers, 2009-10

1 91 163

ETS0571 -EARTH AND SPACE SCIENCES - CONTENT KNOWLEDGE Educational Testing Service (ETS)

2

All program completers, 2007-08

ETS0353 -ED OF EXCEPTIONAL STUDENTS: CORE CK Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

2 99 169

ETS0353 -ED OF EXCEPTIONAL STUDENTS: CORE CK Educational Testing Service (ETS) Other enrolled students

3 99 171

ETS0353 -ED OF EXCEPTIONAL STUDENTS: CORE CK Educational Testing Service (ETS) All program completers, 2009-10

6 100 173


6 100 175


4 100 175

ETS0542 -ED OF EXCEPTIONAL STUDENTS: MTMD Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

2 91 175

ETS0542 -ED OF EXCEPTIONAL STUDENTS: MTMD Educational Testing Service (ETS) Other enrolled students

1 91 176

ETS0542 -ED OF EXCEPTIONAL STUDENTS: MTMD Educational Testing Service (ETS) All program completers, 2009-10

6 99 180

ETS0542 -ED OF EXCEPTIONAL STUDENTS: MTMD Educational Testing Service (ETS) All program completers, 2008-09

7 99 180

ETS0542 -ED OF EXCEPTIONAL STUDENTS: MTMD Educational Testing Service (ETS)

4 99 179


ETS0021 -EDUCATION OF YOUNG CHILDREN Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

7 100 183

ETS0021 -EDUCATION OF YOUNG CHILDREN Educational Testing Service (ETS) Other enrolled students

3 99 180

ETS0021 -EDUCATION OF YOUNG CHILDREN Educational Testing Service (ETS) All program completers, 2009-10

14 181 14 100 100 182


30 178 30 100 100 183


25 177 25 100 100 181

ETS0011 -ELEM ED CURR INSTRUC ASSESSMENT Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

24 168 20 83 91 174

ETS0011 -ELEM ED CURR INSTRUC ASSESSMENT Educational Testing Service (ETS) Other enrolled students

9 85 173

ETS0011 -ELEM ED CURR INSTRUC ASSESSMENT Educational Testing Service (ETS) All program completers, 2009-10

71 173 66 93 99 175

ETS0011 -ELEM ED CURR INSTRUC ASSESSMENT Educational Testing Service (ETS) All program completers, 2008-09

70 174 69 99 99 176

ETS0011 -ELEM ED CURR INSTRUC ASSESSMENT Educational Testing Service (ETS)

61 173 59 97 99 176


ETS0014 -ELEMENTARY ED CONTENT KNOWLEDGE Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

38 159 36 95 98 163

ETS0014 -ELEMENTARY ED CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students

42 160 40 95 95 162

ETS0014 -ELEMENTARY ED CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2009-10

83 161 83 100 100 164


99 162 99 100 100 164


84 159 81 96 100 163

ETS0041 -ENG LANG LIT COMP CONTENT KNOWLEDGE Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

2 96 178

ETS0041 -ENG LANG LIT COMP CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students

3 94 180

ETS0041 -ENG LANG LIT COMP CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2009-10

10 175 9 90 99 178

ETS0041 -ENG LANG LIT COMP CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2008-09

12 175 12 100 100 179

ETS0041 -ENG LANG LIT COMP CONTENT KNOWLEDGE Educational Testing Service (ETS)

10 181 10 100 100 179


ETS0043 -ENG LANG LIT COMP PEDAGOGY Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

2 90 154

ETS0043 -ENG LANG LIT COMP PEDAGOGY Educational Testing Service (ETS) Other enrolled students

3 86 152

ETS0043 -ENG LANG LIT COMP PEDAGOGY Educational Testing Service (ETS) All program completers, 2009-10

9 98 156


12 148 11 92 99 157


10 155 10 100 99 158

ETS0121 -FAMILY AND CONSUMER SCIENCES II Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

2 100 171

ETS0121 -FAMILY AND CONSUMER SCIENCES II Educational Testing Service (ETS) All program completers, 2009-10

2 100 174

ETS0121 -FAMILY AND CONSUMER SCIENCES II Educational Testing Service (ETS) All program completers, 2008-09

2

ETS0431 -GENERAL SCI CONTENT KNOWL PART 1 Educational Testing Service (ETS) All program completers, 2009-10

1 100 166

ETS0431 -GENERAL SCI CONTENT KNOWL PART 1 Educational Testing Service (ETS)

1 94 163


ETS0433 -GENERAL SCIENCE CONTENT ESSAYS Educational Testing Service (ETS) All program completers, 2009-10

1 100 142

ETS0433 -GENERAL SCIENCE CONTENT ESSAYS Educational Testing Service (ETS) All program completers, 2007-08

1 100 136

ETS0920 -GEOGRAPHY Educational Testing Service (ETS) All program completers, 2007-08

1 100 692

ETS0930 -GOVERNMENT/POLITICAL SCIENCE Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

2

ETS0930 -GOVERNMENT/POLITICAL SCIENCE Educational Testing Service (ETS) All program completers, 2008-09

3 97 712

ETS0930 -GOVERNMENT/POLITICAL SCIENCE Educational Testing Service (ETS) All program completers, 2007-08

2 100 704

ETS0550 -HEALTH EDUCATION Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

4 100 680

ETS0550 -HEALTH EDUCATION Educational Testing Service (ETS) All program completers, 2009-10

6 100 679


17 632 14 82 95 664


7 100 680

ETS0065 -MATHEMATICS PEDAGOGY Educational Testing Service (ETS)

1 82 145

All enrolled students who have completed all nonclinical courses

ETS0065 -MATHEMATICS PEDAGOGY Educational Testing Service (ETS) All program completers, 2009-10

4 99 151


2 99 149


3 98 150

ETS0061 -MATHEMATICS: CONTENT KNOWLEDGE Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

1 85 156

ETS0061 -MATHEMATICS: CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2009-10

4 100 153


2 99 153


3 98 154

ETS0146 -MIDDLE SCHOOL SUBJECTS: CK Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

4 94 166

ETS0146 -MIDDLE SCHOOL SUBJECTS: CK Educational Testing Service (ETS) Other enrolled students

4 84 164

ETS0146 -MIDDLE SCHOOL SUBJECTS: CK

18 164 17 94 98 166


ETS0146 -MIDDLE SCHOOL SUBJECTS: CK Educational Testing Service (ETS) All program completers, 2008-09

12 164 11 92 97 167

ETS0146 -MIDDLE SCHOOL SUBJECTS: CK Educational Testing Service (ETS) All program completers, 2007-08

10 160 9 90 99 167

ETS0111 -MUSIC CONCEPTS AND PROCESSES Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

2 87 157

ETS0111 -MUSIC CONCEPTS AND PROCESSES Educational Testing Service (ETS) All program completers, 2009-10

12 156 11 92 96 158


8 99 159


8 100 158

ETS0113 -MUSIC CONTENT KNOWLEDGE Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

2 100 167

ETS0113 -MUSIC CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2009-10

12 163 12 100 100 167

ETS0113 -MUSIC CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2008-09

8 98 168

ETS0113 -MUSIC CONTENT KNOWLEDGE

8 100 166


ETS0092 -PHYSICAL ED ANALYSIS AND DESIGN Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

3 100 160

ETS0092 -PHYSICAL ED ANALYSIS AND DESIGN Educational Testing Service (ETS) All program completers, 2009-10

8 100 160


16 157 16 100 100 160


8 100 162

ETS0091 -PHYSICAL ED: CONTENT KNOWLEDGE Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

4 79 155

ETS0091 -PHYSICAL ED: CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2009-10

9 91 158


17 155 12 71 95 157


8 99 158

ETS0523 -PRINCIPLES LEARNING AND TEACHING 5-9 Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

3 95 169

ETS0523 -PRINCIPLES LEARNING 3 92 169

AND TEACHING 5-9 Educational Testing Service (ETS) Other enrolled students

ETS0523 -PRINCIPLES LEARNING AND TEACHING 5-9 Educational Testing Service (ETS) All program completers, 2009-10

24 170 24 100 99 170


12 170 12 100 99 169


8 99 170

ETS0524 -PRINCIPLES LEARNING AND TEACHING 7-12 Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

9 96 172

ETS0524 -PRINCIPLES LEARNING AND TEACHING 7-12 Educational Testing Service (ETS) Other enrolled students

6 94 173


51 172 51 100 99 174


60 170 55 92 99 174


60 172 58 97 99 174

ETS0521 -PRINCIPLES LEARNING AND TEACHING EARLY CHILDHOOD Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

8 98 179

ETS0521 -PRINCIPLES LEARNING AND TEACHING EARLY CHILDHOOD Educational Testing Service (ETS) Other enrolled students

4 96 178

ETS0521 -PRINCIPLES LEARNING AND TEACHING EARLY CHILDHOOD Educational Testing Service (ETS) All program completers, 2009-10

15 187 15 100 100 183


30 179 30 100 100 183


25 181 25 100 100 181

ETS0522 -PRINCIPLES LEARNING AND TEACHING K-6 Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

16 174 16 100 95 172

ETS0522 -PRINCIPLES LEARNING AND TEACHING K-6 Educational Testing Service (ETS) Other enrolled students

10 168 8 80 94 172

ETS0522 -PRINCIPLES LEARNING AND TEACHING K-6 Educational Testing Service (ETS) All program completers, 2009-10

78 174 77 99 99 174


87 174 87 100 99 175


70 172 69 99 100 174

ETS0201 -READING ACROSS THE 45 166 42 93 98 167

CURRICULUM: ELEMENTARY Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

ETS0201 -READING ACROSS THE CURRICULUM: ELEMENTARY Educational Testing Service (ETS) Other enrolled students

52 166 50 96 96 167

ETS0201 -READING ACROSS THE CURRICULUM: ELEMENTARY Educational Testing Service (ETS) All program completers, 2009-10

107 167 104 97 100 170


108 166 107 99 100 169


67 164 65 97 100 169

ETS0191 -SPANISH CONTENT KNOWLEDGE Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

1 93 170

ETS0191 -SPANISH CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2009-10

1 96 174


2 100 173


1 98 179

ETS0192 -SPANISH PRODUCTIVE LANGUAGE SKILLS Educational Testing Service (ETS) All program completers, 2009-10

1 88 169

ETS0192 -SPANISH PRODUCTIVE 2 98 169

LANGUAGE SKILLS Educational Testing Service (ETS) All program completers, 2008-09

ETS0192 -SPANISH PRODUCTIVE LANGUAGE SKILLS Educational Testing Service (ETS) All program completers, 2007-08

1 98 174

ETS0941 -WORLD AND U.S. HISTORY: CONTENT KNOWLEDGE Educational Testing Service (ETS) All enrolled students who have completed all nonclinical courses

2 97 159

ETS0941 -WORLD AND U.S. HISTORY: CONTENT KNOWLEDGE Educational Testing Service (ETS) Other enrolled students

2 97 158

ETS0941 -WORLD AND U.S. HISTORY: CONTENT KNOWLEDGE Educational Testing Service (ETS) All program completers, 2009-10

11 157 11 100 100 161


15 153 15 100 99 160


13 151 13 100 100 161

Section III. Summary Rates

Group Numbertakingtests

Numberpassing

tests

Passrate(%)

State Averagepass rate

(%) All program completers, 2009-10 175 161 92 98

All program completers, 2008-09 194 181 93 98

All program completers, 2007-08 167 159 95 99

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 Other (specify: 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. Technology 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 how your program 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 how your program 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.

Section VI. Teacher Training 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 how your program 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 440/660. In addition to these two special education classes, TCED 302/305 also covers instruction of limited English proficient learners.

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 how your program 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.

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

Univ of Tenn - Martin Traditional Program

2009-10

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