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

Program Alignment to Standards and Requirements

A. Narrative Summary of Preliminary Findings

Program Alignment Process: The EPP stated that the Director of Teacher Education is responsible for staying updated on changes to major standards and sharing this information with stakeholders. In addition, faculty members review and integrate the standards into their instruction and assessments and provide feedback to program coordinators and department chairs.

Program Alignment Matrices or Tables: The EPP provided one matrix that indicated candidates at the undergraduate level take two courses and all NCTM, InTASC, and TN Literacy Standards are covered in these courses with one course being student teaching. The EPP did not provide matrices for the post-baccalaureate student teaching or job-embedded programs. Programs should not be aligned to CAEP Standards, and they are not needed on the matrices. It is difficult to determine what standards are addressed in the InTASC, Tennessee Literacy, and NCTM columns, as they are listed by number only without the standard language provided. 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 InTASC Standard, NCTM Standard, and TN Literacy Standard.

Program Components: The EPP did not provide a narrative describing how the program components are addressed within the program using the Literacy and Specialty Area Standards for Educator Preparation Policy 5.505.

B. Evidence Consistent with Meeting the Expectations

• Program alignment process narrative

C. Evidence Inconsistent with Meeting the Expectations

• MATH2_12_ProgramMatrix_Rev(1)

• MATH3710TechMathSecSchoolsSyllabusI

• MATH4720EnhancedStudentTeachingSyllabus

• Mathematics_Teacher Ed R&R_Plan(2)

• Program Components Narrative

D. Additional Evidence Requested

• Provide a revised matrix that clearly indicates what InTASC Standards, Tennessee Literacy Standards, and NCTM Standards are aligned to the undergraduate student teaching program.

• Provide a revised matrix that clearly indicates what InTASC Standards, Tennessee Literacy Standards, and NCTM Standards are aligned to the post-baccalaureate student teaching program.

• Provide a revised matrix that clearly indicates what InTASC Standards, Tennessee Literacy Standards, and NCTM standards are aligned to the post-baccalaureate job-embedded program.

• Provide a narrative describing how the program components are addressed for Mathematics Education6-12 undergraduate student teaching program. The program components can be found in the Literacy and Specialty Area Standards for Educator Preparation Policy 5.505.

• Provide a narrative describing how the program components are addressed for Mathematics Education 6-12 post-baccalaureate student teaching program. The program components can be found in the Literacy and Specialty Area Standards for Educator Preparation Policy 5.505.

• Provide a narrative describing how the program components are addressed for Mathematics Education 6-12 post-baccalaureate job-embedded program. The program components can be found on in the Literacy and Specialty Area Standards for Educator Preparation Policy 5.505.

E. Preliminary List of Interview Questions

1. What is the process for ensuring programs are aligned with current standards and state policies?

2. What standards are the Mathematics 6-12 programs aligned with?

3. How does the EPP ensure all candidates complete a major in Mathematics?

4. How does the EPP ensure all Mathematics 6-12 programs include a focus on communication skills that enable candidates to use vocabulary, language, terminology, and grammatical constructions, syntax and notation specific to professionals in mathematics?

5. Does the EPP recommend candidates for the Mathematics 6-10 endorsement?

The programs are all cohort-based online, hybrid, or face-to-face learning by design and flexible for students who do not 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. Since many candidates work within the primary partnership (PP) as science teachers, the cohort model offers a rich collaborative approach between the PP and faculty. 

Mathematics (6-12) Education Middle and Secondary Math Program Synopsis

Baccalaureate

The curriculum for a Bachelor of Science degree in Mathematical Sciences with Teacher Certification consists of a minimum of 120 semester hours, which must include at least 42 hours at the 3000 or 4000 level.  Along with 43 semester hours of General Education requirements including Calculus I (4 hours), a minimum of 53 semester hours must be in Mathematics/Mathematics Education with at least 42 hours of these being at the 3000 or 4000 level. A psychology course and required courses from the College of Education take up 24 hours of the total degree hours.

The Mathematical Sciences with Teacher Certification core consists of a 12-hour calculus sequence, a semester in analysis, a semester in modern algebra, and courses in the areas of combinatorics, geometry, differential equations, linear algebra, mathematical software, probability and statistics, history of mathematics, and a senior project.  Due to the tight prerequisite structure, each student choosing Mathematical Sciences as a major should consult a major advisor within the department.  No Mathematics course in which a grade below C is earned will be counted towards meeting requirements for the mathematics major core.

OVERVIEW OF COURSEWORK

The General Core of twenty-one (21) semester hours is listed below:

PSYC 2420 – Human Growth and Learning

EDCI 2010 – History and Foundation of Education

EDSE 3330 – Education of Exceptional Children

EDCI 3870 – Curriculum Development

EDCI 4620 – Field Study in Education

EDCI 4705 – Educational Seminar

EDCI 4910 – Reading and Study in Secondary Schools

The Major Core coursework of forty-four (44) semester hours are:

MATH 1920- Calculus II

MATH 2110 – Calculus III

MATH 2600 – Introduction to Advanced Mathematics

MATH 3100 – Probability and Statistics

MATH 3120 – Ordinary Differential Equations

MATH 3130 – Introduction to Math Software

MATH 3200 – Combinatorics

MATH 3610 – Linear Algebra

MATH 3640 – Modern Algebra I

MATH 3710 – Teaching Math Methods in Secondary Schools

MATH 3810 – Geometry

MATH 4410 – Advanced Calculus I

MATH 4500 – Senior Project

MATH 4750 – History of Mathematics

Clinical Experience

MATH 4720 - Enhanced Student Teaching, Math (6-12) -  (nine(9) hours)

Post Baccalaureate

MAJOR: CURRICULUM AND INSTRUCTION
DEGREE: Master of Education (M.Ed.)
CONCENTRATIONS:
                       
Secondary School Instruction (6-12 or K-12 initial teacher certification) - Mathematics

The Master of Education program provides advanced study to certified teachers or teacher candidates who have completed a bachelor's degree. The program builds on the College of Education’s conceptual framework to prepare educators to become competent and caring professionals who can work effectively with diverse populations.

Degree Requirements
Candidates for the Master of Education degree, and initial certification must take a minimum of thirty-three (33) semester hours of graduate course work, successfully pass comprehensive examinations in the fields of general education and secondary education; pass all Praxis examinations, and achieve a score of 42 or higher on the edTPA© portfolio before the Master of Education degree will be conferred. In addition, the Secondary School Instruction concentration is for initial licensure only and requires that candidates are eligible for license before the degree will be conferred. The concentrations in Reading and Curriculum Planning requires candidates to be a licensed U.S. classroom teacher to be admitted to the program. All Curriculum & Instruction candidates must successfully pass a comprehensive examination as assigned by their concentration area and pass the Praxis exam for the subject when seeking an endorsement.

Required Courses (15 hrs.)

EDCI 5000 - Foundations of Education

EDCI 5110 - Research and Statistics in Education

PSYC 5430 - Advanced Educational Psychology

EDCI5300 - Multicultural Education

EDCI6100 - Curriculum Planning & Program

Concentration (18 hrs.)

PSYC 5330 - Assessment and Evaluation

EDSE5530 - Ed & Psy of Excpt Child

EDCI5190 - Tech Integration in Instruc. Setting

EDCI5840 - Classroom Beh. Management 

EDLI6050*- Strat for Dev Reading (7-12)

EDCI5715* - Secondary Methods

*[Licensure Courses must be admitted to Teacher Education]

The College of Education (CoED) has a standard process in alignment with the University based on the quality assurance system (QAS) The CoED created a QAS; however, an internal audit found some improvements that are imperative to greater strength and consistency. Unfortunately, the data indicates there was no implementation with fidelity, misalignment of practices, gaps in processes and procedures, and silos. In the spirit of continuous improvement or PLAN, DO, CHECK, ACT (Bernhardt, 2015), this allowed for enhancements to the system that will shape the CoED, which has prompted broad support within the CoED from faculty and staff. Specifically, the CoED found standards alignment practices were not instituted with fidelity. The process is now annual based on the results of the candidate outcomes.

The CoED created the QAS Management Process Review based on the facilitation, which operates independently. It must regularly perform quality review activities (internal audits) to ensure compliance with standards and practices (Manghani, 2011) that are coordinated by the deans of assessment and accreditation,  and program coordinators for each specialty area. This process utilizes the faculty program coordinators responsible for each program and uses the data to determine what standard areas candidates do not perform. The process is managed in the Nuventive platform the University uses for SACSCOC. Specific licensure courses are aligned to the various standards using national standard alignment documents (e.g., TESOL aligned with CAEP). The matrix is included to show alignment with the preparation standards.

The sciences programs are currently being mapped and aligned to the BIOL and CHEM Methods of Teaching courses in mock teaching, written reports, journals, universal lesson plans, and lesson planning. The CoED is awaiting the mapping for these courses.

1. Math (BS)

2. Math (post-bac)

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

• Recruitment and Retention Plan (p. 12)

Residency I

The Residency Year comprises the final two semesters of the senior year. Candidates enter Residency I as a cohort and are engaged in authentic field-based experiences for fifty percent of their semester credit load. The remainder of the semester is designated for participation in professional studies and continued involvement in Problem-Based Learning and other effective instructional delivery methods. Candidates are engaged in coursework and experiences designed to develop general and content-specific pedagogy. During Residency I, Candidates initiate efforts toward completion of Task 1(Planning), Task 2(Instruction), and Task 3 (Assessment) of the Teacher Performance Assessment (edTPA). In addition, Candidates successfully submit a minimum of one Signature Formative)] Assessment (SFA) as a requirement for admission to Residency II. During Residency I, candidates spend 90-100 residential hours in a K-12 classroom. Candidates are placed with a classroom teacher, two (2) full days a week, who will serve as their Mentor Teacher during the year-long clinical placement. The program is structured to scaffold greater responsibility, sequenced observations, and participatory experiences, culminating in full-time cohort teaching in Residency II.

Residency II / Student Teaching

Residency II occurs in the spring semester of the senior year. It begins after Mandatory Spring Orientation. Candidates spend all day in the classroom five days a week co-teaching. They follow the same schedule as the mentor teacher and the calendar of the assigned school district. Residency II provides candidates with culminating opportunities on which to transition into the profession as competent and caring educators. Candidates are engaged in authentic experiences that will include co-teaching and problem-based learning.

Context 

Teacher candidates have regular and consistent opportunities to observe and practice in various settings (within and across schools, during different times of day, across different types of instruction, and school/classroom composition) to cover the breadth of the endorsement adequately. Specifically, TSU Educator Preparation Program candidates complete two years of preparation. The first year is considered Pre-Residency, whereby candidates take block courses that require field observations (including some tutoring) at selected school sites. These field experiences are designed to expose candidates to diverse settings (i.e., students with special needs). The second year is the Residency Year (R1 in the first semester, requiring 50% clinical time, and R2 in the second semester, requiring full-time teaching with the school-based provided educator). The Residency Year follows a co-teaching model in which the candidate and the school-based clinical educator are equally responsible for instruction, planning, and assessment. 

Depth. Educator candidates (teacher candidates) can observe, tutor through individual and small group delivery, deliver instruction, and review and collect assessment data in frequent, varied, intentionally planned experiences. Beginning in the Pre-Residency Year, candidates are primarily observed in clinical settings, and continuing to the Residency Year, in which candidates are fully engaged in co-teaching, candidates’ knowledge and skills are progressively developed. Coursework, such as classroom management and differentiated instruction, prepares candidates for managing the classroom and individualizing instruction. Formative feedback from school-based and provider-based clinical educators assists the candidates in developing requisite competencies. 

Coherence. Attention to the goals of each field/clinical experience is sequenced to ensure the developmental progression of the educator candidate (teacher candidate) across the continuum of their program. Coursework develops the requisite knowledge and skills to prepare candidates to become effective educators in their selected areas. Clinical and field experiences allow the candidates to practice the theories obtained from coursework and to receive mentoring and feedback from school-based clinical mentors and provider-based clinical educators to enhance their skills. The culminating assessment, edTPA®, provides evidence to determine the candidates’ mastery and the program’s effectiveness. 

Breadth. EPP faculty, with the support of LEA partners, designs/develops clinical experiences that include teaching and professional experiences reflecting appropriate content and pedagogical models across diverse school/classroom communities and curriculums. Pre-Residency and Residency allow candidates to experience various settings and address the instructional needs of diverse students. Candidates prepare lessons that require an extensive understanding of the content area. Moreover, candidates must differentiate instruction, teaching students with learning challenges and gifted students. As further evidence of competency, candidates are expected to demonstrate meaningful and effective utilization of technology to facilitate learning among their students using the TEAM evaluation. 

Duration. Field experiences are designed and varied in terms of time in various settings based on the goal of preparing successful first-year teachers. Field and clinical experiences span a two-year period, ranging from limited classroom observations to full-year co-teaching. Candidates will complete a full-year residency in a school setting. In the Pre-Residency Year, candidates will observe/participate in selected school sites depending on the subject course taken at the time (e.g., Exceptional Children). 

Diversity. Teacher candidates have regular opportunities to observe and practice in various settings (across different schools, classrooms, types of instruction, and times of day) to adequately cover the breadth of the endorsement and ensure exposure to varied school communities. Candidates have experience in different classrooms and with diverse students starting in the Pre-Residency Year and extending into the Residency Year. Before candidates even reach their Residency Year, courses require them to observe classrooms that include students with different needs and diverse backgrounds. Working with the MNPS, the TSU field placement and clinical experience coordinator identifies school settings that provide candidates with these diverse experiences. 

• 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.  

Program Matrix Updated (literacy standards)

• 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.   

1. Low Enrollment: Both cycles experienced very low enrollment numbers, with the peak being 2 students in Fall 2022.

2. Zero Graduates: No students graduated from the program during either cycle.

3. Fluctuating Retention: The retention rate fluctuated significantly. From Fall 2021 to Fall 2022, it was 50%, but it dropped to 0% the subsequent year.