Overview
The Bachelor of Science (BS) in Elementary Education K-5 program of study offers an academic major in Interdisciplinary Studies in Development and Learning of the Child and Young Adolescent for grades K-5. Successful completion of this major leads to the Bachelor of Science degree and the TN initial teaching license in elementary education for grades K-5. 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 teacher leaders with the knowledge, skills, and professional dispositions and commitments necessary to help all K-5 students learn.
In addition to college educational experiences, the Interdisciplinary Studies in Development and Learning of the Child and Young Adolescent K-5 major capitalizes on inquiry to advance students’ professional growth and career opportunities and to cultivate their ability to think critically, to solve problems, to make informed decisions, to communicate and collaborate effectively, and to apply knowledge wisely. Through contemporary modes of delivery, the innovative and research-based curriculum exposes students to diverse perspectives and skills essential to independent and continuous learning.
Across the program of study, candidates experience sequential and diverse field experiences, professional development workshops, and a student teaching clinical practice component. Candidates must pass all Praxis II exams to be eligible for student teaching. As of January 1, 2019, candidates must pass the applicable two Praxis II exams prior to student teaching, and pass the state required edTPA portion upon completion of student teaching. Candidates provide assistance to classroom teachers, tutor K-5 students, teach and assess K-5 students, participate in tiered RTI2 processes, engage in planning for integrating technology into instruction, analyze, assess and reflect on videotaped teaching to prepare a written response for edTPA reviewers, participate in professional learning communities, and engage in action research to determine instructional effectiveness. During student teaching, candidates experience an in-depth exposure to teaching and learning and are required to use data to demonstrate the effect their teaching had on K-5 student learning and development through the use of edTPA lesson plans and commentaries. Candidate practice teaching is scored throughout clinical practice using edTPA templates and TEAM Evaluation rubrics to determine teacher effectiveness.
BS candidates must successfully complete 90 hours of field experience prior to student teaching. Field Experience will be completed in the following courses: EDU 1000 , EDU 3031 , EDU 3051 , EDU 3060 , EDU 4060 , EDU 4080 , MAT 4010 , and MAT 4020 . BS pre-service candidates must successfully complete 18 weeks of full-day clinical practice in student teaching placements in approved elementary schools. One placement occurs in a K-3 grade and the other in a 4-5 grade. 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 Placement II. To be eligible for licensure recommendation, candidates must pass the edTPA elementary literacy or elementary math assessment tasks. The academic major, Interdisciplinary Studies in Development and Learning of the Child and Young Adolescent for grades K-5 meets state, national and professional organization standards.
Purpose and Candidate Learning Outcomes
South College is approved by the TN State Board of Education to offer an elementary education program that leads to the initial TN Elementary Education K-5 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 teacher 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, TN Academic Standards, Council for the Accreditation of Educator Preparation (CAEP) Standards, Interstate New Teacher Assessment and Consortium (INTASC) Standards, and Professional Organization Standards. South College and the School of Education reserve the right to make necessary program changes as mandated by the Tennessee Department of Education and the CAEP.
The Bachelor of Science (BS) in Elementary Education K-5 program is congruent with the School of Education mission to advance students’ professional growth and career opportunities and to cultivate their ability to think critically, to solve problems, to make informed decisions, to communicate and collaborate effectively, and to apply knowledge wisely. Through contemporary modes of delivery, the innovative and research-based content of academic programs exposes students to diverse perspectives and skills essential to independent and continuous learning.
The BS curriculum has specific work products, objectives and assessments that provide evidence to support candidates’ achievement of the program learner outcomes for their role as exceptional beginning instructional teacher leaders for which they have been prepared. Candidates completing the BS Elementary Education K-5 curriculum accomplish the following program learner outcomes. Candidates will
- demonstrate a commitment to inquiry that results in the use and generation of research (InTASC Standards 1,2,3,5, and 7).
- demonstrate content and professional knowledge and skill that supports the success of all students (InTASC Standards 1,2,3,4,5,6,7and 8).
- demonstrate professional dispositions and commitments (InTASC Standard 10).
- engage in assessment practices that assure the continuous growth of self and all students (InTASC Standards 6 and 9).
- utilize technology to ensure learning of all students and to advance professional growth of self and the learning community (InTASC Standards 5,7,8, and 9).
- work independently and collaboratively to support the success of all students (InTASC Standard 10).
- demonstrate professional communications skills (InTASC Standards 7 and 10).
Curriculum
The BS Elementary Education K-5 curriculum and program learner outcomes are aligned with state, national and professional standards. Students accepted to South College for the BS Elementary Education K-5 licensure program declare Interdisciplinary Studies in Development and Learning of the Child and Young Adolescent as their academic major. Each student is assigned an education advisor and participates in quarterly advising that confirm appropriate academic progress and success.
Across the curriculum, candidate proficiencies are monitored and documented at four progression levels during preparation that include Pre-Entry Student (Stage 1), Pre-Service Candidate (Stage 2), Pre-Service Clinical Practitioner (Stage 3), and In-Service Program Completer (Stage 4). Students and Candidates must meet assessment criteria at each progression level and demonstrate competencies aligned with the Interstate New Teacher Assessment and Consortium (INTASC) Standards. As needed, students and candidates are afforded opportunity to remove an area of weakness, or deficiency, at any progression level by participating in an intervention plan with faculty recommendation.
Pre-Entry Student is the first program stage classification. Pre-Service Candidate is the second program stage classification and a major preparation level prior to admission to student teaching that requires pre-service candidates to pass all Praxis II exams to advance to the next program stage classification, Pre-Service Clinical Practitioner. Pre-Service Candidates not passing ALL PRAXIS II EXAMS CANNOT be admitted to Clinical Practice, Enhanced Student Teaching. As such, candidates must apply for readmission to Clinical Practice and meet curriculum and edTPA requirements in place at that time for student teaching. Clinical Practice is third progression level from Admission to Student Teaching to Completion of Student Teaching. During two placements of student teaching in grades K-3 and 4 or 5, pre-service candidates complete multiple program assessments that demonstrate their application of instructional effectiveness and the impact on all K-5 students’ learning and development. At the fourth program stage, In-Service Program Completer, candidates are full-time employed as teachers in schools, and provide feedback to the School of Education regarding their program experience during their first three years of teaching. To earn the Bachelor of Science degree in Elementary Education K-5, candidates must complete all courses in the curriculum and all requirements and competencies specified in the three program stages, leading to employment.
The South College School of Education reserves the right to make immediate changes to the Teacher Education Program and the Bachelor of Science Elementary Education K-5 licensure program as mandated by the TN Department of Education and CAEP as both proceed in the next academic year to develop implementation policies and procedures of newly adopted standards.
Application, Admission, and Program Completion Requirements
Students and Pre-Service Candidates pursuing the academic major, Interdisciplinary Studies in Development and Learning of the Child and Young Adolescent, are required to complete all courses in the curriculum and all requirements and competencies specified in the first three progression levels and competency categories in order to be recommended for the initial TN license for Elementary Education K-5. The first step in the admissions process is to gain admission to SC and schedule an appointment with an education advisor. The advisor and student meet and develop a quarterly projected academic plan that shows the student a timeline for progressing through the three stages.
The Interdisciplinary Studies in Development and Learning of the Child and Young Adolescent major has multiple assessment measures that occur at four progression levels [Pre-Entry Student, Pre-Service Candidate, Pre-Service Clinical Practitioner, and In-Service Program Completer]. Students and Candidates are required to meet with an education advisor quarterly to discuss their academic progress and to advance to the next quarter. The Four Progression Levels inform students and candidates of their academic progress as they progress through the Elementary Education K-5 program. Interventions are available as needed through faculty recommendation for candidates to remove deficiencies.
Stage 1/Pre-Stage 2 Criteria for Admission to Program:
For Stage 2 Pre-Service Candidate entry to the BS Elementary Education K-5 program, students must meet the following requirements:
- Complete VECHS TBI Waiver form and submit to Dean, School of Education.
- Complete TBI Fingerprinting & Criminal History Records Check; results required in SOE file prior to first enrollment in education courses.
- Provide evidence of liability insurance (e.g. STEA or P.E.T. membership).
- Complete 36 Quarter hours with the required 2.75 grade point average, including completion of EDU 1000 , EDU 1010 , EDU 2000 , and EDU 2010 with grades of C or better in each. A minimum grade of C must be earned in all Core Courses.
The following must be submitted to the Teacher Education Office, in order to be considered for the Stage 2 Pre-Service Candidate Interview:
- Three completed program recommendation forms, two from AST Faculty and one from EDU Faculty.
- One acceptable score from the following: ACT 21 or better, or SAT 1080 or better, or Tennessee required minimum passing scores on Praxis I subtests in Reading, Writing, and Mathematics.
- Evidence of LiveText account before beginning EDU 3011 .
Upon submission of the information in #1 and #2, an interview will be scheduled and completed for consideration of Stage 2 Pre-Service Candidate status in the program. Upon successful completion of the interview, submission of required documents, and upon meeting testing score requirement, grade point average, and earned credit hour requirements, the School of Education shall recommend the student for Stage 2 Pre-Service Candidacy to the Teacher Education Committee. Upon Teacher Education Committee approval, the student shall become a Stage 2 Pre-Service Candidate in the program.
Pre-Service Candidate (Stage 2) must complete the following requirements to be admitted to Pre-Service Clinical Practitioner (Stage 3) and before starting student teaching:
- Pass the following Praxis Exams:
- Elementary Education: Content Knowledge (Test Code 5001 or can be taken individually using codes 5002, 5003, 5004, 5005)
- Teaching Reading: Elementary Education (Test Code 5203)
- Completion of Stage 2 Portfolio and presentation
- Grade of B or higher in all major and professional education courses
Upon the successful completion of Stage 2 requirements candidates will be recommended for Pre-Service Clinical Practitioner (Stage 3)
Once admitted to Pre-Service Clinical Practitioner (Stage 3) candidates must complete the following requirements to graduate:
- Create a TN Compass account
- Successfully submit edTPA
- Completion of Stage 3 portfolio and presentation
- Completion and presentation of Action Research Project
- Completion and presentation of Professional Development Project
- Exit Interview and Pre-Service Candidate Program Survey
Candidates who complete the BS Elementary Education K-5 program of study and who have successful completion of Stages 1, 2, and 3, pass all required praxis test, and obtain a passing score on edTPA will be recommendation to the TN Department of Education for the initial teaching license in Elementary Education K-5 by the Dean of the School of Education.
Academic Standards, Candidate Progress, and Grading
Upon entering the program, BS candidates meet with an education advisor who explains the program of study, course schedules, academic services, grievance process, interventions, and career choices. Candidates are encouraged to confer with their education advisor a minimum of each quarter for an academic progress review, and the next quarter’s registration approval. If a student or pre-service 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 appropriate progression through the program. Candidates are informed by the education advisor when program requirements and competencies 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 Students and Pre-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 Student Teaching Induction Manual, and the South College Student Handbook. The Teacher Education Committee recommends dismissal after review of the candidate’s academic record and forwards the recommendation to the South College Vice Chancellor of Institutional Advancement and Effectiveness.
The causes of and consequences for receiving a Warning, Probation, or Dismissal are:
Warning
A BS candidate who receives a course grade below what is required receives a Warning. Deficiencies are reported to the School of Education Faculty for consideration of a needed intervention. Candidates are informed when an intervention is deemed necessary, and a schedule for completion determined.
Warning for Deficiencies in Progression Levels/Stages (Program Admission and Pre-Service Candidacy)
BS candidates placed on an intervention are provided a written plan that details learner outcomes to be remediated and a timeline for completion. The Dean prepares the intervention plan and works with the student or pre-service candidate to assure its completion. Failure to successfully complete an intervention plan may result in the student or pre-service candidate receiving a final grade less than B in professional education courses and less than a C in academic major courses.
A BS candidate receiving a grade less than B in professional education courses and/or less than 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.
Warning for Deficiencies in Clinical Practice
A BS Clinical Practice Student Teacher who receives a less than Target score on any key assessment, specifically edTPA and TEAM Evaluation rubrics, receives a Warning that work has not met the minimum Target performance and must confer with the Student Teaching Coordinator who then collaborates with the School of Education Student Teaching Supervisor and Mentoring Teacher to establish an intervention plan, as appropriate, that details what actions must be taken in order to avoid less than Target scores, the score needed to advance to the next Placement or to complete EDU 4090A or EDU 4090B . Interventions during clinical practice in student teaching could EXTEND a candidate’s placement. Failure to successfully complete Placement I or Placement II will result in dismissal from the BS Initial Licensure program. Such candidates may apply for readmission to Clinical Practice and meet curriculum and edTPA requirements in place at that time for student teaching and the program.
Warning for Dispositions Unbecoming of a Future Educator
BS students or pre-service candidates who exhibit dispositions unbecoming of a future educator shall have a School of Education (SOE) recommendation form completed by a designated SOE faculty member. The recommendation form shall be provided to the student or pre-service candidate in a meeting regarding the disposition(s) issue(s), and a copy of the completed form shall be placed in the student or pre-service candidate’s file. Further dispositional issues exhibited by the student or pre-service candidate may lead to program Probation and/or Dismissal.
Probation
A student or per-service 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 education 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 Student Teaching Induction Manual, and the South College Student Handbook.
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 Student Teaching Induction Manual, the South College Student Handbook, 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, exhibits undesirable dispositions 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.
Academic Participation
Candidates are expected to participate in all class sessions and seminars each quarter. Education classes typically meet once a week for three and one-half hours with additional time required outside of class for preparation and study. 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.
Criminal Backgroud Checks
Bachelor of Science applicants must show evidence of a current TBI Finger-printing and Criminal History Records Check prior to first enrollment in 1000 level education courses at initial entry into the program and prior to Admission to Student Teaching.
STEA or P.E.T - Evidence of Student Tennessee Education Association or Professional Educators of Tennessee membership (and copies of renewal receipts as appropriate) is required to be submitted to the Dean of the School of Education prior to field experience participation. This membership must be renewed annually throughout the candidate’s program including Enhanced Student Teaching. STEA or P.E.T. membership affords each candidate liability insurance as well as numerous professional development opportunities.
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 education 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 available in the Director of Student Services office and on the student portal.
The Bachelor of Science in Teacher Education Elementary (K-5) degree program is currently offered at the Knoxville campus (Onground/Hybrid).
