All syllabi have been updated to reflect changes for 2024-2025

Clinical Experience, Program Alignment to Standards and Requirements

A. Narrative Summary of Preliminary Findings

Clinical Experiences: The EPP stated that they are not required to provide any clinical experiences because this is only an endorsement program.

Program Alignment Process: The EPP provided a description of their program alignment process.

Program Alignment Matrices or Tables: The EPP provided a matrix for the ESL endorsement program that indicated candidates take five courses. The Literacy and Specialty Area Standards for Educator Preparation Policy 5.505 requires a program of 18 credits. It is unclear if the five courses add up to 18 credits. Programs are not aligned to CAEP Standards, and they are not needed on the matrices. It is difficult to determine what standards are addressed in the Tennessee ESL Standards, Tennessee Literacy, and TESOL columns, as they are listed by number only without standard language. The EPP should submit revised matrices that provide

the full written standard on the left column and needed components across the top. 

For example: See Table after the narrative.

Note: A row is needed for each TESOL Standard, and TN Literacy Standard.

Program Components: The EPP provided a narrative describing how they provide candidates with instruction on the Tennessee English Learning Framework. It is unclear if the program is 18 credits. The EPP does not address the component of having at least six semester hours of college-level world language instruction or the equivalent, as determined by the EPP.

B. Evidence Consistent with Meeting the Expectations

None.

C. Evidence Inconsistent with Meeting the Expectations

• 1_Program Assessment and Standards Alignment_ESL

• EDCI 5010 Syllabus

• EDCI 5020_Syllabus

• EDCI 5030 – Summer 2024

• EDCI 5040 Content Instruction ELLs_Syllabus

• EDLI 5800 – Linguistic Applications for Teaching

D. Additional Evidence Requested

• Provide a revised matrix that clearly indicates what Tennessee Literacy Standards and TESOL Standards are aligned to the ESL program.

• Provide a narrative describing how the program components are addressed for the ESL program. The program components can be found in the Literacy and Specialty Area Standards for Educator Preparation Policy 5.505.

E. Preliminary List of Interview Questions

1. What field experiences do candidates have?

2. How many credits is the program?

3. How does the EPP ensure candidates have a minimum of six semester hours of college-level world language instruction or the equivalent, as determined by the EPP.

TSU offers licensed teachers the opportunity to pursue the endorsement of English as a Second Language (ESL). The ESL endorsement program is available only as an add-on to an existing teaching license and is recognized by the State of Tennessee. Requirements include successful completion of 12 credit hours of courses below and an additional 6 credit hours of world language study (undergraduate or graduate level). Students must earn a passing score on the Praxis ESL examination 5362.  

Required:

EDCI 5010  Issues in Bilingual Education and Second Language Acquisition    
EDCI 5030  Testing and Assessment of Non-Native Speakers of English             
EDLI 5800  Linguistic Applications to Teaching Language Arts   

Select one elective: 

EDCI 5020    Strategies, Planning & Curriculum Design for ELLs  
EDCI 5040    Content Area Instruction for English Language Learners 

Click here to see the course description. 

In addition to 12 credit hours of coursework, candidates in ESL endorsement need to provide evidence of world language study through coursework (at the undergraduate or graduate level) or equivalents. Equivalents can include obtaining an intermediate level on achievement tests (e.g., TOEFL, ACTFL OPI), verification of Peace Corps language training, etc. The program is cohort-based online, hybrid, and face-to-face learning by design and flexible for students who still need to meet the requirements to continue with their cohort. The program faculty believes there is greater value to candidates learning from their peers and learning collaboratively. Given that many of the candidates work within the primary partnership (PP) as educational leaders, the cohort model offers a rich collaborative approach between the PP and faculty. 

This process ensures that the Elementary Education programs align with state standards, equipping future teachers with the knowledge and skills necessary to teach K-5 students in Tennessee's schools effectively. 

Identifying and implementing the correct CAEP, INTASC, Tennessee Literacy and Specialty Area Standards for Educator Preparation (5.505) requires a coordinated effort between program coordinators and faculty members teaching individual courses. Below is a general outline of the process and the roles involved. 

Program coordinators are responsible for staying updated on changes to major standards, including state standards. This involves monitoring announcements from the Tennessee Department of Education and professional organizations. 

Faculty members with elementary and literacy education expertise also keep abreast of the latest research and policy changes by attending professional development workshops, conferences, and other relevant events. They assess how these changes align with current program content and instructional practices. 

The faculty reviews the existing curriculum to identify gaps or areas needing alignment with the new standards. They map out how and where these standards will be integrated into coursework, field experiences, and assessments. Based on this curriculum mapping, they may revise existing courses or develop new ones to ensure the content meets the required standards. This includes updating syllabi, learning outcomes, instructional materials, and assessment methods. 

Faculty members responsible for delivering the updated content receive training on the new standards and instructional strategies, which may involve workshops, collaborative planning sessions, or consultations with experts.

Program alignment (ESL endorsement) with Policy 5.505

1. Program Components

According to Policy 5.505, page 43, English as a second language programs must consist of a minimum of eighteen (18) credit hours at either the undergraduate or graduate level. The policy requires that candidates in an English as a second language program complete at least six (6) semester hours of college-level world language instruction or its equivalent, as determined by the EPP. These six (6) hours may be included in the 18-hour minimum.

In alignment with this policy, the ESL endorsement at TSU requires at least 12 hours of graduate-level coursework and an additional 6 hours of world language courses. Alternatively, candidates can provide evidence of prior college-level instruction or its equivalent to fulfill this world-language requirement. This information, along with the course descriptions, is now updated on the TSU website. See the evidence below: 

Access ESL Endorsement Program Information Here: https://www.tnstate.edu/teaching/degrees/tell.aspx

2. Tennessee English Learner (EL) Framework Instruction

In accordance with Policy 5.505, candidates in the ESL endorsement program receive instruction on the Tennessee English Learner (EL) framework throughout all courses. Candidates review and utilize the TN English Learner framework in each course for their coursework and assessments.

EDCI 5010:

Candidates are introduced to the TN English Learner framework document. The course covers how Tennessee supports English learners, profiles of English learners, the WIDA screening test and annual test, proficiency levels, the Can-Do descriptors, program models, family engagement, and other related information supporting English learners in Tennessee.

EDCI 5020:

In EDCI 5020, candidates use the TN English Learner Framework to create classroom instruction lesson plans and assessment plans. These plans are based on English learners’ WIDA test results and proficiency levels, WIDA Can Do Descriptors, and the ELD (English Language Development) standards. Candidates in the ESL endorsement program have the option to take either EDCI 5020 or EDCI 5040.

EDCI 5030:

In this course, candidates use the framework to delve deeper into the WIDA Access assessment, alternative assessments, growth trajectories, and modifications and accommodations for English learners.

EDCI 5040:

Candidates are required to use the framework information to create lesson plans and teaching demonstration video for English learners in mainstream classrooms, particularly in math, science, and social studies. This includes using evidence from WIDA screening tests, understanding proficiency levels, and learning how to collaborate effectively with ESL specialists. Candidates in the ESL endorsement program have the option to take EDCI 5020 or EDCI 5040. Students observe, analyze, and evaluate various teaching videos throughout the course. They also develop lesson plans and create teaching demonstration videos that effectively instruct English learners using the strategies they have learned.

EDLI 5800

Candidates in this course are required to use the framework information to create detailed lesson plans that focus on the literacy skills discussed, with an emphasis on differentiated instruction for English learners. Building on their knowledge of the WIDA ACCESS assessment, proficiency levels, standards, and modifications/accommodations for English learners from previous courses, students have the opportunity to apply their knowledge in teaching these lessons.

• Course Syllabi Folder

1. Program of Study

The plan was developed based on the 2022-2024 data regarding enrollment and retention.

• Recruitment and Retention Plan 

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.  

• Data Profile of the entire college is conducted annually and is an opportunity for individual programs to report.  The programs are required to report annually, which includes feedback from candidates and partners regarding the clinical experiences in ALL programs.   

• EPP Data [21-24]

1. Retention Rates:

• • Fall 2021 to Fall 2022: A significant drop in retention was observed, with only 11% of students from Fall 2021 continuing to Fall 2022.

  • Fall 2020 to Fall 2021: There was a more moderate decline, with 58% of students from Fall 2020 continuing to Fall 2021.

2. Graduation Rates:

• Fall 2021 to Spring 2024: The overall graduation rate for cycle 2 is 37%.

• Fall 2020 to Spring 2023: The overall graduation rate for the previous cycle is 45%.