Elementary Education (K-6)

Teacher Education Elementary K-6 Program - Bachelor of Science

School of Education Vision

Congruent with the mission of South College as a provider of responsible professionals who have the skills necessary to meet their personal goals and the demands of the employment market, the vision of the School of Education, which capitalizes on the theme of transformation, is to be recognized internationally as transformational agents who fulfill their mission to educate exceptional instructional leaders.

Mission/Purpose of the School of Education

The purpose of the School of Education programs is to develop the knowledge, skills, and professional dispositions and commitments of candidates to become exceptional instructional leaders in grades K-6. In addition, the School of Education mission places primary emphasis on providing quality undergraduate and graduate opportunities for the intellectual, social, emotional, and professional development of diverse candidates.

Designed in accordance with unit, state, and professional standards, the School of Education curricula capitalize on inquiry to advance candidates' professional growth and career opportunities and to cultivate their ability to think critically, to communicate effectively, and to apply knowledge wisely. Through contemporary modes of delivery, the innovative and research-based content of academic programs exposes candidates to diverse perspectives and skills essential to independent and continuous learning. The professional and career-focused academic programs of the School of Education meet and support local, regional, and national employment needs.

Commensurate with quality academic programs, the School of Education promotes the use of scholarship in education and in practice by supporting and recognizing the scholarly activities of faculty and community partners. Through partnerships with local education associations, the School of Education faculty participates in collaborative inquiry to help ensure that all students learn. The School of Education faculty publishes and presents research results at professional meetings and participates in or provides professional development activities, as consistent with the role of each faculty member.

Recognizing its responsibility to society, the School of Education is committed to working collaboratively with local education associations and with members of the South College teaching community to effect changes in candidate and student achievement. As such,
the School of Education encourages its administration, faculty, and staff to invest their expertise in community, professional, and institutional service.

The definition and achievement of this mission guides the School of Education in strategic planning and decision-making for all programs. The School of Education utilizes the following professional ethics to assess the quality of academic programs and the individual performance of its faculty in achieving this mission:

  • The belief that all students can learn;
  • The belief that work is both independent and collaborative;
  • A commitment to inquiry;
  • A commitment to social justice;
  • A commitment to integrate technology;
  • A commitment to communication; and
  • A commitment to think systemically.

Teacher Education Programs

The South College School of Education currently offers a Bachelor of Science degree program and a Post-Baccalaureate Certificate program. Both programs lead to the initial TN teaching license in elementary education for grades K-6. The Bachelor of Science is a three and one-half to four year program of study designed for the high school graduate and is open to all South College undergraduate students. The Post-Baccalaureate Certificate program of study is designed for the individual who has earned a baccalaureate degree from an accredited institution and seeks to change careers and become a K-6 elementary teacher. The Post-Baccalaureate Certificate program is a twelve to thirteen month program of study.

Overview of the Bachelor of Science Teacher Education Program

The Bachelor of Science (BS) program of study offers an academic major in Interdisciplinary Studies in Development and Learning of the Child and Young Adolescent. Successful completion of the major leads to the BS degree and an initial Tennessee (TN) Elementary Education K-6 license. The major is a comprehensive program of study that includes a general education core, the academic major, and a professional education core for the development of candidates who will become exceptional instructional leaders with the knowledge, skills, and professional dispositions and commitments necessary to help all students learn.

In addition to college educational experiences, the Interdisciplinary Studies in Development and Learning of the Child and Young Adolescent major capitalizes on inquiry to advance candidates' professional growth and career opportunities and to cultivate their ability to think critically, to communicate effectively and to apply knowledge wisely. Through contemporary modes of delivery, the innovative and research-based curriculum exposes candidates to diverse perspectives and skills essential to independent and continuous learning.

Candidates experience sequential field experiences, professional development workshops, and a clinical practice in enhanced student teaching. Candidates provide assistance to classroom teachers, participate in student tutoring, provide classroom instruction and assessment, monitor their impact on student learning, and participate in school improvement planning and action research. During clinical practice, candidates experience an in-depth exposure to K-6 teaching and learning that includes collecting and analyzing data to demonstrate the effect their teaching had on student learning.

Each candidate must successfully complete two student teaching placements for a total of 16 weeks of full-time student teaching in grades K-3 and 4-6. Student teaching placements near the candidate's residence are attempted but cannot be guaranteed. The first placement, Placement I, must be successfully completed with a grade of Pass, to receive approval to advance to the second placement – Placement II. Placement II must be successfully completed, with a grade of Pass, to be eligible for a scheduled Portfolio Presentation and Program Exit. Candidates complete their program of study with a Portfolio Presentation and Exit Interview to demonstrate achievement of candidate learner outcomes. The academic major, Interdisciplinary Studies in Development and Learning of the Child and Young Adolescent, meets unit, state, and professional standards.

Purpose and Candidate Learner Outcomes

South College (SC) is approved by the TN State Board of Education to offer an elementary education program that leads to the initial TN Elementary Education K-6 license. The purpose of the BS program is to develop the knowledge, skills and professional dispositions and commitments of candidates to become exceptional beginning instructional leaders. This purpose is designed to accomplish the mission of the School of Education (SOE) and is guided by institutional goals, research, TN Teacher Licensure Standards, National Council for Accreditation of Teacher Education (NCATE) Standards, Interstate New Teacher Assessment and Consortium (INTASC) Standards, and Professional Organizations Standards. The program outcomes detailed below are aligned with unit, state and professional standards and are further detailed by InTASC Standards, TN Content, Reading, and Professional Education Standards, and NCATE Standards in the BS Curriculum Matrix. Both the Alignment Matrix of Unit, State, and Professional Standards and the Curriculum Matrix Aligned with Unit, State, and Professional Standards for BS Candidates are provided in the Conceptual Framework.

Candidates completing the program accomplish the following learner outcomes:

  1. Commit to working independently and collaboratively, to thinking systemically, to personal inquiry, to integrating technology, and to communicating responsibly with all members of the learning community.
  2. Commit to integrity, tolerance, equity, fairness, and the diversity of each learner when creating learning experiences and environments.
  3. Use academic language, multiple representations and explanations, and supplementary resources and technology to capture key content ideas and to overcome learners' misconceptions.
  4. Use knowledge of learners, families, colleagues, and the community to plan instruction and assessment that supports learners' growth and development in the discipline and in literacy across content areas.
  5. Encourage learners to understand, question, and analyze ideas from diverse perspectives, to demonstrate their knowledge and skill through a variety of products and performances, and to assess their own progress.
  6. Use methods of inquiry in the disciplines and in cross-discipline or interdisciplinary contexts to investigate local or global problems that result in critical, creative, and problem-solving thinking.
  7. Design, modify, and scaffold instruction to meet learners' cognitive, linguistic, social, emotional, and physical needs that enables each learner to advance.
  8. Use a variety of strategies, resources, and assessment data to design instruction that engages learners in collaborative, self-directed, and/or differentiated learning.
  9. Collaborate with learners, families, communities, and colleagues, to promote self-motivation, respectful social interaction, and inquiry within a safe, positive learning climate.
  10. Use and analyze multiple methods of assessment data (formative/summative; formal/informal) independently and collaboratively to identify learners' needs and to guide planning.
  11. Manage resources, time, and space while addressing multiple perspectives and rigorous academic discussions.
  12. Use questions to probe for understanding, stimulate thinking and curiosity, help articulate ideas, and to guide development of metacognitive processes and higher order questioning skills.

Curriculum, Key Assessments and Transition Assessment Points I-IV

New students accepted to SC and declare Interdisciplinary Studies in Development and Learning of the Child and Young Adolescent as their academic major are assigned a SOE Administrative Advisor (AA). The AA and student meet and develop a quarterly projected academic plan and sign a BS Elementary Education K-6 Curriculum Agreement. Candidates are provided a Teacher Education Program Handbook in EDU 3000 that specifically outlines and describes all program requirements in the SOEAS Transition Assessment Points I – IV. A brief summary of the SOEAS Transition Assessment Points I – IV follows:

Transition Assessment Point I, Program Admission, is the period from Initial Entry to Formal Teacher Education Program (TEP) Admission. As noted in the descriptions below, candidates may seek formal admission to the TEP at the end of Transition Assessment Point I if all requirements have been satisfied. During Transition Assessment Point I, candidates complete multiple program assessments including Key Assessment 1: Praxis II Content Exam; Key Assessment 2: Dispositions and Commitments; Key Assessment 3: Lesson and Unit Plans; and Key Assessment 4: Impact on Student Learning. If needed, and with faculty recommendation, candidates are afforded an opportunity to remove an area of weakness or deficiency at this early point in the program by participating in an intervention plan. Successful completion of Transition Assessment Point I allows candidates to advance to Transition Assessment Point II, Candidacy, the period from Formal TEP Admission to Admission to Student Teaching.

During Transition Assessment Point II, Candidacy, candidates are required to meet multiple program assessments including Key Assessment 2: Dispositions and Commitments; Key Assessment 3: Lesson and Unit Plans; Key Assessment 4: Impact on Student Learning; and Key Assessment 1: Praxis II Exams. Also, during Transition Assessment Point II, if needed, and with faculty recommendation, candidates are afforded an opportunity to remove an area of weakness or deficiency. At Transition Assessment Point II, candidates are required to pass all Praxis II exams to advance to Transition Assessment Point III, Clinical Practice, the period from Admission to Student Teaching to Completion of Student Teaching.

During Transition Assessment Point III, Clinical Practice, candidates complete multiple program assessments during two clinical practice placements in grades K-3 and 4-6. During each 8-week placement, candidates complete Key Assessment 2: Dispositions and Commitments; Key Assessment 3: Lesson and Unit Plans; Key Assessment 4: Impact on Student Learning; Key Assessment 5: Summative Evaluation; and Key Assessment 7: Clinical Practice Surveys. During the clinical practice experience, candidates are afforded an opportunity to remove an area of weakness or deficiency, if needed and with clinical faculty recommendation, by participating in an intervention plan. Candidates finalize their Professional Portfolio with artifacts from student teaching placements and gain approval to participate in a scheduled program exit interview in the next transition assessment point. Upon successful completion of all key assessments in Transition Assessment Point III, candidates advance to Transition Assessment Point IV, Program Exit and Follow-Up, the period from Completion of Student Teaching to Program Exit and Follow-Up.

During Transition Assessment Point IV, Program Exit and Follow-Up, candidates complete Key Assessment 6, the Portfolio Presentation and Exit Interview, that demonstrates acceptable performance of candidate learner outcomes aligned with unit, state, and professional standards, reflective of an exceptional beginning instructional leader as specified in the SOE Conceptual Framework. Also during Transition Assessment Point IV, candidates finalize their program by completing an application for recommendation to the TN Department of Education for the initial license in Elementary Education K-6. As closure to Transition Assessment Point IV, candidates are also asked to provide their contact information for a follow-up survey to be completed during their first three years in teaching (Key Assessment 8).

SC School of Education reserves the right to make immediate changes to the Teacher Education Program and the Interdisciplinary Studies in Development and Learning of the Child and Young Adolescent program of study as mandated by the TN Department of Education and/or warranted by SOE data driven program decisions. Candidates seeking out-of-state licensure should contact the respective State Department of Education for information.

Application, Admission, and Program Completion Requirements

Candidates pursuing the academic major, Interdisciplinary Studies in Development and Learning of the Child and Young Adolescent, are required to complete the curriculum and all requirements specified in the BS Candidate Checklist of Requirements for Transition Assessment Points I-IV to be recommended for the initial TN license for Elementary Education K-6. The first step in the admissions process is to gain admission to SC and schedule an appointment with the SOE Administrative Advisor (AA). The AA and student meet and develop a quarterly projected academic plan that allows the student to progress through SOEAS Transition Assessment Points I-IV while completing course work in the academic major and the professional education courses.

The Interdisciplinary Studies in Development and Learning of the Child and Young Adolescent major has multiple assessment measures, including key assessments that occur at four transition assessment points: Program Admission, Candidacy, Clinical Practice, and Program Exit and Follow-Up. Candidates are required to conference quarterly with their AA to discuss their academic progress. The BS Candidate Checklist of Requirements for Transition Assessment Points I – IV informs candidates of their progress through the program.

Transition Assessment Points I – IV are outlined on a checklist monitored by the AA. The BS Candidate Checklist of Requirements for Transition Assessment Points I – IV detailed below provides candidates with feedback on their academic progress at a glance. The student may apply for formal admission to the TEP at the end of Transition Assessment Point I provided all requirements are met. After the student is formally admitted to the TEP, he/she transitions to candidacy status and maintains that through program completion. With program completion satisfied, the candidate completes application for recommendation to the TN Department of Education for the initial license in Elementary Education K-6 and for conferring of the BS degree.

SOEAS Transition Assessment Points I-IV for the academic major, Interdisciplinary Studies in Development and Learning of the Child and Young Adolescent, are specifically outlined below:

College Admission: The candidate must meet with a SC Admission's representative and satisfy all general admissions requirements.

Transition Assessment Point I: Initial Entry to Formal Admission to Teacher Education Program
The candidate must:

  • Complete TBI Fingerprinting & Criminal History Records Check; results required in SOE Admissions office prior to first enrollment in education courses.
  • Complete 45-quarter hours, or 30 semester hours, of required general studies course work.
  • Complete English Composition I and II, Mathematics I and II, and Speech with a grade of C or better.
  • Attain a cumulative GPA of 2.75.
  • Present one acceptable score from ACT Composite (22+), or SAT (1020), or Praxis I: Reading, Writing, and Math acceptable scores that meet TN minimum requirement.
  • Present 3 letters of recommendation from previous general studies faculty to the AA.
  • Complete Program Application, Curriculum Agreement & Projected Academic Plan, and finalize course registration for Qtr. 1.

Quarters 1, 2, and 3, Program Admission, the candidate must:

  • Provide evidence of STEA membership and liability insurance to AA.
  • Earn minimum grade of B in all Professional Ed courses (EDU 3000, 3021, 3031, 3040, 3051).
  • Earn minimum grade of C in all academic major courses (MAT4010, ENG 2410, GEO 1010, EDU 3060, SOC 3120, SCI 4020, and ART 3030).
  • Submit an approved philosophy paper (EDU 3000) to AA.
  • Maintain a minimum cumulative GPA of 2.75 at the end of each quarter.
  • Pass Praxis II Content Knowledge Exam (Key Assessment 1).
  • Complete Key Assessments 2, 3, and 4 in course requirements.
  • Satisfy Transition Assessment Point I requirements with AA.
  • Satisfactorily complete Teacher Education Program formal admission interview.
  • Secure approval to advance to Transition Assessment Point II and finalize course registration.

Transition Assessment Point II: Formal Admission to TEP to Admission to Student Teaching

Quarters 4 and 5, Candidacy, the candidate must:

  • Pass Praxis II Exams: Principles of Teaching & Learning (PLT); Curriculum, Instruction, and Assessment (CIA); and Reading Across the Curriculum. (Key Assessment I).
  • Satisfactorily complete Key Assessments 2, 3, and 4 in course requirements.
  • Earn minimum grade of B in all Professional Education courses (EDU 4041, EDU 4050).
  • Earn minimum grade of C in all academic major courses (HIS 4030, EDU 4060, EDU 4070, EDU 4080, PE 3080, HLT 3090).
  • Maintain a cumulative GPA of 2.75 at the end of each quarter.
  • Satisfy Transition Assessment Point II requirements with AA. 
  • Secure approval to advance to Transition Assessment Point III and finalize course registration.

Transition Assessment Point III: Admission to Student Teaching to Completion of Student Teaching

Quarter 6, Clinical Practice, Enhanced Student Teaching, the candidate must:

  • Submit a current TBI Fingerprinting & Background Check, Medical Exam, Drug Test, CPR Certification, & Evidence of Liability Insurance.
  • Complete Orientation and Professional Developments for EDU 4090 A & B.
  • In EDU 4090 A, satisfactorily complete Key Assessments 2, 3, 4 and 5 in student teaching requirements.
  • Earn a grade of Pass in EDU 4090 A to advance to EDU 4090 B.
  • In EDU 4090 B, satisfactorily complete Key Assessments 2, 3, 4 and 5 student teaching requirements.
  • Earn a grade of Pass in EDU 4090 B to schedule Portfolio Presentation and Exit Interview.
  • Satisfy E-Portfolio Requirements in EDU 4090 A and B to include artifacts linked to Key Assessments 2, 3, 4 and 5.
  • Complete Clinical Practice Survey (Key Assessment 7).
  • Satisfy Transition Assessment Point III requirements with AA, and
  • Secure approval to advance to Transition Assessment Point IV and schedule TEP Portfolio Presentation and Exit Interview.

Transition Assessment Point IV: Program Exit and Follow-Up

Quarter 6 (Extended), Program Exit and Follow-Up (Key Assessments 4, 6, 8), the candidate must:

  • Complete Portfolio Presentation and Program Exit Interview, Key Assessment 6, that demonstrates acceptable performance of candidate learner outcomes aligned with unit, state, and professional standards, reflective of an exceptional beginning instructional leader as specified in the SOE Conceptual Framework.
  • Complete application for recommendation to the TN Department of Education for initial licensure in Elementary Education K-6 (499).
  • Provide contact information for a Follow-Up Survey for Graduates/Completers to be completed during their first three years of teaching (Key Assessment 8).
  • Finalize Program Completion with AA.

Academic Standards, Candidate Progress, and Grading

Upon entering the program, BS candidates meet with their AA who explains the program of study, course schedules, academic services, grievance process, interventions, and career choices. Candidates are encouraged to confer with their AA as needed and are required to meet with their AA each quarter for an academic progress review, and next quarter's registration approval. If a candidate voluntarily withdraws from the program, a formal application for re-entry is required, and program requirements in effect at that time must be met.

The Teacher Education Committee oversees each candidate's academic record for all coursework, field experiences, and clinical practice at the end of each quarter. The requirements, including specific program requirements and key assessments reflecting unit, state and professional standards and professional dispositions and commitments that must be met by each candidate, are outlined in Transition Assessment Points I – IV described above. Candidates are informed by the AA when Transition Assessment Points I – IV are not met. Candidate deficiencies that may impact a candidate's academic standing, which may include warning, probation, or dismissal from the program, are governed by the Teacher Education Committee.

Categories of Academic Standing for Candidates are:

Good Standing: Status of a candidate who has met academic and clinical practice requirements in a satisfactory manner.

Warning: Status of a candidate whose academic and clinical practice performance places him/her in jeopardy of falling below the minimum stated standards.

Probation: Status of a candidate whose academic and clinical practice performance has fallen below the minimum stated standards.

Dismissal: Action whereby a candidate will be dismissed from the Bachelor of Science Teacher Education Program due to failure to adhere to academic and clinical practice requirements and/or policies and procedures as specified in the Teacher Education Program Handbook, the SOE Induction Manual, and the South College Catalog. The Teacher Education Committee recommends dismissal after review of the candidate's academic record and forwards the recommendation to the South College Executive Vice President.

The causes of and consequences for receiving a Warning, Probation, or Dismissal are:

Warning

A BS candidate who receives a grade of less than 80% on any Key Assessment in Transition Assessment Points I and II is reported to the Collaborative Intervention Committee at the 4th and 7th weeks for consideration of a needed intervention. Candidates are informed when an intervention is deemed necessary, and the intervention serves as a warning.

Warning for Key Assessments in Transition Assessment Points I and II:
BS candidates placed on a Key Assessment intervention are provided a written plan that details learner outcomes to be remediated and a timeline for completion. The Curriculum Coordinator prepares the plan and works with the course instructor to assure its completion. Failure to successfully complete an intervention plan may result in the candidate receiving a final grade less than a B in professional education courses and less than a C in major courses.

A BS candidate receiving a grade less than a B in professional education courses and/or less than a C in academic major courses will receive a warning and must repeat that course(s) to remain in Good Standing. Candidates failing to meet the course grade requirements after two attempts are dismissed from the BS Teacher Education Program.

A BS student teacher who receives a grade of less than 80% on any Key Assessment in weekly Clinical Practice assessments are informed by the EDU 4090 A and B course instructors of the need for an intervention, which serves as a warning.

Warning for Key Assessments in Transition Assessment Point III, Clinical Practice:
Student teachers placed on a Key Assessment intervention are provided a written plan that details learner outcomes to be remediated and a timeline for completion. The Interim Coordinators of Clinical Practice prepare the plan and work with the student teacher, plus the mentoring teacher and/or clinical practice supervisor as needed, to assure its completion. A student teaching intervention could extend the candidate's placement and/or result in not earning 80%, the grade needed to advance to the next Placement, and/or result in failure to complete EDU 4090 A and B. Failure to successfully complete Placement I or Placement II will result in dismissal from the program.

Probation

A candidate will be placed on probation if his/her cumulative GPA falls below a 2.75 on a 4.00 scale.

Candidates with a cumulative GPA below 2.75: A BS candidate with a cumulative GPA below 2.75 at the end of quarters 1, 2, 3, or 4 will receive notification from the Administrative Advisor that he/she is on probation. If the candidate raises his/her cumulative GPA to a 2.75 or higher at the end of the next quarter, he/she will be removed from probation. Only one probation quarter is allowed. Candidates unsuccessful in raising their minimum cumulative GPA to 2.75 the following quarter will be dismissed from the program.

Dismissal

BS candidates will be dismissed for failure to comply with academic and clinical practice requirements and/or policies and procedures as specified in the Teacher Education Program Handbook, the SOE Induction Manual, and the South College Catalog.

Candidates will be dismissed from the Bachelor of Science Teacher Education Program when:

  • A candidate fails to meet course grade requirements after two attempts.
  • A candidate fails to raise his/her cumulative GPA to a 2.75 during the probation quarter.
  • A candidate's cumulative GPA falls below 2.75 for a second quarter.
  • A candidate fails to meet clinical practice course requirements in Placement I or in Placement II.
  • A candidate fails to meet professional standards as reflected in the Teacher Education Program Handbook, the SOE Induction Manual, the South College Catalog, state or federal law, or for moral turpitude, unprofessional behavior, criminal activity, or other reasons as defined by South College.
  • South College reserves the right to dismiss at any time a candidate who, in its judgment, is undesirable and whose continued enrollment is detrimental to him/herself or his/her fellow candidates or whose presence is disruptive to the learning environment, or the orderly operation of the College.

Attendance

Candidates are expected to attend and participate in all class sessions and seminars each quarter. For each quarter credit hour assigned to a course, students should expect 10 hours of classroom or direct faculty instruction, which may occur face-to-face or in an electronic environment. Much of the classroom work is collaborative and interactive and cannot be made up if missed. An attendance and participation policy is stated on each course syllabus and included in the evaluation for a final grade. Class tardiness and leaving early also carry grade penalties.

For each quarter credit hours, a minimum of 20 hours of out-of-class student work should be expected. Classroom or direct faculty instruction may include, but is not limited to, lectures, discussions, forums, chat sessions, blogs, presentations, projects, group interaction, and other activities. Out-of-class work may include, but is not limited to, study and reflection, completion of assignments, reading and review of assigned materials, completion of necessary research, group meetings for study or project completion, and completion of tutorials or simulations.

Criminal Background Checks

Bachelor of Science applicants must show evidence of a current TBI Fingerprinting and Criminal History Records Check prior to first enrollment in EDU 3000 or initial entry into the program and prior to Admission to Student Teaching.

Candidate Grievance Process

If a candidate wishes to make a formal complaint to deviate from established Teacher Education Policies as stated in the South College Catalog, the Teacher Education Handbook, or the SOE website, the candidate is encouraged to discuss his/her concern with the course instructor, the Administrative Advisor, or the SOE Dean. If satisfaction cannot be attained at this level, and the candidate wants to make his/her concern official, he/she must complete a Candidate Grievance Form. Every effort will be made to resolve the concern at the SOE level. If the grievance cannot be resolved at the SOE level, the candidate would assume responsibility for following the College's grievance process outlined in the current South College Student Handbook as provided during orientation to South College and that is made available in the Dean of Student Services office and on the student portal.

 



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* Amounts for tuition, fees, books, and supplies are subject to change. The information included here is estimated for a full-time student. *

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