Note: Due to the fact that TNDoE will not issue the Early Childhood PreK-3 license after 2026 and to low enrollment and program completers over the past 3 years, we are closing the post bac/job-embedded pathway effective immediately. We do not currently have an approved Job Embedded and Post-Bacc pathway for the Integrated Early Childhood Pre-K-3 license. We plan to propose a post bac/job-embedded pathway for the Integrated Early Childhood Pre-K-3. 

The recent decline in enrollment and student interest in the early childhood program has prompted a comprehensive review of the program's curriculum, structure, and offerings. The College is in the process of revising this program. This review is part of the College of Education's ongoing commitment to ensuring the relevance and effectiveness of its programs through continuous improvement. By conducting an annual review of the early childhood program, the College of Education aims to:

• Identify Areas for Improvement: Regular reviews help pinpoint challenges and opportunities for growth, such as outdated curriculum or insufficient student support services.

• Align with Current Trends: The program can be adjusted to reflect changes in early childhood education, ensuring that graduates are prepared to meet the evolving needs of young children and their families.

• Enhance Student Satisfaction: By addressing the concerns and preferences of current and prospective students, the program can improve student satisfaction and retention rates.

• Maintain Program Viability: A well-adapted program is more likely to attract and retain students, ensuring its long-term viability within the College of Education.

In light of the declining enrollment and reduced student interest, the review of the early childhood program will focus on the following areas:

• Curriculum Relevance: Assessing whether the curriculum aligns with current best practices in early childhood education and meets the needs of today's young children.

• Student Support Services: Evaluating the adequacy of support services, such as advising, tutoring, and clinical experiences, to ensure students' success.

• Faculty Expertise: Reviewing faculty qualifications and professional development opportunities to ensure they are equipped to deliver a high-quality education.

• Program Marketing and Outreach: Examining the effectiveness of the program's marketing and outreach efforts to attract potential students.

• Student Feedback: Gathering feedback from current and former students to identify their concerns and suggestions for improvement.

Based on the review findings, the College of Education will implement necessary changes to the early childhood program. These changes may include:

• Updating the Curriculum

• Expanding Student Support Services

• Enhancing Faculty Development

• Improving Marketing and Outreach Efforts

General Education and Content Knowledge

In the B.S. Early Childhood Program, teacher candidates complete general education courses (42 credits) and major concentration courses (21 credits) during their freshman and sophomore years. The general education courses include (a) UNIV 1000 Service to Leadership (1 credit), (b) ENGL 1010 Freshman English I, ENGL 1020 Freshman English II, and COMM 2200 Public Speaking for “Communications (9 credits)”, (c) two Sophomore Literature courses, and either MUSC 1010 Music Appreciation or ART 1010 Art Appreciation for “Humanities and/or Fine Arts” (9 credits). Additionally, they take (d) POLI 2010 American National Government or SOCI 2010 Introduction to Sociology and GEOG 1010 World Regional Geography I or GEOG 1020 World Regional Geography II for “Social and Behavioral Science” (6 credits), (e) HIST 2010 American History I and HIST 2020 American History II or HIST 2030 History of Tennessee for “History” (6 credits), (f) BIOL 1010/1011 Introductory Biology I and Laboratory and CHEM 1030/1031 General Chemistry I and Laboratory for “Natural Science” (8 credits), and (g) MATH 1710 Pre-Calculus Mathematics for “Mathematics” (3 credits). T

Teacher candidates must complete also major concentration courses. The major concentration courses include EDEC 1010 Introduction to Early Childhood Education (3 credits), MATH 1410 Structure of Number System I and MATH 1420 Structure of Number System II (6 credits), HPSS 1510 Health and Wellness or HPSS 2060 First Aid and Cardio-Pulmonary Resuscitation or HPSS 3100 Concepts of Games and Play for Human Performance/Health Science (3 credits),  EDCI 2010 History and Foundations of Education( 3 credits), EDEC 3320 Creative and Expressive Arts (3 credits), and EDSE 3330 Education of Exceptional Children for pedagogy (3 credits). 

During the Freshman Year, teacher candidates take one major requirement and prerequisite course, EDEC 1010 Introduction to Early Childhood Education, which provides a general introduction to the field. The course includes an overview of the components of Early Childhood Education and is aligned with INTASC, NAEYC, and Literacy Standards. These components include, 1) learner development and learning differences, 2) creating a developmentally appropriate and inclusive curriculum and learning experiences, 3) providing a trauma-informed and developmentally appropriate safe and engaging learning environment, 4) content knowledge and instruction, 5) ongoing and comprehensive assessment that supports learning and instruction, 5) communication and collaboration with peers, colleagues, families, and communities, and   6) professionalism and continuous improvement. 

During the Sophomore Year, teacher candidates take ECFS 2010 Principles & Concepts of Child Development. The components that are described above are further reinforced. In addition to learning about the cognitive, social, and emotional development of the whole child and developmental differences, candidates explore curricula and strategies that are developmentally appropriate, culturally responsive, and inclusive. Furthermore, teacher candidates gain an understanding of the effects of trauma on student behavior, disciplinary actions that foster awareness of behavioral patterns, and strategies to restore relationships with peers and adults in the school community.These courses enhance content knowledge for K-5 classrooms while providing pedagogical insights into human development, educational history, and special education.

Pedagogical Knowledge and Skills and Clinical Experiences [located in Clinical Experience Section]

EC Courses and Descriptions

Updated Program of Study

Note: Due to the fact that TNDoE will not issue the Early Childhood PreK-3 license after 2026 and to low enrollment and program completers over the past 3 years, we are closing the post bac/job-embedded pathway effective immediately. We do not currently have an approved Job Embedded and Post-Bacc pathway for the Integrated Early Childhood Pre-K-3 license. We plan to propose a post bac/job-embedded pathway for the Integrated Early Childhood Pre-K-3. 

• EC Revised Matrix

• EC Literary Standards Matrix

Pedagogical Knowledge and Skills and Clinical Experiences. 

Once admitted to their Teacher Education Program (TEP), teacher candidates take their Professional Education Core courses alongside their field experience courses each semester. The Early Childhood Education undergraduate program of study is designed to prepare highly effective teacher candidates to support literacy development and learning in diverse PK-3 classrooms. The program prepares teacher candidates with the foundational and pedagogical knowledge necessary to effectively teach reading, administer assessments, design interventions, and monitor progress while practicing developmentally, culturally relevant, and trauma-informed inclusive practices.

In the first semester of their junior year (Pre-Residency I, Block I), undergraduate Early Childhood teacher candidates begin taking courses that are blocked together and linked to a field experience in which they are placed in a PK- 3 classroom to observe and assist students with daily activities including observing and assisting the mentor teacher and students in the ELA block and RTI and with groups and individual students as deemed appropriate by the mentor teacher. In the first semester of their junior year (Pre-Residency Block I), they take EDEC 3610 Early Childhood Curriculum, EDLI 3500 Methods of Teaching English Language Arts I, EDCI 3110 Classroom Behavior Management, EDCI 3400 Seminar in Culturally Responsive Pedagogy, and EDCI 2100 Field Study in Education I. In EDEC 3610, teacher candidates learn to prepare differentiated lessons and/or lesson sequences using HQIM that focus upon Tennessee’s English Language Arts Foundational and Reading standards.

In EDLI 3500 ELA Methods I, Early Childhood candidates are introduced to and practice strategies for teaching the foundational components of literacy, including the “simple view of reading” (Gough & Tunmer, 1986), Scarborough’s Rope (Scarborough, 2010), alphabetic principle, phonemic awareness, phonological awareness, vocabulary and word study, morphology fluency, and comprehension. This course is essential to teaching and supporting young readers and writers. It provides an introduction to and practice of teaching foundational literacy, theories about learning and teaching reading, and best practices, including systematic and explicit phonemic awareness and phonics instruction using decodable texts.

In the second semester of their junior year (Pre-residency II, Block 2), teacher candidates take EDEC 4600 Preschool and Kindergarten Methods,  EDLI 4500 Methods for Teaching English Language Arts II, EDCI 4550 Methods in Teaching Elementary Mathematics, EDCI 4600 Methods in Teaching Elementary Science, and EDCI 3300 Foundations of Second Language Acquisition & Teaching English as a Second Language, along with EDCI 2200 Field Study in Education II, their second clinical experience (60+ hours).

EDLI 4500 Methods of Teaching English Language Arts II begins with a review of foundational literacy and builds upon that knowledge. Teacher candidates prepare ELA-integrated lesson sequences using HQIM and disciplinary literacy approaches. In addition, they apply knowledge of the characteristics of dyslexia, literacy assessments, and interventions. EDCI 3400 Culturally Responsive Pedagogy Seminar is designed to develop awareness and understanding of diversity in education, including cultural, linguistic, ethnic, and religious differences, as well as issues related to students with special needs, trauma-impacted students. Trauma-informed (disciplinary) practices are also embedded in EDCI 3110 Classroom Management. These courses introduce classroom management strategies. Skills and dispositions are emphasized in special methods associated with creating a learning environment that encourages social and emotional development, positive social interaction, active engagement in learning, and self-motivation as well as professional collaboration with colleagues and family involvement.

Before starting their residency year, candidates must complete the Praxis II Early Childhood Education and Early Childhood Curriculum exams, and the Praxis II Teaching Reading exam. In the first semester of their senior year (Residency I, Block 3), candidates enroll in EDCI 4300 Methods and Assessment for ESL and Second Language Learners, EDCI 4190 Technology in the School, and EDCI 3220 Assessment of Student Learning. These courses connect to EDCI 4620 Field Study in Education III (+100 hours). As part of EDCI 4620 Field Study III (6 credits), with the support of mentor teachers and course instructors, undergraduate teacher candidates must plan a learning segment that includes a three-to-five lesson sequence to implement in their field placement, following the guidelines of the Elementary Literacy or Mathematics edTPA® as practice for the edTPA® portfolio required for licensure during their senior year.

In the final semester of their senior year (Residency II, Block 4), teacher candidates begin Residency II, which involves full-time student teaching. They continue in their Residency I clinical placement while taking EDCI 4706 Education Seminar alongside EDEC 4720 Observation and Student Teaching PreK and K-3 (9 credits). Through the educational seminar course, teacher candidates complete and submit their edTPA portfolio to fulfill their Tennessee teacher licensure requirements.

All SAPs within the EPP will provide a clear field and clinical practice description inclusive of all components, including organization, sequence, diversity of placement as related to grade bands and endorsement areas, and how candidates will be supervised and evaluated during those field and clinical experiences.  All candidates in the ESL endorsement program are currently licensed teachers seeking to add the ESL endorsement to their existing teaching license. As a result, clinical practice (student teaching, year-long internship, or job-embedded experience) is not required, in accordance with policy 5.504(b). The field and clinical experiences required for this program are classified as Level I, according to the Pre-Residency handbook (page 11).

While the course assignments do not require students to engage in traditional field or clinical experiences, they include practical components supporting content-specific needs and competencies. These components include teaching video analysis (all courses), creating lesson plans (EDCI 5020, EDCI 5040, EDLI 5800), teaching demonstration videos (EDCI 5040), and professional development videos (EDCI 5010). These assignments require participants to observe teaching practices and apply their knowledge in their own teaching environments.

• Teacher Education Checkpoints - these are designed to provide the specifics of how candidates progress to clinical experience. 

• Revised Teacher Handbook - Teaching and Learning revised the handbook to explain the clinical experience further as the team works to update the process and better support candidates in secondary programs.  

• Residency Booklet Revised Residency Handbook for Clinicians and Supervisors (teacher education only).  The purpose was to ensure all clinicians and supervisors have a reference guide after training.  

1. Low Graduation Rate: The program's graduation rate is consistently low, around 6-8%. This indicates significant retention issues and potential program deficiencies.

2. Fluctuating Enrollment: Enrollment numbers fluctuate, particularly between semesters, suggesting challenges in attracting and retaining students.

3. Decreasing Retention Rates: The retention rate from Fall to Fall has reduced from 30% in F21-F22 to 47% in F22-F23. This is a concerning trend that needs further investigation.

4. Limited Data for Early Semesters: Reliable data for Fall 2020 and Spring 2021 are needed to comprehensively analyze the program's historical performance.

Low Graduate and Retention Rates: The low retention and graduation rate is primarily due to students not meeting Teacher Education Admission requirements to progress in the program to their Junior. They do not have the minimum 2.75 GPA and/or the qualifying ACT, SAT, or Praxis I Core scores. 

Enrollment: Enrollment in the Early Childhood Program remains consistent for Fall and Spring Terms. Enrollment increased in Spring 2023 and declined slightly in Spring 2024 Since the Program of Study requires Fall/Spring enrollment for access to Prek-3 schools during the academic year, few Early Childhood candidates enroll in Summer courses.  

EDTL Retention Plan

1. Enrollment, Retention, and Graduation Profile [CAEP R3, R4, RA3, RA5]:  The purpose is to analyze and synthesize college enrollment data. This analysis aims to inform strategies for recruiting and retaining students in its programs. The data profile includes tables and figures illustrating enrollment trends over several years, broken down by major, concentration, and student level. This detailed breakdown allows the College of Education to understand the specific areas where enrollment is strong or weak.  Ultimately, the data profile is a tool for the College of Education to make data-driven decisions to improve enrollment and retention outcomes.  

2. Praxis Analysis by Program [CAEP R1, RA1, R4, RA5] —The Educator Preparation Program (EPP) reviews program data over the past three years. In instances where data is absent, this indicates that no assessments were administered or that no students were enrolled in the program during that period.

3. Observation (TEAMS) [CAEP R1, R3, R4, R5] - In response to the previous site visit, the EPP implemented systematic observation data collection in this cycle. This data is now integrated into our comprehensive analysis for enhanced program evaluation. The observation is initial only. The charts supply the analysis. Our review of teacher candidate performance across different majors reveals some clear patterns. Overall, Biology, English, and Special Education candidates demonstrated strong performance across most teaching competencies. However, Music-Instrumental candidates consistently scored less, indicating a need for targeted program review and support. Looking at specific skills, candidates generally performed well in areas like 'Standards and Objectives' and 'Teacher Content Knowledge'. However, we identified potential areas for improvement in 'Questioning,' 'Academic Feedback,' and 'Grouping Students,' as these competencies showed more variability and generally lower scores across majors.

4. TVAAS [CAEP R4, RA4]  - While TVAAS data presents limitations due to low values, the team utilizes it to the fullest extent possible to inform program performance analysis. The number of teachers in each effectiveness level has varied over the 3 years from 2021 to 2023. In 2021, there were 4 teachers in Level 5 (Most Effective), 7 in Level 4, 17 in Level 3, 10 in Level 2, and 10 in Level 1. In 2022, the number of teachers in Level 5 remained the same, but the number in Level 4 increased to 11, the number in Level 3 increased to 41, the number in Level 2 decreased to 7, and the number in Level 1 remained at 10. In 2023, there was a significant jump, with 24 teachers in Level 5, 28 in Level 4, 66 in Level 3, 45 in Level 2, and 30 in Level 1.  The data shows an overall positive trend in the effectiveness of EPP teachers at Tennessee State University from 2021 to 2023. The number of teachers in the higher effectiveness levels (Levels 5 and 4) increased, indicating that more teachers demonstrate significant or moderate evidence of their students exceeding expected growth. However, there are some areas for potential improvement. The number of teachers in the lower effectiveness levels (Levels 1 and 2) also increased in 2023, suggesting that a significant portion of teachers are still not meeting the desired standards for student growth. It is important to note that the TVAAS data represents only one aspect of teacher effectiveness. Other factors, such as classroom observations, student feedback, and professional development, should also be considered when evaluating the overall performance of EPP teachers at Tennessee State University. Overall, there has been an increasing trend in the number of teachers in the higher effectiveness levels (Levels 5 and 4) and a general increase in the total number of teachers evaluated over the 3 years.  

   • • Predominance of Level 1: Many educators across subjects and grades, including single-year and multi-year composites, are classified as Level 1. This suggests that a notable proportion of educators might not meet the expected growth targets in student achievement.

     • Limited Representation in Higher Levels: Fewer educators are in Levels 4 and 5, especially in single-year composites. This indicates a smaller pool of consistently high-performing educators who exceed student growth expectations.

     • Subject-Specific Patterns:

       1. For Grades 3–8, subjects like English Language Arts and Math show many educators with Level 1 effectiveness.

       2. However, Science and Social Studies have slightly more representation in Level 2 and Level 3, hinting at variations in subject-specific teaching effectiveness.

     • Multi-Year Trends:

       1. Most multi-year composites (up++ to 3 years and without 2021) for educators remain at Level 1. This reflects consistent challenges in improving growth measures over time.

       2. Even educators with Level 5 single-year scores show variability when analyzed through multi-year trends.

5. Active Educators [CAEP R4, RA4.1]: The Educator Preparation Program (EPP) initiated a data tracking point in 2022 to analyze educator retention, precisely to determine the proportion of program completers who remain active in the field. This data serves as evidence for CAEP Standard RA4.1, demonstrating the extent to which program completers contribute to P-12 student-learning growth and effectively apply the professional knowledge, skills, and dispositions acquired during their preparation. While this data does not directly measure employer satisfaction, it can be used to infer it; higher retention rates suggest employers are satisfied with the performance of program completers.

6. Cycle Comparisons [CAEP R1, RA1, R5, RA5] - This analysis compares the 2020-2023 and 2021-2024 data cycles. By examining key performance indicators and trends, we aim to identify areas of strength, weakness, and opportunities for improvement. This analysis will inform strategic decision-making and guide future initiatives to enhance program effectiveness. Through this comparative analysis, we will explore how the program has evolved over the past few years. We will delve into specific metrics, such as student enrollment, retention, graduation rates, and program outcomes, to assess the impact of various interventions and strategies.

7. Candidate Demographics [CAEP R1, R2, RA3, RA4, R5, RA5]- A critical data analysis component involves examining our candidates' demographics and our program's impact on diverse P-12 learners. This focus aligns with the CAEP standards, emphasizing the importance of preparing educators to serve all students effectively. 

   • The Spring 2023 semester saw 123 future educators from Tennessee State University's EPP contribute to 57 school districts across Tennessee, concentrating in Metro Nashville and Shelby County. Many graduates earned the "Beginning Administrator PreK-12" endorsement, demonstrating the program's focus on leadership preparation. The program is noted to impact Tennessee's education system positively. Further granular data regarding the racial demographics of the 123 candidates and the number of each endorsement earned would strengthen this data analysis. Strongpoint includes: 123 future educators participated; Served 57 school districts across Tennessee; Primary districts: Metro Nashville and Shelby County; Range of endorsements earned, including Beginning Administrator PreK-12, Graduates contributing to Tennessee education, with reported positive student impact; and Strong partnership with Metro Nashville Public Schools.

8. Tennessee State Board Report Card [CAEP R4, RA4, R5, RA5]—The EPP utilizes the annual report card for initial and advanced (instructional leadership)as a critical tool for quality assurance and continuous improvement. The report card offers a comprehensive overview of the EPP's performance across several key domains, including Candidate Profile, Employment, Provider Impact, Candidate Assessment, and Satisfaction.

   • • For example, from 2023, the EPP (initial) can ascertain that the EPP exceeded expectations in the employment domain. A high percentage of graduates found employment in Tennessee public schools within one year (86.4% compared to the state average of 80.3%). Furthermore, the retention rates for these educators in their second and third years of teaching were also strong, with a 100% retention rate for the second year (state average: 93.6%) and 80.6% for the third year (state average: 78.8%).  

     • The Candidate Profile domain was rated as "Meets Expectations." The report card provides data on the number of cohort members over three years (2020-2022) and the cohort's racial diversity (43.2%). The percentage of high-demand endorsements was 11%, below the state average of 16.2%.  

     • In Provider Impact, the EPP exceeded expectations. A very high percentage of cohort members received classroom observation scores of Level 3 or above (96.3%, slightly above the state average of 96%) and Level 4 or above (71%, exceeding the state average of 65.3%). Similarly, the percentage of cohort members with Student Growth (TVAAS) scores of Level 3 or above was 76.5% (significantly higher than the state average of 60.3%). However, the percentage with Level 4 or above was 17.6% (below the state average of 25.1%). The EPP also demonstrated strong results in LOE scores, with 94.3% of cohort members scoring Level 3 or above (state average: 89.5%) and 66% scoring Level 4 or above (state average: 61.1%).  

     • The Candidate Assessment domain was rated as "Meets Expectations". The pass rate for the pedagogical assessment was 96.7% (slightly below the state average of 97.2%). The content assessment pass rate was 84.3% (below the state average of 88.6%). The first-time pass rate for the literacy assessment was 77.8%, also below the state average of 82.3%.  

     • Finally, the Satisfaction domain revealed that while a majority of respondents agreed or strongly agreed that their clinical experience prepared them for teaching (75%) and would recommend the program (41.7%), there were fewer who agreed or strongly agreed that their coursework prepared them (16.7%). The survey response rate for Tennessee State University was 18.5%, lower than the state average of 35.5%.

9. Employer Survey [CAEP R4, RA4]—Provides data that can be used for program review, continuous improvement, and potentially accreditation requirements. In contrast, the survey did successfully identify potential areas for program improvement. The primary weakness of the survey itself as a data source is the low response rate, which affects the reliability and generalizability of the findings. 

   • Direct measures of employer satisfaction are currently limited due to a low survey response rate (n=5). However, the qualitative data from these responses is positive, indicating satisfaction with completer collaboration, professionalism, and overall strength, supported by anecdotal hiring evidence. These positive, albeit limited, direct findings are triangulated with stronger indirect evidence from high initial employment and retention rates and documented, active employer involvement in EPP governance and feedback processes. The EPP recognizes the need to implement strategies to increase employer survey participation for future cycles to obtain more robust, generalizable, direct evidence of satisfaction.

10. EPP Candidate Survey [CAEP R5, RA5] - Initial surveys, comprising 79 questions, revealed a predominantly White female respondent base. However, subsequent surveys, notably those from 2022 to 2024, indicated a significant demographic shift, marked by a substantial increase in Black female respondents, reflecting the college's evolving student population. Recognizing the limitations of the lengthy initial surveys and the resultant reduced response rates, the college implemented a revised 26-question survey with skip logic, enhancing response efficiency.

    • Further analysis of neutral responses prompted consideration for their removal to improve data granularity. Graduate rates demonstrated a modest positive trend, rising from 28% in the first three-year cycle to 34% in the subsequent cycle. Notably, fall-to-fall retention rates significantly improved, escalating from 0% in Fall 20-21 to 38% in Fall 21-22, and reaching 64% by Fall 22-23, indicating enhanced student support and program efficacy. 

    • Program-specific performance variations were observed, with teaching licensure students exhibiting lower average performance scores in 2023-2024, while instructional leadership and clinical roles demonstrated consistently higher scores. Students in the "Other" program category maintained a consistent moderate score. 

    • The transition from primarily in-seat and online delivery to a hybrid model correlated with increased student satisfaction. A critical focus on improving survey response rates by 15% was identified as essential for ensuring data reliability and generalizability.

11. Data Profile—The profile provides a detailed quantitative look at student enrollment, retention, graduation, and Praxis trends within the College of Education's programs over three years, alongside the college and program-level plans designed to address these areas.