293 Educator Preparation Program Standards Identified by the State of Tennessee Operational Guidelines
Approved by President
Effective Date: September 5, 2018
Responsible Division: Academic Affairs
Responsible Office: Dean, College of Education
Responsible Officer: Dean, College of Education
This policy establishes the operational guidelines for the MTSU Educator Preparation Program. The MTSU Educator Preparation Program is an integral part of Middle Tennessee State University’s (MTSU or University) mission and academic programs and is founded on an authentic, competency-based model that emphasizes development of content expertise and active learning in school settings.
II. Assessment and Placement Procedures
1. MTSU Educator Preparation Programs will maintain as their core outcomes the Educator Preparation Program standards identified by the State of Tennessee.
2. These characteristics will serve as the foundation for curriculum planning, assessment, and evaluation.
1. MTSU Educator Preparation Programs will culminate in formal, performance-based assessment of all teacher residents based on Educator Preparation Program standards identified by the State of Tennessee.
2. Final performance-based assessments will meet or exceed the criteria established for Educator Preparation Program standards identified by the State of Tennessee and will be reliable, valid, fair, and representative.
1. Placement of teacher residents will be managed collaboratively between MTSU College of Education and Local Education Agencies.
2. Teacher residents will be placed only in settings that conform to Educator Preparation Program standards identified by the State of Tennessee, with evidence-based practices being the foundation for training and interaction with the mentor teachers.
D. Recruitment and selection. Formal recruitment plans and activities will be implemented to bring in teaching candidates of the highest quality.
III. Program Elements and Design
MTSU Educator Preparation Program will include the following components:
A. Competency-based Modular Structure.
1. Professional Education components will be offered primarily in an organized, sequential modular structure.
2. Successful completion of modules will require demonstration of relevant competencies, evaluated through sound, rigorous performance-based assessments.
3. Successful program completion will require demonstration of all required competencies, evaluated through sound, rigorous performance-based assessments.
B. Close Partnerships with Public Schools.
1. The MTSU College of Education will develop ongoing partnerships with Local Education Agencies. School-university partnerships will require consistent, systematic collaboration and communication between the College of Education and Local Education Agencies.
2. Formal mutually-beneficial agreements between the parties are necessary components of the partnership. Agreements outline procedures and delineate responsibilities of, and benefits to, both sides.
C. Project/Problem-based Learning
1. Modules are organized and implemented in an active, participatory environment using a project/problem-based learning format.
2. Project/problem-based learning modules will be taught by faculty who model and use evidence-based best practices. Certified expert school teachers will collaborate with university faculty in teaching modules.
3. Project/problem-based learning activities will emphasize collaborative learning among candidates and will relate directly to real-world teaching and program outcomes.
4. Project/problem-based learning cases will focus on development of competencies and characteristics that comprise Educator Preparation Program standards identified by the State of Tennessee.
5. Didactic presentations and classroom seat time will clearly augment and support problem-based learning activities.
D. School-based Residency
1. Professional education classes and student teaching are combined into a comprehensive teaching residency occurring primarily during the senior year and will replace both of these more traditional teacher education components.
2. Preparation for pedagogy will occur primarily in actual school settings, under collaborative supervision of University faculty and mentor teachers, and is structured around authentic project/problem-based experiences to attain learning outcomes.
3. Teacher residents work closely with mentor teachers as they merge theory and practice in a real world setting.
E. Integration of Content Coursework and Professional Educational Component
1. Professional education faculty, content faculty, and mentor teachers will collaborate to implement and model evidence-based best practices in content courses, pedagogy preparation, and applied experiences.
2. Professional education faculty, content faculty, and mentor teachers will collaborate systematically concerning programmatic decision-making and evaluation of student status and progress.
IV. Faculty and Staff Selection and Development
A. Faculty and Staff Selection
1. University faculty and mentor teachers from local education agencies collaboratively plan, implement, supervise, and evaluate experiences for teacher residents.
2. Teacher residents will be placed only with university faculty and mentor teachers who have met all requirements of Educator Preparation Program standards identified by the State of Tennessee.
B. Professional Development
1. Systematic professional development and training of faculty and mentor teachers is essential to program success.
2. Professional development will be based on Educator Preparation Program standards identified by the State of Tennessee and will be scheduled and available to faculty and staff.
V. Program Evaluation
A. MTSU is responsible for maintaining ongoing self-evaluations in collaboration with local education agencies. Feedback from self-evaluations and institutional reviews will be used systematically for program improvement.
B. Evaluation will be based on (a) implementation of the Educator Preparation Program standards identified by the State of Tennessee, (b) candidate outcomes related to program competencies, and (c) Local Education Agencies’ satisfaction with performance.
C. Program evaluation components and outcomes will be coordinated with Council for the Accreditation of Educator Preparation (CAEP) and State requirements.
D. The MTSU Educator Preparation Program is responsible for submitting all reports and data required by the State of Tennessee and accrediting agencies.
Revisions: June 5, 2017 (original); September 5, 2018.
References: T.C.A. § 49-5-56.