Larry Peach, Interim Dean
Pat Jordan, Interim Associate Dean
Beth Mannle, Assistant Dean
Departments and Programs
The College of Education consists of five departments—three heavily involved in the preparation of school personnel, one heavily involved in the Fine Arts and one that provides academic support to under prepared students. It is the largest graduate college.
The College also operates three college-wide divisions. A Director heads each division. These are Rural Education, Teacher Education, and Technology. The Associate Dean of the College of Education heads the Ph.D. program in Exceptional Learning.
Programs within the College are accredited by:
- National Council for the Accreditation of Teacher Education (NCATE)
- National Association for Schools of Art and Design (NASAD)
- National Association of Schools of Music (NASM)
- National Association of School Psychologists (NASP)
- Prepare caring and competent professionals in teaching, school leadership, counseling, psychology, music and art.
- Provide a high quality preparation program for doctoral students in Applied Behavior Analysis, Literacy, Program Planning and Evaluation.
- Ensure the success of developmental students in their majors.
- Provide a model childhood development laboratory.
- Provide cultural events through the Fine Arts for the Upper Cumberland, the state and the region.
There are three levels of admission to the Teacher Education Program:
- The student receives provisional admission upon meeting the admission policies of the institution. Transfer and/or readmitted students must have a 2.5 cumulative GPA. Students who do not meet this requirement but do meet general admission requirements may be admitted into non-licensure programs.
- The student receives full admission upon meeting the following criteria:
- The completion of a minimum of 30 semester hours of credit, exclusive of ADP courses. The 30 semester hours must include ENGL 1010, ENGL 1020 and FOED 2011, FOED 1820/22 or the equivalent. A minimum grade of “B” or higher must be earned in all courses that are field-experiences or technology-related, or include a major field experience.
- The attainment of a minimum academic quality point average of 2.50.
- The attainment of the minimum required cut scores on the PRAXIS I (Pre-Professional Skills Test) series. The current required PRAXIS I scores are as follows: Math (173), Reading (174), and Writing (173). The PPST (PRAXIS I) may be taken as many times as necessary in order to successfully complete the entire series. The Tennessee State Board of Education has approved the following PRAXIS I exemptions for admission to Teacher Education Programs: An enhanced ACT composite score of 22 or score on the recentered SAT of 1020.
- Evidence of four desirable dispositions for success in teaching.
- A formal application filed with the Office of Teacher Education at the beginning of the first semester of attendance after the completion of 30 semester hours of credit.
- Acceptance by the Teacher Education Committee. The candidate must meet the standards for full admission and receive acceptance by the Teacher Education Committee before he/she is eligible to register for courses that require full admission.
- Criminal Background Check.
- Admission to Student Teaching. Student teaching is the culminating professional experience in the pre-service education of teachers. Admission to student teaching, in addition to full admission to the Teacher Education Program, requires the following:
- A minimum cumulative QPA of 2.50;
- A minimum of 2.0 average in the major teaching field;
- All PRAXIS II tests required for the candidate’s licensure program must be attempted and passed;
- Completion of all course prerequisites;
- Minimum grade of “B” in all courses that are field experiences, technology related, or include a major field experience;
- Completion of the College Base Exam or currently required university exit exam. To schedule your exit exam, contact Academic Affairs, 931-372-3463.
- STUDENT TEACHING CANDIDATES must submit a formal Student Teaching Application along with two Disposition Assessment Forms (One from a public school teacher and one from the candidate’s adviser). All documentation must be received by the Office of Teacher Education by the following deadlines:
- Fall Semester Student Teaching
- APPLICATION PACKET DEADLINE: JANUARY 31
- Spring Semester Student Teaching
- APPLICATION PACKET DEADLINE: AUGUST 31
Education Advising Center
Beth G. Mannle Assistant Dean/Director
Advisors: Charles Craig, Melissa Irvin, Demetria Mells
Students enrolling as freshmen or transfer students in College of Education majors (with the exception of Music and Art), enter through the Education Advising Center. The purpose of the Center is to prepare students for entry into the Teacher Education Program or complete their non-licensure degree in Exercise Science. Advisors ensure that students are properly informed of testing/licensure requirements and standards, course sequence and pre/co-requisites.
The TTU College of Education also offers its Elementary Education Licensure program on the campuses of Pellissippi State (Hardin Valley and Division Street), Roane State (Crossville, Harriman, Oak Ridge, and Scott County), McMinnville, Motlow (Moore County) and Chattanooga State. All sites are cohort based, which means that students start together as a class and go through the whole program together. Therefore, each site will be open for admission only once a year. Students must be admitted to TTU and to Teacher Education prior to joining the cohort. These students are also advised through the College Advising Center.
Office of Teacher Education
Dr. Sandy H. Smith, Director of Teacher Education
Ms. Elizabeth Boucher, Instructor/Coordinator of Assessment
Ms. Precious Edmonds, Certification Analyst
Ms. Amanda Roberts, Certification Analyst
Professional Field Experiences
The program of professional field experiences in the College of Education includes activities such as observation, participation, studies of individual students, and a limited amount of research, as well as student teaching or clinical experience. These experiences are provided throughout both the graduate and undergraduate programs.
Pre-Student Teaching Field Experiences. Most professional field experiences in which teacher education candidates engage prior to student teaching are an important part of specific college courses. Programs in connection with area public schools give candidates opportunities to work with both teachers and pupils from early childhood through high school. Field experiences in non-school settings are also available. Activities include taped classroom exercises, observation, paraprofessional work, tutorial assistance, practice, child studies, research, and limited teaching.
Enhanced Student Teaching Experience. Student teaching is an integral part of the sequence of work in professional education. Approval for student teaching indicates that the candidate has successfully met the academic, professional, and personal standards established by the Teacher Education Committee. During student teaching, the candidate spends a full semester in appropriate settings for the license sought, participating in the wide variety of instructional and non-instructional experiences which comprise the total teaching task. During this time, supervision is provided by professional mentoring teachers, administrators, and university supervisors.
Graduate Field Experiences. Opportunities are provided in many graduate courses for involvement with students in school and non-school activities. Each program includes in-depth field experience identified as a practicum, field/clinical experience, or internship.
Requirements for Degree
The undergraduate curricula in the College of Education lead to the degree of Bachelor of Science, Bachelor of Science in Education, Bachelor of Music, or Bachelor of Fine Arts; and the graduate curricula lead either to the degree of Master of Arts or Specialist in Education. Each candidate must complete the curriculum for the major subject or teaching field chosen and must comply with the university requirements for a degree. Candidates, regardless of the college in which enrolled, who will have completed licensure requirements as a part of the total hours required for graduation must pass the PRAXIS II Examinations which consist of the Principles of Learning and Teaching and the appropriate specialty examination(s).
The candidate may be required to meet revisions in the various curricula necessitated by changing standards of the National Council for Accreditation of Teacher Education or by requirements of the State Board of Education for teacher licensure.
The department chairperson, or a faculty member designated by the chairperson, serves as the candidate’s academic advisor.
Requirements for Teacher Licensure
Recommendation by the institution is one of the requirements of the Tennessee regulations for licensure. Program completers seeking recommendation for licensure must meet the following criteria:
- Candidates must meet all requirements for admission to the Teacher Education Program.
- Candidates must complete the approved program of study and all requirements for the education curriculum for the grade level(s) in which licensure is sought.
- Candidates must maintain a 2.50 overall quality point average including a 2.0 average in the major teaching field.
- Candidates must successfully complete the culminating clinical field experience or student teaching semester.
- Candidates must demonstrate the knowledge, skills, and dispositions in the subjects and grade level determined by the appropriate licensure standards and measured by the performance-based instruments in field and clinical experiences and the professional judgment of university supervisors and mentoring teachers.
- Candidates must receive a grade of “B” in all courses that are field or clinical experience, technology related, or include a major field experience.
- Candidates must complete and meet minimum scores in all state licensing examinations (PRAXIS II) required for the license sought. All candidates must submit minimum scores in the appropriate Principles of Learning and Teaching test and all applicable specialty area tests as established by the Tennessee State Board of Education.
Learning Resources Center Library
Carl Owens, Director of Instructional Technology
The Learning Resources Center in the College of Education is a service center designed primarily to help the faculty, students, and teachers improve instruction through effective utilization of appropriate materials. It provides a large collection of educational media (hardware and software) for elementary, secondary, and professional education instruction. Faculty and student personnel are available to assist in producing, selecting, and using these learning resources.
Academic Development Program
Janet F. Whiteaker, Program Leader; Associate Professor Bryant; Assistant Professors Harden, Whiteaker; Instructors Coble, Duvier, Lewald
The Academic Development Program provides students with instruction in basic skills (reading, mathematics, writing) at the developmental levels and study skills at the developmental level. Enrollment in these classes may be required by the University before a student is allowed to enroll in college-level classes.
Based upon ACT/SAT scores and test scores from the COMPASS/ASSET, students may be required to enroll in one or more classes at the pre-college (basic/developmental) level. Students needing Academic Development Program (ADP) courses must enroll in and satisfactorily complete those courses during the initial term(s) of enrollment. Students needing ADP reading courses may not enroll in courses that have an excessive amount of reading, such as: history, psychology, sociology, etc. Students needing ADP writing courses may not enroll in college-level English until the ADP writing requirement has been satisfactorily completed. Students needing ADP math courses may not enroll in college-level math, chemistry, or physics class until the ADP math requirement has been satisfactorily completed. Students may concurrently enroll in college-level courses which do not require prerequisite ADP skills. Class attendance is mandatory. Students placed and enrolled in an ADP class are not permitted to withdraw except for serious circumstances and with the permission of the program leader. A grade of “C” or higher is required for progression to the next level.
All students taking two or more developmental courses are required to take UNIV 1030 - Learning Strategies .