UTK's student teaching program has several progression requirements, called Gateways, that candidates must reach in order to advance toward completion of the program. Program faculty are expected to meet with candidates and file a ProCADs Area for Refinement plan if a candidate fails to meet Gateway expectations.
As a highly respected educator preparation program, The Office of Professional Licensure and School-Based Experiences (OPL/OSBE) has a competitive and selective admissions process. Given the enormity of responsibilities placed upon educators, multiple considerations—including both quantitative and qualitative factors—are considered in the holistic admissions process. Admission to teacher education is the first Gateway of the student teaching program.
Candidates wishing to pursue teacher licensure through an student teaching pathway must first apply for admission to the teacher education program. This application process is explained in detail here.
Applicants complete the Teacher Education Application: demographic data, essay questions, and ProCADS self-assessment
Applicants complete Risk Management Procedures: Background Check VECHHS and fingerprinting, Verification of professional responsibilities of being a mandatory reporter and professional liability insurance
Applicant GPA and prerequisite coursework are verified
Qualified applicants are reviewed by a Board of Admissions. Applicants may be contacted by the Board of Admissions for an interview
Admissions boards report the Admissions decisions, Projected Licensure Area, Projected Student Teaching Date
Students who have been admitted to a teacher education program and who are wanting to change programs or pathways MUST reach out to OPL/OSBE before being admitted to the new program.
Applicants must complete multiple steps in the admissions process, including completion of the teacher education information form, completion of a ProCADs self-assessment and Essay Questions, completion of risk management procedures including a background check, review of GPA and prerequisite coursework, and participation in an Admissions Board Review/Interview. If the applicant is recommended for admission, projected licensure areas and a projected student teaching date will be assigned.
Following admission to a teacher education program, OPL/OSBE and the appropriate academic department provide candidates with multiple, embedded, and increasing opportunities throughout the program, in both coursework and clinical experiences, to grow the skills and dispositions necessary for 21st-century teaching and learning.
Progression through the program is closely monitored and checked at each Gateway.
Verification of progress and success towards Core Course Completion
Verification of successful completion of Program Area and Content Area required coursework
Verification that candidates have satisfactorily completed Field Experiences/Practicum (including required observations uploaded to HAL)
Candidates participate in mandatory Student Teaching Orientation including completion of ProCADS/Ethics Training
The semester before starting the professional student teaching, OPL/OSBE will ensure that candidates are ready to progress to the student teaching by conducting a pre-student teaching progression review. This typically happens during the spring semester before candidates begin their student teaching in the following fall. This verification process includes the following:
1) OPL/OSBE verifies progress toward Core Course Completion. Details regarding the required core courses are below:
Core Course: Educational Psychology (EDPY) 301 or 501- Professional Studies: Applied Educational Psychology. Application of concepts, principles, techniques, and models from educational psychology to facilitate student learning and creation of effective classroom environments..
Core Course: Educational Technology (ETEC) 386 or 586- Integrating Technology into the Curriculum. Use of technology to support teaching and learning; designed to prepare teacher preparation students to integrate a variety of computer-based technologies into the PreK-12 curriculum and adapt these technologies for diverse populations, including students with mild disabilities as well as ESL students.
Core Course: Special Education (SPED) 303 or 503- Professional Studies, Special Education and Diverse Learners. Characteristics and needs of students with disabilities and diverse learners with emphasis on educational implications. Techniques, strategies, and resources for teaching and assessing students with diverse learning, behavioral, medical, and/or sociocultural characteristics, and the requirements of special education and other relevant laws.
2) OPL/OSBE verifies progress toward completion of required coursework including core educational courses.
3) OPL/OSBE verifies that candidates have completed field/practicum experiences.
4) Candidates must attend a required orientation that clearly communicates expectations of the student teaching experience.
Candidates who do not meet all of the above Gateway requirements will not be eligible to progress to the student teaching semester. Candidates who are not ready to progress to the student teaching semester can request to defer until they have met the above requirements. It is the candidate’s responsibility to notify their instructional team leader as soon as you are made aware that a deferral is necessary. As each candidate’s reasons for requesting a deferral are different, this is a decision that should be made after conversations with OPL/OSBE instructional team leader, and/or academic advisor. The instructional team leader and/or advisor will contact the OPL/OSBE with this update. The decision to withdraw from the program should not be taken lightly, as readmission into the program is not guaranteed. It is suggested that candidates discuss their options with OPL/OSBE, instructional team leader, and/or academic advisor before making the decision to withdraw from the program.
All student teachers must be in Good Academic Standing with the University
All student teachers will be notified prior to starting placement
All student teachers must meet the requirements/risk management procedures of the host school or district
TIGER Tracker Documentation throughout the student teaching experience
Prior to the start of the student teaching, candidates will complete the Student Teaching Initiation Gateway. This typically occurs in the weeks preceding the start date of the student teaching. The start date of the student teaching is variable as it is determined by the start date of teachers in the host school/district. The Student Teaching Initiation Gateway includes the following:
1) At this time, OPL/OSBE also confirms that the candidate’s background clearance is active and in good standing.
You must satisfactorily pass degree and licensure courses taken prior to student teaching. If you you have not met this gateway, you will need to meet with your advisor to discuss option
2) Prior to the start of their student teaching, candidates will be notified of their student teaching placements.
3) To prepare for these student teaching settings, most host schools and districts have requirements that the candidates must meet. These can include filling out paperwork for the district, registering as an intern, and/or completing additional drug screens and background checks. Any such requirements of the district hosting the intern must be completed before the intern can participate in the student teaching placement. Details regarding host district requirements will be provided to candidates along with student teaching placements. If the candidate does not successfully complete any part of a school districts' onboarding process, this could result in the inability to complete student teaching.
OPL/OSBE verifies completion of required TEAM observations and associated TIGER documentation
OPL/OSBE verifies completion of ProCADs (candidate self-assessment, instructor and mentor teacher assessments)
OPL/OSBE verifies completion of TIGER mid-semester conference
The student teaching experience consists of one semesters
1) OPL/OSBE verifies completion of required TEAM Observations and associated TIGER documentation. A required component of the student teaching clinical experience is participation in Tennessee Educator Acceleration Model (TEAM) observations using the TIGER model. While student teachers may be placed in a school that uses a different state-approved model, all observations for the teacher preparation program must use the TIGER model. Information regarding the state-approved TEAM rubrics can be found here: https://team-tn.org/. Information regarding UTK's TIGER model can be found in the Clinical Supervision Tracker Document.
2) Candidate completes ProCADs self-evaluation, supervisor and mentor teacher complete ProCADs evaluation. ProCADs documentation is maintained in the clinical supervision tracker document.
3) OPL/OSBE verifies completion of TIGER mid-semester conference. TIGER mid-semester conference documentation is maintained in the clinical supervision tracker document. Once finalized, official scores of the mid-semester conference must be entered into the document.
Student Teaching consists of one semester. Student teachers must successfully complete the first half of their student teaching experience in order to progress to the second half of their experience. Student teaching experiences often contain placements in multiple settings. If a candidate fails to successfully complete their first setting, a meeting will be held with the candidate to discuss options moving forward.
Student Teachers must pass all state-required exams
OPL/OSBE confirms completion of required coursework and HAL-P completion
OPL/OSBE confirms completion of the clinical supervision tracker document and all applicable Praxis exams
OPL/OSBE verifies GPA (cumulative and content area)
OPL/OSBE confirms completion of required clinical experiences
Student Teachers must complete graduation and licensure requirements (Undergraduates must graduate to qualify for a Practitioner License)
At the completion of the Student Teaching Program, OPL/OSBE will verify that all program requirements have been satisfactorily met. Many student teachers complete the teacher preparation program and Bachelor’s degree the same semester as they complete their student teaching. However, it is not uncommon for some student teachers to complete coursework following their student teaching. Additionally, some students complete student teaching at the post-baccalaureate program. All of these are acceptable program completion timelines.
To receive the Practitioner license:
1) Student Teachers must pass state-required exams. The state of Tennessee requires that teachers demonstrate proficiency through multiple exams (see TN Board policy 5.105 for current required examination information). Information on the state required exams for licensure are available from two testing companies: Praxis and NES. Note: Student Teachers will NOT be required to take the Principles of Learning and Teaching exam. Student Teachers should refer to their licensure areas for the required content knowledge assessments for specific endorsement areas; candidates seeking multiple licensure areas should note that they are required to take multiple Praxis exams. Failure to successfully pass state required exams will result in the inability to issue the practitioner licensure.
2) Interns must complete required courses and applicable licensure artifacts. OPL/OSBE will verify this via transcript and review prior to issuance of the practitioner license.
3) Students must be verified to be in good GPA standing. Student Teachers must maintain a 2.75 cumulative GPA, a 2.50 content/subject area GPA, and a 2.80 GPA in professional education courses. A grade of “C” or above must be received in all professional education courses. Keep in mind that some licensure programs have GPA requirements that differ from the 2.50 content GPA.
4) OPL/OSBE confirms successful completion of required clinical experiences including the clinical supervision tracker document.
5) Student Teachers must complete graduation and licensure requirements (Undergraduates must graduate to qualify for a Practitioner License). The state TNCompass system requires an official transcript in order to issue professional licensure.
If one or more of the above Gateway requirements have not been met, the candidate will not be recommended for the practitioner licensure. At the discretion of the instructional team, student teachers may be granted a 6 month extension from the completion of student teaching to complete licensure requirements. However, this delay can have negative consequences such as interfering with the ability to be hired as a teacher.
Due to frequent changes in State Board of Education requirements for teacher licensure, additional coursework, assessments, and/or clinical experiences may be required if the student teacher does not complete all licensure requirements within 6 months from the completion of student teaching.
6) It is recommended that you receive Tennessee Licensure even if you plan to move out of state. UT’s teacher education programs are designed to lead to teacher licensure in the State of Tennessee. If you are seeking teacher licensure in a state other than Tennessee, it is highly recommended that you research licensure requirements in the state that you wish to achieve teacher licensure. Please know that due to national teacher licensure reciprocity considerations, you are not exempt from UT’s licensure requirements even if you express interest in teacher licensure in a state outside of Tennessee. UT highly recommends that you achieve licensure in the state of Tennessee even if you are seeking licensure outside of Tennessee, as transferring teacher licensure from one state to another is more feasible than achieving initial teacher licensure in a state outside of Tennessee. In order to facilitate interstate and international reciprocity, UT’s teacher licensure programs are accredited by CAEP (the Council for Accreditation of Educator Preparation) and Tennessee is a member of NASDTEC interstate compact (National Association of State Directors of Teacher Education and Certification).
Follow-Up To Program Completion
OPL wants to hear from student teachers following program completion! We value the input of our former student teachers and use this input to improve our preparation programs and the experiences of future student teachers. Former student teachers will receive survey invitations to evaluate multiple aspects of the program. We will ask them to complete these surveys to provide valuable information regarding our UTK supervisors, our mentor teachers, and our teacher preparation program requirements.
Additionally, we also look forward to having former UTK student teachers continue to be a part of the teacher preparation program and serve as mentor teachers when they have enough experience and expertise to serve in this capacity.