All classes meeting at regularly scheduled times on Friday, February 27, 2015.
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.
The School of Education mission, congruent in general and specifically with the mission of South College, 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 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 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 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 South College School of Education currently offers a Master of Education in Teacher as Instructional Leader degree program. The Master of Education in Teacher as Instructional Leader is a four-quarter cohort program of study designed to prepare teachers as instructional leaders in the classroom and in the total school.
The Master of Education in Teacher as Instructional Leader curriculum focuses on enhancing candidates' professional leadership knowledge, skills, commitments, and dispositions to serve as instructional leaders in their schools. The curriculum is sequenced to permit inquiry into the philosophy, theory, and issues of leadership as candidates extend their knowledge and skills in numeracy and literacy for application and integration into their school curriculum. Candidates build on, modify, and/or create knowledge, skills, commitments, and dispositions as they inquire, problem-solve, and make decisions relative to the curriculum, instruction, and assessment of numeracy and literacy for the enhancement of achievement for all students.
Candidates rely on their expanding knowledge, skills, commitments, and dispositions in leadership and numeracy and literacy as a foundation for their action research project, their personal professional development plan, and their professional portfolio. Candidates' classrooms serve as the site for conducting action research and collecting work samples for their internships. As candidates progress through the program of study, they develop their personal professional development plan independently and collaboratively with fellow teachers and administrators. The program of study concludes with a practicum experience designed for presentation of the personal professional development plan, action research project, and professional portfolio with work samples documenting methodology in numeracy and literacy that enhance student learning.
The Master of Education in Teacher as Instructional Leader program meets unit, state and professional standards and supports local, regional, and national employment needs.
The purpose of the Master of Education in Teacher as Instructional Leader program is to develop the knowledge, skills, commitments, and professional dispositions of candidates to become exceptional instructional leaders who advocate inquiry for self and all members of the learning community as a tool for continuous learning; who embrace diversity and advocate tolerance; who exhibit ethical behaviors; who exemplify integrity and fairness; who can think systemically; who can work independently and collaboratively; who exercise wise communication; and, who extol the belief that all students can learn. This purpose is designed to accomplish the mission of the School of Education and is guided by institutional goals, research, Tennessee Teacher Professional Standards, National Council for Accreditation of Teacher Education (NCATE) Standards, the National Board for Professional Teaching (NBPT) Standards, Interstate School Leaders Licensure Consortium (ISLLC), and Teacher Leadership Standards.
Candidates completing the Teacher as Instructional Leader program will accomplish the following learner outcomes:
Candidates participate in multiple assessments while enrolled in sequenced coursework over four consecutive quarters. Candidates demonstrate achievement of learner outcomes from various assessments coordinated in course work throughout assessment transition points.
According to state and national standards, different levels of assessment must occur throughout a program of study to inform candidates of their progress.
It is expected that all applicants will present a strong level of interest for leadership and demonstrate high capability for program success by satisfying pre-entry screening requirements that include the following:
Once enrolled in the graduate program, candidates will be assessed at Transition Assessment Points I – IV. The Graduate Program Co-Chairs will conduct a formal review of candidate progress at the end of each quarter in relation to professional dispositions and commitments and to academic and internship experiences to determine advancement in the program. For candidates not meeting advancement criteria, an intervention plan will be established.
Criteria for Transition Assessment Points I - IV of the Master of Education in Teacher as Instructional Leader are outlined below:
At the end of Quarter 1, the candidate must:
At the end of Quarter 2, the candidate must:
At the end of Quarter 3, the candidate must:
At the end of Quarter 4, the candidate must:
Upon successful completion of all program requirements, candidates are recommended for graduation and for conferring of the Master of Education degree.
Upon entering the graduate program, candidates are encouraged to confer with the Graduate Program Co-Chairs as needed and are required to meet each quarter for an academic progress review and registration approval for the next quarter. 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 met.
The SOE Graduate Co-Chairs oversee each candidate's academic record for all coursework and internship experiences 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 above in Transition Assessment Points I –IV. Candidates are informed by the Graduate Co-Chairs 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 Graduate Co-Chairs.
Categories of Academic Standing for Candidates are:
Good Standing: Status of a candidate who has met academic and internship requirements in a satisfactory manner.
Warning: Status of a candidate whose academic and internship performance places him/her in jeopardy of falling below the minimum stated standards.
Probation: Status of a candidate whose academic and internship performance has fallen below the minimum stated standards.
Dismissal: Action whereby a candidate will be dismissed from the Master of Education in Teacher as Instructional Leader program due to failure to adhere to academic, internship, and program requirements, and/or policies or procedures as specified in the Master of Education in Teacher as Instructional Leader Program Handbook and the South College Catalog. Graduate Program Co-Chairs recommend dismissal and forward the recommendation to the SOE Dean who after approval forwards the recommendation to the SC Executive Vice-President.
The causes of and consequences for receiving a Warning, Probation, or Dismissal are:
A candidate who receives a grade of less than 70% on any key course assessments will receive a warning and must meet with the Graduate Program Co-Chairs for an intervention plan.
Warning for Key Course Assessments: Candidates placed on an intervention are provided a written plan that details learner outcomes to be remediated and a timeline for completion.The Graduate Program Co-Chairs prepare the plan and work with the candidate to assure its completion. Successful completion of the intervention plan is required before approval is granted for enrollment in coursework the following quarter. Failure to complete the intervention plan may result in the candidate receiving a final grade less than B.
A candidate will be placed on probation if his/her cumulative GPA falls below a 3.00 on a 4.00 scale.
Candidates with a cumulative GPA below 3.00: A candidate with a cumulative GPA below 3.00 at the end of any quarter will receive notification from the Graduate Program Co-Chairs that he/she is on Probation. If the candidate fails to raise his/her cumulative GPA to a 3.00 at the end of the next quarter, he/she will be dismissed from the Master of Education in Teacher as Instructional Leader program. If the candidate raises his/her cumulative GPA to a 3.00 or higher at the end of the next quarter, he/she will be removed from Probation. If a candidate's cumulative GPA falls below a 3.00 a second time, he/she will be dismissed from the Master of Education in Teacher as Instructional Leader program. Only one probation quarter is allowed.
Action whereby a candidate will be dismissed from the Master of Education in Teacher as Instructional Leader program due to failure to adhere to academic, internship, and program requirements, and/or policies or procedures as specified in the Master of Education in Teacher as Instructional Leader Program Handbook and the South College Catalog.
Course instructors determine the final grade in all courses. Grades are based on the requirements of each course, attendance and participation, and a final examination. Assignments are particular to each course. Examples of assignments are written assignments, action research, oral presentations with use of technology, reading assignments, reflective journal entries, development of personal portfolio, and professional development activities. The weight or value of assignments is found on the course syllabus.
|Letter Grade||Q.P.||Percentage Score Range|
Candidates must maintain a cumulative grade point average (G.P.A.) of 3.00 to remain in the graduate program.
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.
Graduate applicants must show evidence of a current TBI Fingerprinting and Criminal History Records Check prior to enrolling in graduate coursework.
The South College Graduate School of Education Leadership Academy currently offers a Master of Education in Teacher as Instructional Leader degree program. The Master of Education in Teacher as Instructional Leader is a four-quarter cohort program of study designed to prepare teachers as instructional leaders in the classroom and in the total school.
* Amounts for tuition, fees, books, and supplies are subject to change. The information included here is estimated for a full-time student. *