BGSE’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 (OPL) 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 teacher program.
Candidates wishing to pursue teacher licensure through a student teacher 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
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 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 and HAL uploads
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 student teaching, OPL will ensure that candidates are ready to progress to 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 verifies progress toward Core Course Completion and the HAL uploads for Core Courses. Details regarding the required core courses and the associated mandatory HAL uploads 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. This course requires completion of artifacts that must be uploaded to HAL. Candidates must post both artifacts to HAL in order to satisfactorily complete this course.
● 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. This course requires completion of artifacts that must be uploaded to HAL. Candidates must post both artifacts to HAL in order to satisfactorily complete this course.
● 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. This course requires completion of artifacts that must be uploaded to HAL. Candidates must post both artifacts to HAL in order to satisfactorily complete this course.
2) OPL verifies progress toward completion of required coursework.
3) OPL verifies that candidates have completed field/practicum experiences.
4) Candidates must attend a required orientation that clearly communicates expectations of the student teaching experience.
5) Complete Ethics for Educators Training: The Purpose of this training is to provide an open source ethics training aligned with the Model Code of Ethics Training for Educators (MCSS), Professional Competencies, Attitudes, and Dispositions (ProCADS) for teachers, InTASC Model Core Teaching Standards, and the Tennessee Teacher Code of Ethics. To access the training, please click ETHICS FOR EDUCATORS.
Candidates who do not meet all of the above Gateway requirements will not be eligible to progress to the student teaching year.
Candidates who are not ready to progress to the student teaching year can request to defer until they have met the above requirements. It is the candidate’s responsibility to fill out a Deferral Request form. As each candidate’s reasons for requesting a deferral are different, this is a decision that should be made after conversations with Dr. Jalea Adams, program coordinator, and/or academic advisor. Please note that simply filling out this form does not guarantee that a deferral request will be approved. Candidates seeking a deferral need to communicate with Dr. Jalea Adams and their program coordinator about their deferral request status.
Candidates who decide to withdraw from the teacher education program need to complete the Withdrawal Request form. 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 Dr. Jalea Adams, program coordinator, and/or academic advisor before making the decision to withdraw from the program.
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 also confirms that the candidate’s background clearance is active and in good standing.
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 verifies progression towards completion of required TEAM observations
OPL verifies progression towards completion of ProCADs (candidate self-assessment, instructor and mentor teacher assessments)
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
1) OPL verifies completion of required TEAM Observations. A required component of the Student Teaching clinical experience is participation in Tennessee Educator Acceleration Model (TEAM) observations. All public schools in TN must use a state-approved observation model to evaluate teachers; TEAM is the state-approved observation model used by the majority of UTK’s partners. 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 TEAM model. Information regarding the state-approved TEAM observation and evaluation model can be found here: https://team-tn.org/
UTK’s TEAM observation requirements are as follows:
● Student Teachers must be observed 3 or more times a semester, with each observation taking place on a different date
● Student Teachers MUST be formally assessed on ALL TEAM rubrics (Planning, Instruction, Environment) at least once per semester
● ANY/ALL Observations and/or Pre-and Post-Conferences can be conducted remotely
● All observation documentation must be entered/uploaded to HAL within 5 school days of the observation
● Feedback (distributed via HAL) will be shared with all relevant parties (candidate, classroom mentor, UTK supervisor)
● One observation per academic year can be conducted by the LEA Admin/Lead Teachers. UTK will upload these to HAL
● Program Areas can choose the best sequence and scope of the required observations, as long as the above requirements are met.
2) OPL verifies progression towards completion of ProCADs (candidate self-assessment, instructor and mentor teacher assessments) Student teaching experiences often contain placements in multiple settings. For each setting, candidates, mentor teachers, and UTK supervisors may complete a ProCADs assessment regarding the candidate’s performance. OPL and departmental instructional teams verify completion of ProCADs (candidate self-evaluation, mentor teacher assessment, and UTK supervisor assessment).
3) 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 confirms completion of required coursework and HAL uploads
Office of Professional Licensure confirms completion summative UTPA pedagogical assessment and all applicable Praxis exams
OPL verifies GPA (cumulative and content area)
OPL 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 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 Praxis Exams required for licensure is available here. Note: Student Teachers will NOT be required to take the Principles of Learning and Teaching Praxis 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) Student Teachers must complete required courses and applicable HAL uploads (or have a plan approved by their program area for completion of all required courses and applicable HAL uploads). OPL will verify this via transcript and HAL review prior to issuance of the practitioner licensure. Visit the HAL section of the internship handbook for more details. Reminders and checklists will be posted to HAL prior to completion dates.
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 confirms successful completion of required clinical experiences including UTPA summative assessment.
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.