Post-Baccalaureate TEACH (Teacher Education K-6) Certificate

Overview of the Post-Baccalaureate Teacher Education Program

The Post-Baccalaureate Teacher Education After College Here (TEACH) Certificate program is designed for those individuals who have earned a Bachelor’s degree from a regionally accredited institution and seek to change careers to become an elementary school teacher. Successful completion of this certificate program leads to a Tennessee Elementary Education K-6 initial teaching license. Interested applicants apply through the South College (SC) admissions office and complete an interview with the TEACH Program Director to help them determine their interest and commitment to a rigorous and intense program of study.  A transcript analysis is made of the applicant’s baccalaureate coursework to determine completion of relevant general studies courses that are foundational to the licensure program.  During the interview, the Program Director and applicant discuss initial entry program criteria and confirm any deficiencies that must be satisfied.

Candidates, who are working full-time, can expect course work to be offered two evenings per week and on Saturdays (of course, appropriate out of classroom time must be allotted to complete required assignments which will include both on campus and off-campus time).  Sequenced field experiences are required and have to be completed during the time K-6 schools are open and/or during appropriate after school programs.  Professional development workshops are provided to enhance the candidate’s learning and professional growth and are scheduled periodically after Saturday classes and the hour before the evening classes. This schedule allows individuals to remain employed prior to EDU 4090 A and B, Enhanced Student Teaching.  The TEACH program is designed to be completed in 4 quarters (12-13 months).  Candidates are enrolled as full-time students and may qualify for financial aid.  No degree is awarded from SC for completion of the Post-Baccalaureate program.

The TEACH program 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.  During the TEACH program, 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 TEACH certification program 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 TEACH 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 TEACH Curriculum Matrix.  Both the Alignment Matrix of Unit, State, and Professional Standards and the Curriculum Matrix Aligned With Unit, State, and Professional Standards for TEACH 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 into the TEACH program meet with the Program Director and develop a projected academic plan and sign a TEACH Elementary Education K-6 Curriculum Agreement.   Candidates are provided a Teacher Education Program Handbookin EDU 4000that 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 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 Post Baccalaureate 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 TEACH program are required to complete the program of study and all requirements specified in the TEACH 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 their Program Director.  The Program Director and student meet and develop a projected academic plan that allows the student to progress through SOEAS Transition Assessment Points I - IV while completing course work in core content and professional education courses.

The TEACH program 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 Program Director to discuss their academic progress.  The TEACH 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 in a checklist monitored by the Program Director. The TEACH Candidate Checklist of Requirements for Transition Assessment Points I – IV detailed below provides candidates with feedback on their academic progress at a glance.  The candidate 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.

SOEAS Transition Assessment Points I-IV for the TEACH program are specifically outlined below:

College Admission: The candidate must meet with a SC Admission’s representative and satisfy all undergraduate 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.
• Submit 2 Official College/University Transcripts indicating conferred bachelor’s degree from accredited institution to Registrar’s office.
• Submit 2 letters of recommendation from previous college faculty and employers to Program Director.
• Submit one approved test score from either ACT Composite; SAT; GRE; MAT; Praxis I: Reading; Math; Writing, or other approved test to the Administrative Advisor (AA).
• Complete a TEACH Program Application.
• Complete a Writing Sample.
• Complete a successful Interview with TEACH Program Director. 
• Complete a Curriculum Agreement with Program Director.
• Receive approval to attend Orientation and finalize Qtr. 1 registration.

Quarter 1, Program Admission, the candidate must:

• Provide evidence of STEA Membership and liability insurance to Administrative Advisor (AA).
• Complete EDU 4000, EDU 4025, and MAT 4010 with a grade of B; earn GPA of 3.00.
• Submit a graded philosophy paper (EDU 4000) to AA.
• Complete Key Assessments 2, 3, and 4 incourse requirements.
• Complete Quarter 1 interview with Program Director, and
• Secure approval to advance to Quarter 2 and finalize course registration.

Quarter 2, Program Admission, the candidate must:

• Complete EDU 4026, EDU 4065, and HIS 4030 with a grade of B or better. 
• Maintain a cumulative GPA of 3.00.
• Pass Praxis II Content Knowledge exam and Principles of Teaching and

            Learning Exam (PLT), (Key Assessment 1)

• Complete Key Assessments 2, 3, and 4 incourse requirements.
• Satisfy Transition Assessment Point 1 requirements with Program Director.
• Complete Teacher Education Program formal admission interview.
• Complete end of quarter conference with Program Director.
• Secure approval to advance to Transition Assessment Point II, Candidacy, and finalize course registration.

Transition Assessment Point II: Formal TEP Admission to Admission to Student Teaching
Quarter 3, Clinical Practice, the candidate must:

• Complete EDU 4055, EDU 4075, and SCI 4020 with a grade of B or better.
• Maintain a cumulative GPA of 3.00.
• Pass Praxis II Reading Across the Curriculum exam and Curriculum, Instruction and Assessment exam. (Key Assessment 1)
• Satisfactorily complete Key Assessment 2, 3, and 4 in course requirements.
• Satisfy Transition Assessment Point II requirements with Program Director, and
• Secure approval to advance to Transition Assessment Point III, Clinical Practice, and finalize course registration.

Transition Assessment Point III, Clinical Practice: Admission to Student Teaching to Completion of Student Teaching
Quarter 4, Clinical Practice, the candidate must:

• Submit a current TBI Fingerprinting & Background Check, Medical Exam, Drug Test, CPR Certification, and Evidence of Liability Insurance.
• Complete Orientation and Professional Developments for EDU 4090 A and B.
• Satisfactorily complete Key Assessments 2, 3, 4, 5, and 7 instudent teaching requirements.
• Earn a grade of Pass in EDU 4090 A to advance to EDU 4090 B.
• Earn a grade of Pass in EDU 4090 B to schedule a Program Exit Interview.
• Satisfy E-Portfolio Requirements in EDU 4090 A & B to include artifacts linked to Key Assessments 2, 3, 4 and 5.
• Complete Candidate Program Survey, Key Assessment 7.
• Satisfy Transition Assessment Point III requirements with Program Director.
• Secure approval to advance to Transition Assessment Point IV, and
• Schedule Teacher Education Program Exit Interview.

Transition Assessment Point IV, Program Exit and Follow-Up: Completion of Student Teaching to Program Exit and Follow-Up
Quarter 4 Extended, Program Exit and Follow-Up (Key Assessments 4, 6, and 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 surveyfor graduates/completers to be completed during their first three years of teaching (Key Assessment 8).
• Finalize program completion with Program Director.

Academic Standards, Candidate Progress, and Grading

Upon entering the program, Post-Baccalaureate candidates meet with the Program Director who explains the program of study, course schedules, academic services, grievance process, interventions, and career choices.  Candidates are encouraged to confer with the Program Director as needed and are required to meet each quarter for an academic progress review, and the following 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 Program Director 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 Post-Baccalaureate 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 Post-Baccalaureate 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 that when an intervention is deemed necessary, and the intervention serves as a warning.  

Warning for Key Assessments in Transition Assessment Points I and II 
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 B.

A TEACH student teacher who receives a grade of less than 80% on any Key Assessment in weekly Clinical Practice assessments is 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, 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

Probation is only an option in Transition Assessment Point I in the TEACH program.  A TEACH candidate will be placed on probation if the candidate’s cumulative GPA falls below a 3.00 at the end of Quarter 1 OR  at the end of Quarter 2. 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.  Candidates unsuccessful in raising their minimum cumulative GPA to 3.00 the following quarter will be dismissed from the program. Only one probation quarter is allowed.

Dismissal

Post-Baccalaureate 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 Post-Baccalaureate Teacher Education Program when:

• A candidate fails to raise his/her cumulative GPA to a 3.00 at the end of a probation quarter. 
• A candidate fails to meet course grade requirements and the cumulative GPA falls below a 3.00 at the end of Transition Assessment Point II.
• 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

Post-Baccalaureate applicants must show evidence of a current TBI Fingerprinting and Criminal History Records Check prior to first enrollment in EDU 4000 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 Program Director, course instructor, 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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