LINCOLN MEMORIAL UNIVERSITY
MEd in INITIAL TEACHER LICENSURE
HANDBOOK
2014-15
J. Michael Clyburn, EdD, Dean
Teresa Bicknell, EdD, Associate Dean
Tammy Barnes, EdD, Director
6965 Cumberland Gap Parkway, Harrogate, TN 37752
423.869.6405
Jamie.rutland@lmunet.edu
Tammy.barnes@lmunet.edu
Values • Education • Service
The Master’s in Education in Initial Teacher Licensure is intended to assist graduate students pursuing
teacher licensure for Elementary, K-12, and Secondary Education and is a dated publication; an online
version may be found at http://sharepoint.lmunet.edu/postbac. The handbook will answer many questions
graduate candidates have concerning the Initial Teacher Licensure Program. Compliance with the
policies and procedures set forth in the handbook and frequent advising conferences with a faculty
advisor will guide the candidate toward successful completion of the Teacher Education Program in a
timely manner.
It is the candidate’s responsibility to ensure that all program requirements are fulfilled. Therefore,
it is imperative for the candidate to become familiar with all MEd in Initial Teacher Licensure Program
requirements set forth in the handbook, the University Catalog
(http://www.lmunet.edu/academics/pdf/GraduateEducationCatalog14-15.pdf) and the LMU Student
handbook http://www.lmunet.edu/education/academics/MEdITL.shtml
Should the candidate have any questions regarding requirements, please contact the program counselor or
the program director to have questions answered and to provide direction for the completion of the
program.
The MEd in Initial Teacher Licensure Handbook is a dated publication. Teacher licensure programs
conform to current Tennessee and University guidelines and requirements for graduation. The candidate
should be aware that Teacher Education requirements are subject to change in order to maintain
compliance with state and university requirements. The MEd in Initial Teacher Licensure Program
reserves the right to make programmatic changes and to implement such changes as deemed
necessary by the Tennessee Department of Education and/or Lincoln Memorial University.
Candidates are responsible for current information regarding their program of study.
Lincoln Memorial University shall not discriminate against any person based on age, color, creed,
disability, ethnic/national origin, gender, military status, race, religion, or sexual orientation.
Students with disabilities:
Any student with a disability should bring documentation for the disability to the ADA Compliance
Officer in the Office of Student Services. When the documentation has been reviewed, a form will be
completed stating the reasonable accommodations to be granted to the student with a disability.
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TABLE OF CONTENTS
DIRECTORY ........................................................................................................................... 5
PROGRAM FACULTY ......................................................................................................................................... 5
WELCOME TO THE MASTER’S IN EDUCATION IN INITIAL TEACHER LICENSURE
PROGRAM .............................................................................................................................. 6
LINCOLN MEMORIAL UNIVERSITY VISION................................................................................................................... 7
LINCOLN MEMORIAL UNIVERSITY MISSION ................................................................................................................ 7
UNIT MISSION STATEMENT..................................................................................................................................... 7
CARTER AND MOYERS SCHOOL OF EDUCATION PURPOSE.............................................................................................. 8
CARTER AND MOYERS SCHOOL OF EDUCATION PHILOSOPHY ......................................................................................... 8
KNOWLEDGE BASES THAT SUPPORT THE UNIT’S CONCEPTUAL FRAMEWORK..................................................................... 9
THEORY AND WISDOM OF CONCEPTUAL FRAMEWORK AND PRACTICE ............................................................................. 9
INSTITUTIONAL STANDARDS .................................................................................................................................. 11
CARTER AND MOYERS SCHOOL OF EDUCATION INSTITUTIONAL STANDARDS
STANDARDS & CANDIDATE PROFICIENCIES ALIGNMENT MATRIX ................... 12
MED IN INITIAL TEACHER LICENSURE PROGRAM (MEDITL) GOALS AND
PERFORMANCE EXPECTATIONS ................................................................................... 14
ADMISSION REQUIREMENTS.................................................................................................................................. 21
SECURING PROGRAM PLACEMENT.......................................................................................................................... 22
DEFICIENCIES IN UNDERGRADUATE COURSEWORK ..................................................................................................... 23
DENIAL OF ADMISSION......................................................................................................................................... 23
PROGRAM MODULES AND COURSEWORK ................................................................. 24
MODULE I ......................................................................................................................................................... 24
MODULE II ........................................................................................................................................................ 25
Situational Conditions for EDUC 591 Enhanced Student Teaching (Enhanced Clinical Practice) ............. 26
MODULE III ....................................................................................................................................................... 26
Clinical Practice Placement ...................................................................................................................... 27
PROGRAM COMPLETION AND EXIT ............................................................................. 28
DIRECTOR OF TEACHER CERTIFICATION/TESTING ....................................................................................................... 28
RECOMMENDED TESTING TIMELINE ........................................................................................................................ 28
ADD ON ENDORSEMENTS ..................................................................................................................................... 29
MODULE IV: MED DEGREE .................................................................................................................................. 29
Program Assessment and Assessment Plan Outline ................................................................................ 30
CARTER AND MOYERS ASSESSMENT SYSTEM (CMAS) .......................................... 31
MED IN INITIAL TEACHER LICENSURE PROGRAM RETENTION GUIDELINES ...................................................................... 31
COMPLAINT AND GRIEVANCE PROCEDURE ............................................................................................................... 32
APPEALS PROCEDURE .......................................................................................................................................... 32
MED IN INITIAL TEACHER LICENSURE PROGRAM POLICIES AND PROCEDURES.................................................................. 32
ATTENDANCE ..................................................................................................................................................... 34
CHILDREN, CELL PHONES, LAPTOPS AND PROFESSIONAL DRESS IN THE CLASSROOMS ....................................................... 35
SERVICE LEARNING/PROFESSIONAL DEVELOPMENT ................................................................................................... 35
SMOKE FREE CAMPUS POLICY ............................................................................................................................... 35
SERVICES AND STUDENT ORGANIZATIONS .............................................................. 37
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LIABILITY INSURANCE ........................................................................................................................................... 37
TAGGE CENTER FOR ACADEMIC EXCELLENCE ............................................................................................................ 37
STUDENT SUPPORT SERVICES PROGRAM ................................................................................................................. 38
PATHWAY.......................................................................................................................................................... 38
LIBRARY ............................................................................................................................................................ 38
COUNSELING ...................................................................................................................................................... 38
APPENDICES........................................................................................................................ 39
MED IN INITIAL TEACHER LICENSURE CANDIDATE PROFESSIONAL DISPOSITIONS............................................................ 400
DISPOSITION FORM ........................................................................................................................................... 411
MED IN INITIAL TEACHER LICENSURE PROGRAM STATEMENT OF ETHICS ...................................................................... 444
MED IN INITIAL TEACHER LICENSURE PROGRAM PLAGIARISM STATEMENT ................................................................... 455
CERTIFICATE OF AUTHORSHIP .............................................................................................................................. 455
MED IN INITIAL TEACHER LICENSURE PROGRAM TBI-L1 STATEMENT.......................................................................... 466
APPLICANT WAIVER FOR TBI-L1 RELEASE TO ENTITY/AGENT .................................................................................... 477
HELPFUL KEY TERMS ........................................................................................................................................ 488
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DIRECTORY
Dean, Carter & Moyers School of Education ......................................... Dr. Michael Clyburn (423) 869-6223
Associate Dean, Carter & Moyers School of Education ........................... Dr. Teresa Bicknell (865)-531-4108
Director of MEd in Initial Teacher Licensure Program ............................. Dr. Tammy Barnes (865) 531-4137
MEd in Initial Teacher Licensure Program Counselor ......................................Jamie Rutland (423) 869-6114
Director of Clinical/Field Placement ........................................................... Dr. Cherie Gaines (865) 531-4154
Director of Testing/Certification ............................................................................ Erin Brock (423) 869-6405
Director of Financial Aid .....................................................................................Bryan Erslan (423) 869-6336
Student Accounts ............................................................................................... Joyce Stanley (423) 869-6305
PROGRAM FACULTY
Dr. Tammy Barnes
Phone: 423-361-3171
Assistant Professor, Program Director
E-mail: Tammy.barnes@lmunet.edu
Cedar Bluff
Dr. Rebecca Burleson
423-765-1088 (H)
Assistant Professor, Education
rebecca.burleson@lmunet.edu
LMU Kingsport
Dr. Kevin Jones
423-489-0525
Associate Professor, Education
kevin.jones@lmunet.edu
LMU Harrogate
Dr. Tony Maxwell
423-869-6257
Adjunct Professor, Education
tony.maxwell@lmunet.edu
LMU Harrogate/Cedar Bluff
Dr. Janet Mobley
865-809-8084 (C)
Assistant Professor, Education
janet.mobley@lmunet.edu
LMU Cedar Bluff
Dr. Ashley Stanley
867-276-6631 (C)
Assistant Professor, Education
ashley.stanley@lmunet.edu
LMU Kingsport
Dr. Vicki Clevinger
Adjunct Faculty, Education
LMU Cedar Bluff
423-335-5341
vclevinger@k12k.com
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WELCOME TO THE MASTER’S IN EDUCATION
IN INITIAL TEACHER LICENSURE PROGRAM
The Master’s in Education in Initial Teacher Licensure Program (MEdITL) at Lincoln Memorial
University has been a significant program at Lincoln Memorial University for many years providing
schools with quality teachers and professional programs that have continually improved the teaching
profession. The design of the MEdITL Program at Lincoln Memorial University reflects the mission of
the University, complies fully with the standards of accreditation set forth by the Southern Association of
Colleges and Schools (SACS), the regulations that govern Teacher Education Programs of the State of
Tennessee, as well as the standards of the National Council for the Accreditation of Teacher Education
(NCATE). The licensure program is approved by the Tennessee State Board of Education and adheres to
the National Council for Accreditation of Teacher Education standards.
Graduates of Lincoln Memorial University’s MEdITL Program are frequently recognized for their
mastery of content, their ability to think critically, communicate effectively, match teaching strategies to
learning styles, and appreciate the diverse learner and their recognition of the unique needs of teaching in
a multicultural setting. Our teacher education graduates understand the need to establish a caring, secure
learning environment for their students and they understand the importance of keeping abreast of the
needs of an ever-changing society.
The MEdITL Program offers teacher licensure in Tennessee in K-6 Elementary Education, 7-12
Secondary Education in basic business, biology, chemistry, English, history, or mathematics, and K-12
licensure in physical education, music or visual arts. Secondary majors who already hold a degree in the
area in which they are seeking licensure can qualify for licensure with a minimum additional core of 18
graduate hours beyond their Bachelor’s degree. Because Elementary majors do not have a degree in a
specified licensure discipline as required for the Secondary majors, Elementary licensure requires the 18
hours of core courses and an additional 18 hours of methods coursework which may be applied toward
their required hours for Master’s.
Candidates in post-baccalaureate programs such as the MEd in Initial Teacher Licensure Program must
have completed a baccalaureate degree but NOT have completed a teacher licensure program.
Candidates must demonstrate specific potential and must demonstrate the appropriate dispositions to
become an effective teacher leader and show a genuine professional interest for the teaching and learning
process.
All credit awarded to students in the MEdITL Program is graduate level and fees are assessed in
accordance with the School of Graduate Studies. The MEd in Initial Teacher Licensure Program is a
teaching licensure program that also offers the option to complete a Master’s of Education degree in
Curriculum and Instruction. Students are encouraged, but not required, to complete this Master’s option.
Teacher preparation begins with establishing a knowledge base acquired in the general education courses
completed during an undergraduate degree program. The first experience in the MEdITL Program is an
introduction to the teaching profession. This initial component challenges the candidate to confirm the
desire to teach. To develop the candidate’s knowledge, skills, and dispositions, the professional program
combines cognitive, behavioral and affective experiences in the University classroom and in the real
world of practice in field-based experiences in K-12 classrooms.
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Lincoln Memorial University Vision
Lincoln Memorial University strives to achieve regional distinction as a student-centered, educational,
and service-oriented intellectual and cultural community defined by excellence, creativity and diversity in
its people, procedures and programs.
Aligning with its vision, the University’s mission emphasizes a commitment to quality teaching, research
and service through a values-based learning community. The University mission statement is as follows:
Lincoln Memorial University Mission
Lincoln Memorial University is a values-based learning community dedicated to providing educational
experiences in the liberal arts and professional studies. The University strives to give students a
foundation for a more productive life by upholding the principles of Abraham Lincoln’s life: a dedication
to individual liberty, responsibility, and improvement; a respect for citizenship; recognition of the
intrinsic value of high moral and ethical standards; and a belief in a personal God.
The University is committed to teaching, research and service. The University’s curriculum and
commitment to quality instruction at every level are based on the beliefs that graduates must be able to
communicate clearly and effectively in an era of rapidly and continuously expanding communication
technology, must have an appreciable depth of learning in a field of knowledge, must appreciate and
understand the various ways by which we come to know ourselves and the world around us, and must be
able to exercise informed judgments.
The University believes that one of the major cornerstones of meaningful existence is service to
humanity. By making educational and research opportunities available to students where they live and
through various recreational and cultural events open to the community, Lincoln Memorial University
seeks to advance life in the Cumberland Gap area and throughout the region through its teaching,
research, and service mission.
-Approved by the Board of Trustees 5 May 2006
Unit Mission Statement
The Carter and Moyers School of Education of Lincoln Memorial University is dedicated to preparing
professional educators of distinction who embody the three core ideals of Values, Education, and
Service in candidates who:
 demonstrate the dispositions of the education profession. (Values)
 articulate and demonstrate the knowledge base of moral, social and political dimensions which
will impact individual students, schools districts, and communities for the enrichment of society.
(Values)
 demonstrate the teaching skills and learning strategies acquired through rigorous academic
studies and active engagement in real life classroom experiences while involved in field and
clinical placement in partner P-12
Schools. (Education)
 promote lifelong learning through continued professional development and scholarship.
(Education)
 assist in meeting the educational needs of a global society, especially the underserved. (Service)
 articulate an understanding that all students can learn as well as demonstrate the dispositions to
serve and teach diverse student populations. (Service)
-Adopted by the Carter and Moyers of School of Education Faculty 5/11/12
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Carter and Moyers School of Education Purpose
The Carter and Moyers School of Education is committed to preparing and mentoring quality professional
educators of distinction, whether they be teachers, administrators, or other school professionals, to
promote collaboration with learning communities interested in establishing partnerships, to conduct
research designed to improve educational practices, and to advance educational theory. The purpose of
the School of Education is to develop candidates with the content knowledge, professional and
pedagogical knowledge, skills, and professional dispositions applying the Lincoln Memorial University
core principles of education, values, and service enabling candidates to become successful professional
educators of distinction who will make a positive impact on this generation and the next.
Carter and Moyers School of Education Philosophy
“Preparing professional educators of distinction to make a positive impact on this generation and the
next” provides the philosophical base, direction, and parameters, achieved through a constructivist, selfdirected and lifelong learner theory, for the development of professional educators, at both the initial and
advanced levels, through:
Values








Education





Service



Upholding the principles of Abraham Lincoln
Individual liberty
Individual responsibility
Individual improvement
Respect for citizenship
Appreciation for a diverse community
High moral and ethical standards
A belief in a personal God
Commitment to quality teaching and instruction
Commitment to inquiry and research
Appreciation for the depth of learning in a field of knowledge
Appreciation and understanding of knowing oneself and the world around us
An ability to exercise informed judgments
Belief that a major cornerstone of a meaningful existence is service to humanity
Service to the community where one lives
Service in a global and diverse society with an emphasis on the underserved
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Lincoln Memorial University’s conceptual framework is built on the concept of Values, Education, and
Service as reflected in the visual framework of the Carter and Moyers School of Education. In alignment
with the University’s mission and vision, the School of Education develops high quality educators with
Values congruent with the dispositions of the profession, strong general and content knowledge fitting the
highest standards of Education at LMU, and a commitment to Service through the development of
professional skills that benefit the community they serve. These three components, as reflected in the
school’s slogan, lead to Preparing Professional Educators of Distinction to Make a Positive Impact on
This Generation and the Next.
Knowledge Bases that Support the Unit’s Conceptual Framework
The School of Education at Lincoln Memorial University is committed to student-centered experiences
rooted in a constructivist, self-directed, lifelong learning foundation in order to provide excellence
through Values, Education, and Service, in developing practitioners who are effective professionals and
leaders for the students, schools, and the communities they serve.
Theory and Wisdom of Conceptual Framework and Practice
Since its foundation, the Teacher Education Program has evolved, creating new emphases and curriculum
modification on constructivism, multiple intelligences, teaching and learning styles, diversity,
technology, academic standards-driven curriculum and assessment, student centered goals that encourage
life-long problem solving and reflection for personal and societal improvement. It is the belief of the unit
faculty that understanding the principles of andragogy, applied at both the initial and advanced levels, will
lead to the development of improved pedagogy. This is highlighted through an emphasis on Values,
Education, and Service. The program integrates all of these emphases or common threads with a
significant emphasis on preparing teaching professionals to make “a positive impact on this generation
and the next” throughout the professional core of teaching.
Constructivism embodies concepts generated by research to inform how students learn and thus how
teachers should teach, to learn how to learn. The ideas are that in individuals, schema or networks are
formed, that prior knowledge is important, and that new learning must address prior knowledge (Brooks
& Brooks, 1993; Fosnot, 1996; Simon, 1995). Candidates demonstrate this development through a
portfolio approach in the MEd in Initial Teacher Licensure Program (MEdITL). The portfolio allows for
reflection and development that expand the general knowledge of the candidate (Education), enhancing
self-reflection into current and development schemas (Values), and enhancing professional development
with a focus on the practice of teaching (Service).
The MEd in Initial Teacher Licensure Program (MEdITL) philosophy is based on the constructivist
theory. The philosophy of constructivism as the foundation of the program is visually depicted in the
program’s model beginning with Values, Education, and Service within the disciplines as the basis or
foundation for the curriculum. Throughout the program, candidates demonstrate the knowledge, skills,
and dispositions that thread constructively throughout the Professional Core with a “begin with an end in
mind” (Covey, 1992, p 97) outcome of “preparing professional educators of distinction to make a
positive impact on this generation and the next.”
Constructivism has implications that impact institutions given the task of preparing teachers who have the
Education (knowledge and skills), Values (dispositions), and Service (professional practice) to facilitate
the learning process in this global society (Steffe & D’Ambrosio, 1995; Steffe & Gale, 1995). One
implication is that each individual (teacher/student) approaches the learning task as a whole. This idea is
captured in the theme of the MEd in Initial Teacher Licensure Program – “Preparing professional
educators of distinction to make a positive impact on this generation and the next.” When applied, the
teacher’s role is to regard the learner as a whole and to teach from the perspective that a dynamic
interaction is going on between the learner and the teacher. The constructivist theory asserts that the
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candidate enters the program as a whole (with prior knowledge and experiences) within a whole. The
program integrates the constructivist philosophy with modified curriculum orientations of cognitive
processes, academic rationalism, and personal relevance. At any given time, there are several curriculum
orientations operating in a dynamic confluence.
The program recognizes that students and curriculum are influenced by many factors like complex
societal and cultural forces. While in the program, the candidate experiences an organic, dynamic process
that enables the learner to construct beliefs, concepts, and intra/inter personal attributes that empower the
learner (Values).
Formal and informal assessments at multiple benchmark and transition points are used to continuously
evaluate data to improve the content knowledge, professional and pedagogical knowledge, and skills and
dispositions of the unit’s programs in order to benefit the candidates. The assessments are intended to
evaluate the development and growth over time of the candidates’ understanding and application of the
unit’s philosophy and core principles of Values, Education, and Service as integrated through the unit’s
seventeen Institutional Standards.
In response to research and natural maturation, the conceptual framework has evolved to encompass
current research-based best practices. Changes in the program are evolutionary and are designed to build
on program success.
Implications of the Conceptual Framework
In support of the institution and unit mission and value statements, the unit incorporates a process/learnercentered approach that has important implications for Values, Education, and Service (Betts, 1994;
Kozma & Shank, 1998; Vygotsky, 1978). Each individual, whether they are unit professor, initial or
advanced candidate - approaches the learning task holistically. When applied in the instructional context,
this means that the faculty’s role is to regard the candidate as a whole and to teach from the perspective
that a dynamic interaction is ongoing between the candidate and the professor: both are learning, both are
teaching (Friere, 2000).
A second implication is that assessment must change to accommodate the new perspective (Education).
Thus, the faculty’s role is no longer to focus just on products of learning, but to become astute observers
in the process of learning (McInerney & McInerney, 2006). Candidates must become part of the
assessment process as part of the learning process (Cambourne, 2002; Daniels, 2001; Darling-Hammond,
1990.
A third implication is that nurturing (Values & Service) must become an integral part of the teaching /
learning process. Since constructivism involves collaboration at all levels, unit faculty must create a
nurturing environment for each other as well as for candidates so that nurturing is modeled and
experienced as well as conceptualized as knowledge or theory (Wasserman, 1990; Zahorik, 1995).
A fourth implication is that learning is ongoing (Henderson, 1996). The professor’s role is to evaluate
constantly what candidates need to know to be successful, productive citizens (Education & Service).
This means that professors must consider new ways of arranging the environment and content of learning
and acquire knowledge and skill in technology use (Embretson & Hershberger, 1999; Masters, 2004).
Concomitant with on-going learning is the realization that we are in an era of rapid change and
knowledge explosion. When applied, this means that professors must be adept at creating nurturing
environments for generating and solving problems, making decisions, thinking critically, and enhancing
creativity.
A final implication is for Values. Technology and expanding knowledge have opened access to the entire
world making global communication and understanding imperative. Unit faculty must model an
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understanding and demonstrate the professional dispositions and appreciation for the diverse heritage of
others, while also reflecting on their own heritage to create a focus on equity, social justice, democracy,
interconnectedness and respect for others, and foster the disposition that all children can learn (King,
Hollins & Hayman, 1997; Martin, 1995).
Institutional Standards
The candidates in the Carter and Moyers School of Education at Lincoln Memorial University are being
prepared to be professional educators of distinction to make a positive impact on this generation and the
next. The following are institutional goals of the School of Education, which reflect the professional
knowledge, skills, and dispositions adopted by the faculty in the support of the development of teacher,
administrator, and other school personnel candidates. The institutional standards have been developed
with the core philosophy and focus on Values, Education, and Service. It is the goal of the School of
Education, at both the initial and advanced levels, to support our education candidates to achieve the
following:
GOALS/ORGANIZATIONAL/INSTITUTIONAL STANDARDS
1.The candidate demonstrates professional dispositions by upholding the VALUES of Abraham Lincoln’s
life through “servant leadership” to the local and global communities--students, colleagues, school
leaders, parents, community leaders, and professional associations--to support teaching and learning
(VALUES & SERVICE).
2.The candidate demonstrates critical thinking skills and implements best practices from the discipline
and content when making educational decisions based on knowledge of learning, developmental,
cognitive, social, organizational, and leadership theories (VALUES).
3.The candidate demonstrates and promotes the value of EDUCATION as a means to improve the quality
of life for individuals and for society and actively seeks out opportunities for personal growth and
professional development (VALUES, EDUCATION, & SERVICE).
4. The candidate demonstrates competencies in conducting and applying research for the improvement of
teaching and student learning (EDUCATION).
5. The candidate demonstrates problem-solving skills by assessing, reflecting, and making decisions
based on knowledge, skills, and dispositions--as defined in professional, state, and institutional standards-through coursework, field experiences, and clinical practice to enable all students from all populations to
learn (VALUES, EDUCATION, & SERVICE).
6. The candidate demonstrates an understanding of how to create and maintain an effective
classroom/school environment, engaging each student in learning content; using differentiated instruction;
and creating positive social interaction, active participation, and student self-motivation (VALUES,
EDUCATION, & SERVICE).
7. The candidate models verbal and nonverbal communication skills and uses technology, which enhances
and engages students in learning and demonstrates professional competency (VALUES &
EDUCATION).
8. The candidate demonstrates an understanding of formative and summative assessments for the
improvement of instructional practices and student learning (EDUCATION).
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9. The candidate demonstrates an understanding of differences among diverse groups of people and
individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion,
sexual orientation, and geographical areas through instructional planning, the classroom environment, and
interactions with students and other community stakeholders (VALUES & SERVICE).
10. The candidate demonstrates an understanding of the legal rights and responsibilities of stakeholders
involving educational decisions and policies enacted to assure fairness, privacy, social justice, well-being
and the safety of all stakeholders (VALUES & SERVICE).
CARTER AND MOYERS SCHOOL OF EDUCATION INSTITUTIONAL STANDARDS
STANDARDS & CANDIDATE PROFICIENCIES ALIGNMENT MATRIX
(Initial Licensure)
Current
InTASC
EPP
Institutional
Standards
TN PROF ED
(Teacher
Licensure)
Standards
TILS
NBPTS
CACREP
1
1,3,5,8,10
2,3,4,9,10
A1
B4
C1, C6
D1
1,5
Section II.G.1,2/
1.C; 1.I
Section II.G.6/
1.D
Section II
.G5/
1.C
2
1,2,4,7,8,9,10 1,3,4,7,9,
11C
B1, B6
D1
1,3,4,5
3
3,5,9
A2, A5
C4, C6,
7
1,4,5
Section III/
1.J
Section II. G5/
1.C
Section II K 1 &
6/IA;IC
Section II.G.2/
1.B
Section II.G.3/
1.A
4
3,5,6,7,8,9,10 4,6,7,8,9,
11A,11B,11C
A3, A4
C2
3,4,5
1,5,9
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Section II K 1 & 6/
IA;IC
Section
II.G.8/
1.H
SectionII.G.4/
1.E &F
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5
2,6,7,9
3,7,8,9
A3, A5
C3, C4
D1
3,4,5
6
2,3,5,9
3,5,9
Ac
B2, B3
C3
1,2,3,4,5
7
3,5,6,8,10
3,4,5,6,8,
10,11A,
11B,11C
A1
B5
C1
2,3,4
8
2,6,7,9
3,7,8,9,11B
C4, C5
3,4
9
1,2,6,7,9
2,3,7,8,9,10
A2, A4
B1, B2,
B4
C1
D1, D2
1,3,4,5
10
1,2,9,10
2,3,9,10,
11C
A4
B3
D3, D4
1,2,3,4,5
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Section II.G.7;
Section 6/
1.G
Section II.G5/
1.C
Sections
II.G.1 & 2/
1.C & I
Section II.G.2;
Section 8/
1.J,K,L
Sections II.G.1 & 2/
1.C & I
Section II.G.8/
1.H
Section II.G.6/
1.D
SectionII.G.4/
1.E &F
Section II.G.7;
Section 6/
1.G
Section
II.G.7/
1.G
Section II.G.2;
Section 8/
1.J,K,L
Section II.G.7;
Section 6/
1.G
Section II.G5/ 1.C
Section II.G.1,2/
1.C; 1.I
Section II.G.2;
Section 8/
1.J,K,L
Section
II.G.2/
1.B
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MEd IN INITIAL TEACHER LICENSURE PROGRAM (MEdITL)
NCATE InTASC TLS Prof Ed -
National Council for Accreditation of Teacher Education Standards
Lincoln Memorial University Initial Teacher Licensure Program Standards –
New Interstate Teacher Assessment and Support Consortium (Revised April 2011)
Tennessee Teacher Licensure Standards – Professional Education
GOALS AND PERFORMANCE EXPECTATIONS
A primary purpose of the MEdITL Program is to prepare teachers who demonstrate acquisition of
appropriate content knowledge, skills, and professional dispositions, that enable them to be effective and
successful in the classroom, to make a positive impact on this generation and the next. Each goal below
is accompanied by one or more performance expectations that are required to be met by the candidate.
Course syllabi are directly connected to the goals and performance expectations, the Institutional
Standards, and linked to the Tennessee Licensure Standards, InTASC (Interstate Teacher Assessment and
Support Consortium), and NCATE Standards.
The goals and performance expectations are introduced in Module I and are sequenced throughout
Module II and Module III. Evidence that each candidate has achieved/accomplished each goal and
performance expectation is assessed systematically beginning in Module I and culminating with the Exit
Interview in Module IV.
Goal 1: Learner Development
The candidate understands how learners grow and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic, social, emotional, and
physical areas, and designs and implements developmentally appropriate and challenging learning
experiences.
Performances:
1.P(a): The candidate regularly assesses individual and group performance in order to design and modify
instruction to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and
physical) and scaffolds the next level of development.
1.P(b): The candidate creates developmentally appropriate instruction that takes into account individual
learners’ strengths, interests, and needs and that enables each learner to advance and accelerate his/her learning.
1.P(c): The candidate collaborates with families, communities, colleagues, and other professionals to promote
learner growth and development.
Knowledge:
1.K(a): The candidate understands how learning occurs – how learners construct knowledge, acquire skills, and
develop disciplined thinking processes – and knows how to use instructional strategies that promote student
learning.
1.K(b): The candidate understands that each learner’s cognitive, linguistic, social emotional, and physical
development influences learning and knows how to make instructional decisions that build on learners’ strengths
and needs.
1.K(c): The candidate identifies readiness for learning, and understands how development in any one area may
affect performance in others.
1.K(d): The candidate understands the role of language and culture in learning and knows how to modify
instruction to make language comprehensible and instruction relevant, accessible, and challenging.
Goal 2: Learning Differences
The candidate uses understanding of individual differences and diverse cultures and communities
to ensure inclusive learning environments that enable each learner to meet high standards.
Performances:
2.P(a): The candidate designs, adapts, and delivers instruction to address each student’s diverse learning
strengths and needs and creates opportunities for students to demonstrate their learning in different ways.
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2.P(b): The candidate makes appropriate and timely provisions (e.g., pacing for individual rates of growth, task
demands, communication, assessment, and response modes) for individual students with particular learning
differences or needs.
2.P(c): The candidate designs instruction to build on learners’ prior knowledge and experiences, allowing
learners to accelerate as they demonstrate their understandings.
2.P(d): The candidate brings multiple perspectives to the discussion of content, including attention to learners’
personal, family, and community experiences and cultural norms.
2.P(e): The candidate incorporates tools of language development into planning and instruction, including
strategies for making content accessible to English language learners and for evaluating and supporting their
development of English proficiency.
2.P(f): The candidate accesses resources, supports, and specialized assistance and services to meet particular
learning differences or needs.
Knowledge:
2.K(a): The candidate understands and identifies differences in approaches to learning and performance and
knows how to design instruction that uses each learner’s strengths to promote growth.
2.K(b): The candidate understands students with exceptional needs, including those associated with disabilities
and giftedness, and knows how to use strategies and resources to address these needs.
2.K(c): The candidate knows about second language acquisition processes and knows how to incorporate
instructional strategies and resources to support language acquisition.
2.K(d): The candidate understands the learners bring assets for learning based on their individual experiences,
abilities, talents, prior learning, and peer and social group interactions, as well as language, culture, family, and
community values.
2.K(e): The candidate knows how to access information about the values of diverse cultures and communities
and how to incorporate learners’ experiences, cultures, and community resources into instruction.
Goal 3: Learning Environments
The candidate works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and selfmotivation.
Performances:
3.P(a): The candidate collaborates with learners, families, and colleagues to build a safe, positive learning
climate of openness, mutual respect, support, and inquiry
3.P(b): The candidate develops learning experiences that engage learners in collaborative and self-directed
learning and that extend learner interaction with ideas and people locally and globally.
3.P(c): The candidate collaborates with learners and colleagues to develop shared values and expectations for
respectful interactions, rigorous academic discussions, and individual and group responsibility for quality work.
3.P(d): The candidate manages the learning environment to actively and equitably engage learners by
organizing, allocating, and coordinating the resources of time, space, and learners’ attention.
3.P(e): The candidate uses a variety of methods to engage learners in evaluating the learning environment and
collaborates with learners to make appropriate adjustments.
3.P(f): The candidate communicates verbally and nonverbally in ways that demonstrate respect for and
responsiveness to the cultural backgrounds and differing perspective learners bring to the learning environment.
3.P(g): The candidate promotes responsible learner use of interactive technologies to extend the possibilities for
learning locally and globally.
3.P(h): The candidate intentionally builds learner capacity to collaborate in face-to-face and virtual
environments through applying effective interpersonal communication skills.
Knowledge:
3.K(a): The candidate understands the relationship between motivation and engagement and knows how to
design learning experiences using strategies that build learner self-direction and ownership of learning.
3.K(b): The candidate knows how to help learners work productively and cooperatively with each other to
achieve learning goals.
3.K(c): The candidate knows how to collaborate with learners to establish and monitor elements of a safe and
productive learning environment including norms, expectations, routines, and organizational structures.
3.K(d): The candidate understands how learner diversity can affect communication and knows how to
communicate effectively in differing environments.
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3.K(e): The candidate knows how to use technologies and how to guide learners to apply them in appropriate,
safe, and effective ways.
Goal 4: Content Knowledge
The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s)
he or she teaches and creates learning experiences that make these aspects of the discipline
accessible and meaningful for learners to assure mastery of the content.
Performances:
4.P(a): The candidate effectively uses multiple representations and explanations that capture key ideas in the
discipline, guide learners through learning progressions, and promote each learner’s achievement of content
standards.
4.P(b): The candidate engages students in learning experiences in the discipline(s) that encourage learners to
understand, question, and analyze ideas from diverse perspectives so that they master the content.
4.P(c): The candidate engages learners in applying methods of inquiry and standards of evidence used in the
discipline. 4.P(d): The candidate stimulates learner reflection on prior content knowledge, links new concepts to
familiar concepts, and makes connections to learners’ experiences.
4.P(e): The candidate recognizes learner misconceptions in a discipline that interfere with learning, and creates
experiences to build accurate conceptual understanding.
4.P(f): The candidate evaluates and modifies instructional resources and curriculum materials for their
comprehensiveness, accuracy for representing particular concepts in the discipline, and appropriateness for
his/her learners.
4.P(g): The candidate uses supplementary resources and technologies effectively to ensure accessibility and
relevance for all learners.
4.P(h): The candidate creates opportunities for students to learn, practice, and master academic language in their
content.
4.P(i): The candidate accesses school and/or district-based resources to evaluate the learner’s content knowledge
in their primary language.
Knowledge:
4.K(a): The candidate understands major concepts, assumptions, debates, processes of inquiry, and ways of
knowing that are central to the discipline(s) she/he teaches.
4.K(b): The candidate understands common misconceptions in learning the discipline and how to guide learners
to accurate conceptual understanding.
4.K(c): The candidate knows and uses the academic language of the discipline and knows how to make it
accessible to learners.
4.K(d): The candidate knows how to integrate culturally relevant content to build on learners’ background
knowledge.
4.K(e): The candidate has a deep knowledge of student content standards and learning progressions in the
discipline(s) she/he teaches.
Goal 5: Application of Content
The candidate understands how to connect concepts and use differing perspectives to engage
learners in critical thinking, creativity, and collaborative problem solving related to authentic local
and global issues.
Performances:
5.P(a): The candidate develops and implements projects that guide learners in analyzing the complexities of an
issue or question using perspectives from varied disciplines and cross-disciplinary skills (e.g., a water quality
study that draws upon biology and chemistry to look at factual information and social studies to examine policy
implications).
5.P(b): The candidate engages learners in applying content knowledge to real world problems through the lens
of interdisciplinary themes (e.g., financial literacy, environmental literacy).
5.P(c): The candidate facilitates learners’ use of current tools and resources to maximize content learning in
varied contexts.
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5.P(d): The candidate engages learners in questioning and challenging assumptions and approaches in order to
foster innovation and problem solving in local and global contexts.
5.P(e): The candidate develops learners’ communication skills in disciplinary and interdisciplinary contexts by
creating meaningful opportunities to employ a variety of forms of communication that address varied audiences
and purposes.
5.P(f): The candidate engages learners in generating and evaluating new ideas and novel approaches, seeking
inventive solutions to problems, and developing original work.
5.P(g): The candidate facilitates learners’ ability to develop diverse social and cultural perspectives that expand
their understanding of local and global issues and create novel approaches to solving problems.
5.P(h): The candidate develops and implements supports for learner literacy development across content areas.
Knowledge:
5.K(a): The candidate understands the ways of knowing in his/her discipline, how it relates to other disciplinary
approaches to inquiry, and the strengths and limitations of each approach in addressing problems, issues, and
concerns. 5.K(b): The candidate understands how current interdisciplinary themes (e.g., civic literacy, health
literacy, global awareness) connect to the core subjects and knows how to weave those themes into meaningful
learning experiences. 5.K(c): The candidate understands the demands of accessing and managing information
as well as how to evaluate issues of ethics and quality related to information and its use.
5.K(d): The candidate understands how to use digital and interactive technologies for efficiently and effectively
achieving specific learning goals.
5.K(e): The candidate understands critical thinking processes and knows how to help learners develop high level
questioning skills to promote their independent learning.
5.K(f): The candidate understands communication modes and skills as vehicles for learning (e.g., information
gathering and processing) across disciplines as well as vehicles for expressing learning.
5.K(g): The candidate understands creative thinking processes and how to engage learners in producing original
work.
5.K(h): The candidate knows where and how to access resources to build global awareness and understanding,
and how to integrate them into the curriculum.
5.P(f): The candidate engages learners in generating and evaluating new ideas and novel approaches, seeking
inventive solutions to problems, and developing original work.
5.P(g): The candidate facilitates learners’ ability to develop diverse social and cultural perspectives that expand
their understanding of local and global issues and create novel approaches to solving problems.
5.P(h): The candidate develops and implements supports for learner literacy development across content areas.
Knowledge:
5.K(a): The candidate understands the ways of knowing in his/her discipline, how it relates to other disciplinary
approaches to inquiry, and the strengths and limitations of each approach in addressing problems, issues, and
concerns. 5.K(b): The candidate understands how current interdisciplinary themes (e.g., civic literacy, health
literacy, global awareness) connect to the core subjects and knows how to weave those themes into meaningful
learning experiences. 5.K(c): The candidate understands the demands of accessing and managing information
as well as how to evaluate issues of ethics and quality related to information and its use.
5.K(d): The candidate understands how to use digital and interactive technologies for efficiently and effectively
achieving specific learning goals.
5.K(e): The candidate understands critical thinking processes and knows how to help learners develop high level
questioning skills to promote their independent learning.
5.K(f): The candidate understands communication modes and skills as vehicles for learning (e.g., information
gathering and processing) across disciplines as well as vehicles for expressing learning.
5.K(g): The candidate understands creative thinking processes and how to engage learners in producing original
work.
5.K(h): The candidate knows where and how to access resources to build global awareness and understanding,
and how to integrate them into the curriculum.
Goal 6: Assessment
The candidate understands and uses multiple methods of assessment to engage learners in their
own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Performances:
6.P(a): The candidate balances the use of formative and summative assessment as appropriate to support, verify,
and document learning.
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6.P(b): The candidate designs assessments that match learning objectives with assessment methods and
minimizes sources of bias that can distort assessment results.
6.P(c): The candidate works independently and collaboratively to examine test and other performance data to
understand each learner’s progress and to guide planning.
6.P(d): The candidate engages learners in understanding and identifying quality work and provides them with
effective descriptive feedback to guide their progress toward that work.
6.P(e): The candidate engages learners in multiple ways of demonstrating knowledge and skills as part of the
assessment process.
6.P(f): The candidate models and structures processes that guide learners in examining their own thinking and
learning as well as the performance of others.
6.P(g): The candidate effectively uses multiple and appropriate types of assessment data to identify each
student’s learning needs and to develop differentiated learning experiences.
6.P(h): The candidate prepares all learners for the demands of particular assessment formats and makes
appropriate accommodations in assessments or testing conditions, especially for learners with disabilities and
language learning needs.
6.P(i): The candidate continually seeks appropriate ways to employ technology to support assessment practice
both to engage learners more fully and to assess and address learner needs.
Knowledge:
6.K(a): The candidate understands the differences between formative and summative applications of assessment
and knows how and when to use each.
6.K(b): The candidate understands the range of types and multiple purposes of assessment and how to design,
adapt, or select appropriate assessments to address specific learning goals and individual differences, and to
minimize sources of bias.
6.K(c): The candidate knows how to analyze assessment data to understand patterns and gaps in learning, to
guide planning and instruction, and to provide meaningful feedback to all learners.
6.K(d): The candidate knows when and how to engage learners in analyzing their own assessment results and in
helping to set goals for their own learning.
6.K(e): The candidate understands the positive impact of effective descriptive feedback for learners and knows a
variety of strategies for communicating this feedback.
6.K(f): The candidate knows when and how to evaluate and report learner progress against standards.
6.K(g): The candidate understands how to prepare learners for assessments and how to make accommodations
in assessments and testing conditions, especially for learners with disabilities and language learning needs.
Goal 7: Planning for Instruction
The candidate plans instruction that supports every student in meeting rigorous learning goals by
drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as
well as knowledge of learners and the community context.
Performances:
7.P(a): The candidate individually and collaboratively selects and creates learning experiences that are
appropriate for curriculum goals and content standards, and are relevant to learners.
7.P(b): The candidate plans how to achieve each student’s learning goals, choosing appropriate strategies and
accommodations, resources, and materials to differentiate instruction for individuals and groups of learners
7.P(c): The candidate develops appropriate sequencing of learning experiences and provides multiple ways to
demonstrate knowledge and skill.
7.P(d): The candidate plans for instruction based on formative and summative assessment data, prior learner
knowledge, and learner interest.
7.P(e): The candidate plans collaboratively with professionals who have specialized expertise (e.g., special
educators, related service providers, language learning specialists, librarians, media specialists) to design and
jointly deliver as appropriate learning experiences to meet unique learning needs.
7.P(f): The candidate evaluates plans in relation to short- and long-range goals and systematically adjusts plans
to meet each student’s learning needs and enhance learning.
Knowledge:
7.K(a): The candidate understands content and content standards and how these are organized in the curriculum.
7.K(b): The candidate understands how integrating cross-disciplinary skills in instruction engages learners
purposefully in applying content knowledge.
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7.K(c): The candidate understands learning theory, human development, cultural diversity, and individual
differences and how these impact ongoing planning.
7.K(d): The candidate understands the strengths and needs of individual learners and how to plan instruction
that is responsive to these strengths and needs.
7.K(e): The candidate knows a range of evidence-based instructional strategies, resources, and technological
tools and how to use them effectively to plan instruction that meets diverse learning needs.
7.K(f): The candidate knows when and how to adjust plans based on assessment information and learner
responses.
7.K(g): The candidate knows when and how to access resources and collaborate with others to support student
learning (e.g., special educators, related service providers, language learner specialists, librarians, media
specialists, community organizations).
Goal 8: Instructional Strategies
The candidate understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply
knowledge in meaningful ways.
Performances:
8.P(a): The candidate uses appropriate strategies and resources to adapt instruction to the needs of individuals
and groups of learners.
8.P(b): The candidate continuously monitors student learning, engages learners in assessing their progress, and
adjusts instruction in response to student learning needs.
8.P(c): The candidate collaborates with learners to design and implement relevant learning experiences, identify
their strengths, and access family and community resources to develop their areas of interest.
8.P(d): The candidate varies his/her role in the instructional process (e.g., instructor, facilitator, coach, audience)
in relation to the content and purposes of instruction and the needs of learners.
8.P(e): The candidate provides multiple models and representations of concepts and skills with opportunities for
learners to demonstrate their knowledge through a variety of products and performances.
8.P(f): The candidate engages all learners in developing higher order questioning skills and metacognitive
processes. 8.P(g): The candidate engages learners in using a range of learning skills and technology tools to
access, interpret, evaluate, and apply information.
8.P(h): The candidate uses a variety of instructional strategies to support and expand learners’ communication
through speaking, listening, reading, writing, and other modes.
8.P(i): The candidate asks questions to stimulate discussion that serves different purposes (e.g., probing for
learner understanding, helping learners articulate their ideas and thinking processes, stimulating curiosity, and
helping learners to question).
Knowledge:
8.K(a): The candidate understands the cognitive processes associated with various kinds of learning (e.g.,
critical and creative thinking, problem framing and problem solving, invention, memorization and recall) and
how these processes can be stimulated.
8.K(b): The candidate knows how to apply a range of developmentally, culturally, and linguistically appropriate
instructional strategies to achieve learning goals.
8.K(c): The candidate knows when and how to use appropriate strategies to differentiate instruction and engage
all learners in complex thinking and meaningful tasks.
8.K(d): The candidate understands how multiple forms of communication (oral, written, nonverbal, digital,
visual) convey ideas, foster self-expression, and build relationships.
8.K(e): The candidate knows how to use a wide variety of resources, including human and technological, to
engage students in learning.
8.K(f): The candidate understands how content and skill development can be supported by media and
technology and knows how to evaluate these resources for quality, accuracy, and effectiveness.
Goal 9: Professional Learning and Ethical Practice
The candidate engages in ongoing professional learning and uses evidence to continually evaluate
his/her practice, particularly the effects of his/her choices and actions on others (learners, families,
other professionals, and the community), and adapts practice to meet the needs of each learner.
Performances:
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9.P(a): The candidate engages in ongoing learning opportunities to develop knowledge and skills in order to
provide all learners with engaging curriculum and learning experiences based on local and state standards.
9.P(b): The candidate engages in meaningful and appropriate professional learning experiences aligned with
his/her own needs and the needs of the learners, school, and system.
9.P(c): Independently and in collaboration with colleagues, the candidate uses a variety of data (e.g., systematic
observation, information about learners, research) to evaluate the outcomes of teaching and learning and to adapt
planning and practice.
9.P(d): The candidate actively seeks professional, community, and technological resources, within and outside
the school, as supports for analysis, reflection, and problem-solving.
9.P(e): The candidate reflects on his/her personal biases and accesses resources to deepen his/her own
understanding of cultural, ethnic, gender, and learning differences to build stronger relationships and create more
relevant learning experiences.
9.P(f): The candidate advocates, models, and teaches safe, legal, and ethical use of information and technology
including appropriate documentation of sources and respect for others in the use of social media.
Knowledge:
9.K(a): The candidate understands and knows how to use a variety of self-assessment and problem-solving
strategies to analyze and reflect on his/her practice and to plan for adaptations/adjustments.
9.K(b): The candidate knows how to use learner data to analyze practice and differentiate instruction
accordingly. 9.K(c): The candidate understands how personal identity, worldview, and prior experience affect
perceptions and expectations, and recognizes how they may bias behaviors and interactions with others.
9.K(d): The candidate understands laws related to learners’ rights and teacher responsibilities (e.g., for
educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate
treatment of learners, reporting in situations related to possible child abuse).
9.K(e): The candidate knows how to build and implement a plan for professional growth directly aligned with
his/her needs as a growing professional using feedback from teacher evaluations and observations, data on
learner performance, and school- and system-wide priorities.
Goal 10: Leadership and Collaboration
The candidate seeks appropriate leadership roles and opportunities to take responsibility for
student learning, to collaborate with learners, families, colleagues, other school professionals, and
community members to ensure learner growth, and to advance the profession.
Performances:
10.P(a): The candidate takes an active role on the instructional team, giving and receiving feedback on practice,
examining learner work, analyzing data from multiple sources, and sharing responsibility for decision-making
and accountability for each student’s learning.
10.P(b): The candidate works with other school professionals to plan and jointly facilitate learning on how to
meet diverse needs of learners.
10.P(c): The candidate engages collaboratively in the school-wide effort to build a shared vision and supportive
culture, identify common goals, and monitor and evaluate progress toward those goals.
10.P(d): The candidate works collaboratively with learners and their families to establish mutual expectations
and ongoing communication to support learner development and achievement.
10.P(e): Working with school colleagues, the candidate builds ongoing connections with community resources
to enhance student learning and well-being.
10.P(f): The candidate engages in professional learning, contributes to the knowledge and skill of others, and
works collaboratively to advance professional practice.
10.P(g): The candidate uses technological tools and a variety of communication strategies to build local and
global learning communities that engage learners, families, and colleagues.
10.P(h): The candidate uses and generates meaningful research on education issues and policies.
10.P(i): The candidate seeks appropriate opportunities to model effective practice for colleagues, to lead
professional learning activities, and to serve in other leadership roles.
10.P(j): The candidate advocates to meet the needs of learners, to strengthen the learning environment, and to
enact system change.
10.P(k): The candidate takes on leadership roles at the school, district, state, and/or national level and advocates
for learners, the school, the community, and the profession.
Knowledge:
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10.K(a): The candidate understands schools as organizations within a historical , cultural, political, and social
context and knows how to work with others across the system to support learners.
10.K(b): The candidate understands that alignment of family, school, and community spheres of influence
enhances student learning and that discontinuity in these spheres of influence interferes with learning.
10.K(c): The candidate knows how to work with other adults and has developed skills in collaborative
interaction appropriate for both face-to-face and virtual contexts.
10.K(d): The candidate knows how to contribute to a common culture that supports high expectations for
student learning.
Admission Requirements
The MEd in Initial Teacher Licensure Program (MEdITL) faculty are committed to recruiting and
preparing quality graduates for the teaching profession. To be eligible to apply for a Tennessee teaching
license, candidates must demonstrate knowledge of content and pedagogy and exhibit dispositions that
meet the high level of professionalism we expect of our graduates. The criteria summarized below list the
minimum standards that must be met before an applicant will be considered for admission to the
program. Because the MEdITL program requirements may change at any time in accordance with
federal or state standards and guidelines, the University and/or the program reserves the right to make
necessary changes at any time.
Application and admission to the MEdITL Program are taken on a first come, first serve basis. All
applicants must fulfill the following MEdITL program admission requirements and submit to the
MEdITL office:
 An application and $35 non-refundable fee for licensure analysis
 Two official transcripts of all coursework taken post-secondary
 transcript(s) must verify an earned bachelor’s degree and cumulative GPA of 2.50 or better
 One copy of acceptable pre-admission test scores that support the candidate’s
general knowledge and skill (one score from ACT, or SAT, or PPST, or
GRE, or MAT).
 TBI L1 fingerprint background check.
 Three completed and signed recommendation forms (form may be
downloaded from the MEdITL department website:
http://www.lmunet.edu/education/academics/MEdITL.shtml
**Beginning in the Fall 2013 semester, all applicants must submit proof of a passing score for the
Praxis I (PPST): reading score of 156, writing score of 162, math score of 150. This must be
submitted BEFORE attending EDUC 570 in August; or have an ACT score of 22 or SAT of 1020 or
higher on test and taken within the last five (5) years.
Upon receipt of all materials listed above, a transcript analysis will be completed and applicant will be
notified of acceptance/non-acceptance to the program. The Evaluated Transcript Analysis/Program of
Study will be mailed to the applicant indicating any coursework or testing deficiencies; these courses
must be successfully completed before being admitted to Module III, Enhanced Clinical Practice.
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TBI-L1 Background. In order to be considered for the Master of Education Initial Teacher Licensure
Program, applicants must complete a fingerprint background check. This must be completed even if you
have recently submitted a TBI background check to a different institution or organization. It is
recommended that you complete this process at least 1 week prior to submitting your application packet
so that background check results will not delay processing. Go online to: www.L1enrollment.com
Follow the online directions for registering. Once registered, you will receive a registration confirmation
number and a payment confirmation number. You need to take both to the scan site. You will need to
know the following information:
Select non-DCS childcare
Child-related worker – private (volunteer)
LMU ORI number TNCC13002
Follow the instructions when you come to the payment page
Click USBANK e-pay
Find the pay w/o registering option.
The total cost for the service is $40.00.
Fingerprints will be forwarded electronically to the Tennessee Bureau of Investigation and all
results of the fingerprint background check will be provided to the Agency (LMU).
***TBI-L1 Background checks containing “indications” may affect admission into the Teacher
Licensure Program. * See Appendix, TBI-L1 STATEMENT and Waiver Form.
Securing Program Placement
To secure placement in the program the applicants must return to the MEdITL office the following
documentation:
 the signed Evaluated Transcript Analysis/Program of Study (this verifies the student's
notification of coursework or testing deficiencies; these courses must be successfully completed
before student teaching). Applicants should make a copy of this signed form before returning to
the MEdITL office. This copy should be kept in the applicant’s personal files;
 the site reservation form;
 payment of $100 fee to secure your ‘seat’ at your requested site.
Program placements are made on a first come first serve basis and all materials must be returned to the
MEdITL office before the applicant is “officially accepted” and guaranteed a seat in the program. Upon
receipt of all paperwork the applicant will be provided an email confirmation of seat reservation with
financial aid and tuition fee information. At a later time, an information packet including course
registration information will be mailed out. This signifies the applicant’s acceptance to the MEd in
Initial Teacher Licensure Program and the student’s agreement to complete specified course work.
** Special Admission to K-6 Methodology Coursework
Under special circumstances, it may become necessary for persons outside the MEdITL Program to
request permission to enroll in K-6 methodology coursework. With approval and appropriate paperwork
this may be facilitated; however, students specifically enrolled in the MEdITL Program will take
precedence over those from other colleges/universities or programs.
Required paperwork would include official transcripts of all undergraduate coursework and a clear
fingerprint background check (TBI-L1) before registration can be completed. When appropriate,
verification of employment will be required.
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Deficiencies in Undergraduate Coursework
Deficiencies in undergraduate coursework deemed necessary for certification (identified on Evaluated
Transcript Analysis/Program of Study) may be taken at LMU or other accredited universities/colleges,
including credit by examination methods such as CLEP and DANTES. On-line courses may be used to
complete undergraduate requirements for licensure in specified secondary fields. The following
requirements must be met:
 All coursework substitutions must be approved by the MEdITL Program director before
enrolling in coursework.
 A maximum of three (3) on-line courses, not more than nine (9) credit hours, may be substituted
for undergraduate coursework required for certification.
 All undergraduate deficiency coursework must reflect a grade of C or better to be accepted and
must be completed before enrolling in Module III
Denial of Admission
The minimum acceptable GPA for admission to the Post-Baccalaureate Programs is 2.50. This is based
upon the cumulative GPA as reported on an official baccalaureate degree transcript.
Under some circumstances, this GPA may not take into account additional coursework taken beyond the
baccalaureate degree, including graduate-level coursework.
Appeals for admission may be made by completing the following requirements along with the program
application:
 Submit in writing a letter of appeal stating your rationale for admission and requesting
appointment with the admission board.
 Submit recent Praxis I (PPST) exam (or ACT, GRE, or MAT) results documenting the state
required passing grades in Reading, Writing, and Mathematics. Exams must have been taken in
the last five years.
 Provide official unopened transcripts supporting the calculation of a higher overall GPA.
An appointment with admission review board will be made upon receipt of all paperwork and as deemed
appropriate by the program director. Those students with a GPA below 2.25 are ineligible to appeal or
apply to the program.
The program director/admission board has the authority to assign supplementary undergraduate courses as
determined necessary. Students must maintain a GPA of 2.50 (C) or higher in all supplemental
undergraduate coursework required as a condition of admission in order to remain in the program.
Failure to maintain a C average in supplemental undergraduate coursework will result in suspension from
the program. Readmission will not be considered.
Students accepted on Appeals cannot enroll in additional coursework concurrent to working in the
professional core. Students admitted to the program through the appeals process will be placed on
probation with a developmental plan for a minimum of one full semester. Failure to maintain a 3.0 GPA
or evaluation score ratings below 3 on the Disposition Form will be grounds for an automatic
dismissal from the program. Readmission will not be considered.
Students appealing admission will not be allowed to reserve a placement at any LMU site until all
requirements for appeal have been submitted, the admission review board has met to review the appeal,
and the decision by the board has been announced. If by circumstance the preferred site has reached
maximum capacity, the student will be allowed to reserve placement at any remaining site.
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PROGRAM MODULES AND COURSEWORK
The MEd in Initial Teacher Licensure Program is a post-baccalaureate program divided into four distinct
modules. Each module requires specific knowledge, skills, and performance expectations that relate to
the coursework and admission criteria. Transfer credit is not accepted for coursework required during
Modules I, II or III, the professional core. MEdITL students must maintain a minimum grade point
average (GPA) of 3.0 (B) throughout Modules I-IV. Failure to maintain this GPA will result in
dismissal from the program.
As outlined, candidates complete a specified program of study that includes their professional core
courses, field experiences, service learning, professional developments and clinical placement during
Modules I, II and III. Module IV includes completion of MEd requirements. Field experiences and
clinical practice are integral components of the preparation program. They are well designed and
sequenced to provide opportunities for candidates to apply their knowledge, skills, and dispositions in a
variety of settings appropriate to content and level of the program. Field experiences are ongoing schoolbased opportunities during which candidates may observe and/or assist. All candidates receiving licensure
through the MEdITL Program are required to complete Enhanced Clinical Practice (EDUC 591). This
provides candidates with experiences that require full immersion in the school-based community,
allowing them the opportunity to demonstrate competence in their intended profession. Student teachers
spend a minimum of 15 weeks in full day classroom teaching experience while enrolled in the
professional semester, EDUC 591 Enhanced Student Teaching (Enhanced Clinical Practice). The
experience focuses on direct teaching in at least two different grade level classrooms, which may be at
different schools.
Module I
Module I is the introduction to teaching and learning and prepares MEd Initial Teacher Licensure
candidates to personify the three core ideals of Lincoln Memorial University. Every module throughout
the program reinforces the professional core ideals of Values, Education, and Service. Candidates are
expected to:
 demonstrate the dispositions of the education profession—Values
 articulate and live the knowledge base and understandings of moral, social, and political
dimensions, which will impact individual students, schools, districts, and communities for the
enrichment of society—Values
 demonstrate the teaching skills and learning strategies acquired through rigorous academic
studies and active engagement in real life classroom experiences while
involved in field and internship placements in partner K-12 schools—Education
 promote lifelong learning through continued professional development and scholarship—
Education
 assist in meeting the educational needs of an ever increasing global society, especially the
underserved— Service
 articulate an understanding that all students can learn as well as demonstrate the disposition to
serve and teach diverse student populations—Service
Module I is taught only during the fall semester and acquaints the teaching candidates with current issues
in education and creates new beginnings for teacher candidates seeking to teach and learn based on their
prior knowledge, life and school experiences. This module includes a study of concepts critical to
becoming a teacher leader to include basic and advanced strategies in curriculum, instruction, lesson
planning, assessments, analyzing current research, technology for the classroom, diversity issues,
leadership and philosophy. Candidates begin their participation in service learning and professional
development and are exposed to educational philosophies, teaching strategies and case studies for them to
reflect upon while observing teachers in the K-12 classrooms. In addition, Module I introduces the
candidates to the use of software packages, computer hardware, video and audio devices, and internet
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resources to infuse technology into the K-12 classroom environment. Candidates learn how to conduct
on-line research ethically and efficiently and use these skills to develop specified candidate work samples.
Module I Coursework includes the professional core course titled EDUC 570: Introduction to Teaching
and Learning. This is a 6 credit hour course taught on Saturdays and required for all licensure areas.
Candidates seeking licensure in K-6 are also required to register for EDUC 572, Early Childhood and
Adolescent Development as well as EDUC 574, Methods of Teaching Reading in K-6. These courses are
offered in weekly evening sessions.
Module II
Candidates attend Module II during the spring semester, at which time they begin to develop their
personal teaching philosophy based upon their knowledge and beliefs regarding cooperative learning,
differentiated instruction, special needs students, diversity, authentic assessments, classroom management
and educational technology. Through the use of classroom scenarios and role plays, candidates are
expected to display their abilities to teach, manage the learning environment, and to deal with
challenging, diverse attitudes and behaviors. Candidates prepare individual plans for students with
learning exceptionalities. They learn to adjust goals and teaching strategies to facilitate students with
exceptionalities the opportunities to succeed in the “regular education” classroom. An in-depth study of
individual teaching and learning styles is designed to align appropriate teaching styles to diverse learning
styles.
In Module II, the candidates design and present an integrated unit of study using new and/or current
common core standards. The candidate’s Module II coursework is directly connected to the development
of a standards-based unit. Candidates spend extended hours preparing lessons and related learning
activities for students, parents, and community events. The candidate’s unit of study highlights his/her
professional knowledge, skills, and attitudes related to InTASC and program goals.
Candidates continue to participate in classroom observations, service learning projects and professional
development trainings, learning what it means to be a constructivist teacher with organizational,
academic, and time-management skills. Module II faculty engage the candidates in inquiry-based teaching
and the process-oriented learning strategies and assessments. The faculty in Module II supports the close
coupling of practice, content, theory, and pedagogy. The candidates must be committed to work as a team
but also to use their own leadership initiatives while analyzing and implementing best-practice strategies.
Module II coursework includes the professional core course titled EDUC 571: Extended and Refining
Knowledge of Teaching and Learning. This is a 6 credit hour course taught on Saturdays and required
for all licensure areas. Candidates seeking licensure in K-6 are also required to register for EDUC 573,
Methods of Teaching Mathematics and EDUC 575, Methods of Teaching Language Arts in K-6. These
courses are taught weekly in evening sessions.
Summer sessions between Module II and Module III require the K-6 candidates to register for and
complete EDUC 576, Methods of Teaching Science in K-6 and EDUC 577, Methods of Teaching Social
Studies in K-6. Secondary candidates may use this summer session to complete discrepancy coursework
not taken during their undergraduate studies or register for Master’s coursework.
The prerequisites for candidates to move into Module III include a successful completion of Modules I
and II, candidate’s office files have received all required admissions paperwork, evidence of passing
scores on the PRAXIS PLT and all content Specialty tests, documentation of completion of all required
undergraduate discrepancy coursework in the academic major (as cited on their Evaluated Transcript
Analysis/Program of Study), completion of the professional education core with a grade of B or better,
and documentation of passing a certified CPR course.
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All Required Praxis II testing and all required supplemental coursework must be taken and passed
BEFORE enrolling in EDUC 591: Enhanced Student Teaching (Enhanced Clinical Practice), NO
EXCEPTIONS. Praxis exams must be taken and passed not later than the March 1st if the candidate
plans to student teach during the same calendar year’s fall semester. If the candidate wishes to student
teach in the spring semester, all required Praxis II testing must be taken and passed not later than October
1st of the fall semester prior to the spring semester planning to participate in Enhanced Clinical Practice.
Situational Conditions for EDUC 591 Enhanced Student Teaching (Enhanced Clinical
Practice)
A MAXIMUM of two academic years (6 semesters including summer programs) may elapse between the
completion of EDUC 571 and enrollment in EDUC 591. After that time period, the candidate may be
required to complete additional academic coursework before being admitted to student teaching.
Candidates are required to enroll in approved academic coursework or Master’s level coursework during
each semester in which enrollment in EDUC 591 is delayed. Failure to enroll in coursework necessary to
maintain academic proficiency may result in release from the program or required completion of
additional coursework. Candidates returning after delay of clinical practice must be approved by Director
of Clinical/Field Placement with advisement from former instructors or program director. Unique
situations that may require additional time requirements should be addressed in writing with the MEdITL
Program Director.
Module III
Module III, Enhanced Student Teaching (Enhanced Clinical Practice), is a required course for all
candidates receiving licensure through the MEdITL Program. This semester course requires the
candidate to demonstrate knowledge, skill, and leadership as a professional. Module III is a time for the
candidate to demonstrate their ability to synthesize all program goals and proficiencies. Enhanced Clinical
Practice is the culminating experience of the MEd in Initial Teacher Licensure Program.
Module III continues the focus on the candidate’s ability to complete all requirements and meet the MEd
in Initial Teacher Licensure Program goals that are aligned to state, national and professional standards
known as CMAS. During clinical practice, full-time teacher candidates are required to student teach for a
full semester, a minimum of 15 weeks, assisting the cooperating teacher in all classroom duties and
responsibilities. In accordance with the clinical recommendations of the NCATE Blue Ribbon Panel on
clinical experience, candidates collaborate within an interactive professional community asking probing
questions and seeking advice regarding the teaching and/or learning processes. Implementing a “team
teaching” approach between the cooperating teacher and student teacher allows both to develop their
skills implementing standards-based and common core objectives.
The candidate’s clinical practice replicates the experience of being a teacher, and cooperating teachers
fulfill the mentoring role as they give formative and summative feedback to the candidates so they can
minimize and/or correct weaknesses. Candidates hone knowledge, skills and dispositions in planning,
developing, implementing and evaluating lessons at the K-12 clinical experience site(s). Candidates
develop both standards-based and common core instructional lessons, use a variety of instructional
strategies while learning to establish and maintain a positive, safe learning environment.
MEd in Initial Teacher Licensure candidates are introduced to different classroom learning environments
and the impact on student self-concept, social interaction, behavior and teaching and learning.
Professional development and service learning project requirements are maintained and studies broadened
to include diverse classroom management models and development of a plan for implementing plans and
strategies appropriate to teaching diverse learners. Candidates will reflect on K-12 field experiences and
develop work samples that demonstrate instructional design, implementation of multiple teaching
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strategies, student assessment, classroom learning environments and management, and reflective selfassessment. Candidates develop knowledge and leadership skills while learning to structure and manage
an inclusive safe learning environment. They must demonstrate enthusiasm for their students and the
content they teach and proficient communication skills so they can assist with the development of K-12
students’ language skills. Candidates demonstrate their ability to create inclusive learning environments
as they plan and teach lessons/units of study that integrate technology, meet the needs of all students,
connect learning to real life and future careers, and are based upon state, national and professional
standards.
Module III coursework includes the professional core course titled EDUC 591: Enhanced Student
Teaching (Enhanced Clinical Practice) and accompanying seminar. This is a 6 credit hour course
required for all licensure areas. The accompanying, required seminar sessions are attended twice per
month during the school day. Attendance is mandatory for all seminar sessions. Scheduled spring or
fall break for the assigned K-12 clinical faculty/school district does not exempt the student teacher
from attending seminar sessions.
No other course work may be taken by candidates during their Enhanced Clinical Practice
semester. In exceptional cases, student teachers may seek the approval of the head of the college or
department of education to take no more than one additional course during this semester provided: (1) the
course does not interfere with the student teacher’s full participation in all activities associated with
student teaching and (2) no other opportunity exists for the student to take the course before completion
of the teacher education program.
– Tennessee Licensure Standards and Induction Guidelines -
Clinical Practice Placement
Candidates seeking K-6 licensure will have clinical practice in both early grades (K-2or3) and
intermediate grades (3 or 4-6). Candidates seeking 7-12 licensures should have clinical practices in both
middle grade (grades 7-8) and high school (grades 9-12) classrooms. Candidates will spend a minimum of
15 weeks in clinical practice with placement beginning and ending dates determined jointly by the
MEdITL Program Director and the Director of Clinical/Field Placement
All candidate placements for student teaching will be processed through the Office of Director of
Clinical/Field Placement in Initial Teacher Licensure. All Enhanced Clinical Practice placements for
MEdITL candidates in Module III must be approved by the Director of Clinical/Field Placement, the
Director of MEd in Initial Teacher Licensure Program and the Initial Teacher Licensure Committee.
Candidates are not to make their own placements unless specifically directed to do so by the Director of
Clinical/Field Placement. Candidates should not request placement at any school site in which they
have relatives/family members employed or in the same school that their children attend.
Candidates should not request to have a relative or family friend serve as their cooperating teacher.
** Final decisions on placement will be made by the LMU Director of Clinical/Field Placement.
*** Be advised that beginning in the fall of 2013 all student teachers will be charged a “clinical practice
fee” during their semester of student teaching. This is a one-time fee. Those students on financial aid
should take this into consideration when completing paperwork for the semester in which student teaching
will occur. This fee assessment has been approved by the state and mandated by local school districts in
an attempt to provide a small stipend for cooperating teachers providing aid and instruction above and
beyond that described in their district’s professional contract.
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PROGRAM COMPLETION AND EXIT
When the candidate has completed EDUC 591: Enhanced Student Teaching (Enhanced Clinical Practice),
an exit interview will be scheduled by the Director of Clinical/Field Placement. The following are
required for program completion:
1. TBI L1 Criminal Background check on file;
2. Proof of liability insurance on file;
3. Proof of current CPR certification on file;
4. All testing requirements met and proof on file with the Director of Teacher
Certification/Testing;
5. Successful completion of all required coursework and Teacher Work Samples;
6. Successful completion of Enhanced Clinical Practice, consisting of a minimum of 15 weeks
working in in two diverse placements;
7. Successful completion of Professional Portfolio at Exit Interview with score of 80% or above;
8. Grade of “P” for EDUC 591: Enhanced Student Teaching (Enhanced Clinical Practice);
9. Recommendation for approval to the Initial Teacher Licensure Committee by the Director of
Clinical/Field Placement for completion of the Initial Teacher Licensure Program, and
eligibility for application for licensure;
10. Application for licensure completed and filed with the Director of Teacher
Certification/Testing.
Upon successful program completion, the Director of Teacher Certification/Testing will submit the
candidate’s completed applications to the Tennessee Department of Education for licensure.
Director of Teacher Certification/Testing
Teacher candidates seeking teacher licensure must meet all testing requirements specified by the
Tennessee State Board of Education.
The Director of Teacher Certification/Testing located in the Business/Education Building, Room 214, on
the Harrogate campus, provides answers and assistance to Initial Teacher Licensure candidates in regard
to testing requirements. Candidates may consult with the Director of Certification/Licensure for specific
requirements for testing. The Educational Testing Service (ETS) controls the PRAXIS Series tests
required for Teacher Education. Registration booklets, tests at a glance, and information are available to
candidates at www.ets.org.
Recommended Testing Timeline
The following is a recommended timeline for completion of all required testing before clinical practice:
Module I:
PRAXIS II 5014 - K-6 Content Knowledge OR Content Specialty test
Module II:
PRAXIS II
K-6
5622-Principles of Learning and Teaching
5011-Elementary Education-CIA
5203 Teaching Reading: Elementary Education
K-12
5624-Principles of Learning and Teaching
Content Knowledge
7-12
5624-Principles of Learning and Teaching
Content Knowledge
** Note: Some Praxis II exams are computerized. Check the www.ETS.org website for specific
content test dates and sites.
The State of Tennessee forbids certification without passing required Praxis II tests. Those tests required
are determined by subject area in which you will be receiving certification. Check your
Evaluated
Transcript Analysis form for specific testing requirements. * NOTE: Tests taken after the March 1st
date will not be used to determine eligibility for the upcoming fall student teacher placement. These
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students will be held over for student teacher placement in the upcoming spring semester. Spring
placements for student teaching must notify the MEdITL office and provide documentation that all tests
are taken and passed by October 1st of the preceding semester. (Example: tests taken and passed before
March 1st of 2014 will allow students to be placed in clinical placement in the fall of 2014. Those wishing
to student teach in the Spring of 2015 must take, pass and notify the MEdITL office of their passing
scores BEFORE October 1st of 2014). Students are encouraged to begin taking Praxis II exams
early.
Candidates are advised to take testing requirements seriously, to prepare early, and to complete testing in
the recommended timeline to allow sufficient time for scores to be received and processed. Failure to
comply with testing requirements at appropriate Modules in the MEdITL Program is likely to delay the
candidate’s program completion date as originally planned.
Add on Endorsements
If you are certified as K-6 Elementary Education, you must get the endorsement of a college that has
middle grades programs and pass the PRAXIS tests 0146 and 0201 before applying for middle school
certification. LMU does not have a middle grades program and cannot recommend students for this
certification.
Teachers who hold a valid Tennessee license with a 7-12 endorsement may add a 7-12 endorsement by
obtaining a passing score on all of the required, state-approved teacher licensure specialty exams and
submitting application with the passing scores to the State Department of Education.
-Tennessee State Department of Education-
Module IV: MEd degree
Candidates may apply for licensure after completing required coursework, required testing, and student
teaching. The M. Ed. degree is optional and not required for licensure. A maximum of 9 credit hours
may be transferred from an accredited institution if equitable to the description of LMU’s requirements
and completed, with a passing grade of B (3.0) or above, within the last 5 years.
For K-6 Elementary majors earning a total of 36 credit hours in their professional core coursework for
licensure, the following courses are required to meet the needs for MEd degree.
K-6 Required Master of Education Coursework:
EDUC 501 Foundations of Education
3 hrs.
EDUC 511 Research and Statistics
3 hrs.
Total additional MEd hours
6 hrs.
Added to the 36 hours completed within the professional core, the K-6 students may qualify for a MEd
with 42 required hours.
Secondary majors earn a total of 18 credit hours in their professional core coursework for licensure. In
addition to the core coursework, secondary majors must complete 24 hours in Master of Education
Coursework to obtain their MEd. The following courses are additional to the professional core courses
and are required for those Secondary Majors who choose to pursue the M. Ed. degree:
7-12 and K-12 (Art, and P. E) Master of Education Coursework:
EDUC 501 Foundations of American Education
3 hrs.
EDUC 511 Research and Statistics
3 hrs.
C & I 501 Curriculum, Instruction, and Assessment
3 hrs.
EDUC 572 Early Childhood and Adolescent Child Development 3 hrs.
OR
CG 581 Psychology of Human Development
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EDUC 595 Topics in Education: Methods of Teaching in
Secondary Environments
EDUC 602 Structuring Learning Environments
OR
CI 516 Motivational Theory and Classroom Management
CI 509 Content Literacy
OR
CI 512 Educational Practice and Innovations
EDUC 692 Diversity and Equity Issues
OR
IL 541 School Communication Partner in a Diverse World
Total Additional M. Ed. Hours:
3 hrs.
3 hrs.
3 hrs.
3 hrs.
24 hrs.
Added to the 18 hours completed within the professional core, the 7-12 and K-12 students may qualify for
an MEd with 42 required hours.
MEd degree completion requires a passing grade on LMU’s comprehensive examination and submission
of all required coursework and paperwork. Comprehensive exams are given each semester; however,
graduation ceremonies are only provided in the fall and spring semesters.
Program Assessment and Assessment Plan Outline
The Carter and Moyers Assessment System (CMAS) for the MEd in Initial Teacher Licensure Program
outlines Transition Points to determine candidate growth and progress through the use of multiple
assessment instruments. Program assessment is evaluated both internally and externally.
In Module I, the candidate begins compiling appropriate assessment documentation. All academic major
(specialty studies) coursework must be completed with a grade of “B” (3.00) or better. The candidate
must demonstrate achievements and accomplishments of specific Program Goals and Performance
Expectations as aligned with the 17 Unit Proficiencies. The Candidate is responsible for establishing
and maintaining program documentation beginning with Module I. Documentation will be reviewed at
the end of each course and during exit interviews.
The MEd in Initial Teacher Licensure faculty are responsible for internal assessment of the candidate’s
achievement of all Performance Expectations. This assessment is completed through the Carter and
Moyers Assessment System (CMAS) by a variety of course assignments such as interdisciplinary units of
study, multicultural experiences, multimedia presentations, teaching videos, observations, reflections,
interviews, log sheets, philosophy essay, field experiences, action research, professional development
experiences and clinical experiences.
Candidates enrolled in EDUC 591 create a professional portfolio that demonstrates application of Goals
and Performance Expectations during the clinical practice experiences. This portfolio will also exhibit
candidates' skills, knowledge, and dispositions for future employment.
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CARTER AND MOYERS ASSESSMENT SYSTEM (CMAS)
Transition I:
EDUC 570
EDUC 570
EDUC 570
EDUC 570
EDUC 570
EDUC 570
EDUC 570
Module I
Introductory Reflection
Multi-media presentation
End of Course Reflection InTASC Standards
TWS Classroom Observation
TWS Teacher Interview
Disposition check by faculty
Self-Dispositions by Candidate
Transition 2: Module II
EDUC 571 Philosophy (I Believe) Paper
EDUC 571 Lesson Plan from Interdisciplinary Unit
EDUC 571 TWS Research: Differentiated Instruction/Classroom Management Research
EDUC 571 End of Course InTASC
Transition 3: Admission to Enhanced Clinical Practice
Transition 4: Module III
EDUC 591: Video Self and Peer Assessment
EDUC 591: Lesson Plan from video assessment
EDUC 591: Electronic Portfolio (Unit Proficiency
EDUC 591: TWS: Unit Plan and Action Research
EDUC 591: End of Program Reflection-InTASC 1-10
Transition 5: Module IV
EDUC 501 Disposition evaluation
EDUC 511 Dispositions evaluation
Program Completion
Comprehensive Exam
MEd in Initial Teacher Licensure Program Retention Guidelines
Candidates are required to sign a Statement of Ethics agreement to abide by appropriate academic and
professional standards and ethical behaviors as outlined in the dispositions. Failure to adhere to these
standards of conduct, as well as failure to meet stated requirements in each program module, may be
grounds for termination from the MEdITL Program. Candidates who are terminated from the program
may reapply to the Appeals & Grievance Committee upon meeting specified conditions as presented by
the committee at the time of the termination.
Candidates not in compliance with the academic requirements or standards of ethical behavior may be
placed on developmental plan (probation) or terminated. When the candidate has complied with the
developmental plan/probation requirements or conditions, he/she must meet with the MEdITL Program
Director to the discuss the status of probation. The candidate’s faculty members, clinical field supervisor
and program director will monitor the candidate’s academic progress during the probation.
In some cases, a candidate may be terminated from the program without privilege to reapply. Although a
student’s academic performance may be satisfactory, it may become necessary to terminate the student’s
enrollment. The basis for such a decision may arise from, but is not limited to the following:
1. The candidate does not demonstrate a commitment to achieving the mission and goals of the
MEdITL Program.
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2.
3.
4.
5.
6.
7.
8.
9.
10.
The candidate demonstrates signs of substance abuse.
The candidate is convicted of a felony.
The candidate does not comply with the required process of a criminal records background check.
The candidate does not comply with the University’s Code of Ethics.
The candidate demonstrates continued use of poor oral and written communications skills, and/or
poor interpersonal skills.
The candidate demonstrates unprofessional behavior that is not acceptable in field or clinical
settings, such as lack of good judgment, a lack of dependability, a lack of confidentiality, and/or
habitually incidents of being unreliable or irresponsible.
The candidate demonstrates discriminatory behaviors.
The candidate does not resolve personal problems that significantly and consistently prevent
effective performance in the University classroom and/or in field-based partnership experiences.
The candidate makes failing grades.
The course instructor is responsible for initiating a conference with a candidate as soon as there is
evidence of persistent failure to meet the standards for academic proficiency. All efforts will be made to
allow the candidate ample time to correct the deficiency. If the candidate does not correct the deficiency
and if the course instructor believes the candidate should be advised to withdraw from the program, the
following procedures will be initiated:
1. The course instructor(s) will submit a disposition sheet specifying the candidates deficiencies,
along with recommendations for improvement, to the MEdITL Program’s director.
2. The director will meet with all parties involved to discuss the issues/recommendations.
3. Candidates recommended for withdrawal from the program will be sent a letter of dismissal.
Complaint and Grievance Procedure
Should a candidate feel that he or she has a complaint or grievance about her or his educational
experience at LMU that has not been addressed by course instructor or staff, the candidate is encouraged
to submit the complaint in writing to the Program Director/Department Chair. The Program
Director/Department Chair will then meet with the candidate with the goal of generating an equitable,
fair, and just resolution of the complaint. If the student is not satisfied with the results of addressing the
complaint with the Program Director, the candidate is encouraged to make a written complaint to the
Dean of the School of Education, who will then review the matter. The student may continue this
complaint to the Vice President for Academic Affairs. The decision of the Vice President for Academic
Affairs is final.
Appeals Procedure
A candidate who is placed on probation, suspended or dismissed from the program and feels that the
probation, suspension or dismissal is unfair, has a right to appeal. The student who wishes to appeal a
probation, suspension or dismissal has 30 days from the postmark on the letter of notice to present the
appeal in writing to the Dean of the School of Education. The Dean will forward this letter of appeal to
the Chair of the Appeals and Grievance Committee for the School of Education, who will set up and
appeal hearing within two weeks of the receipt of the student’s letter of appeal. The Chair of the Appeals
and Grievance Committee and the student must inform each other of all attendees who will be at the
appeal hearing. Should the decision of the Appeals and Grievance Committee be unsatisfactory to the
student, a meeting with the Dean may be requested. The Dean and the student must inform each other of
any additional attendees to the meeting. The student may continue this appeal to the Vice President for
Academic Affairs. The decision of the Vice President for Academic Affairs is final.
MEd in Initial Teacher Licensure Program Policies and Procedures
The following MEd in Initial Teacher Licensure policies and procedures have been designed to give
guidance to candidates, faculty, and administration regarding questions or concerns about curriculum and
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university regulations. If a candidate has a question or concern about program policies and procedures,
the Program Director, Chairs of the Schools of Undergraduate and Graduate Education, and the Dean of
the School Education will serve as a committee to protect the rights of the candidate for due process.
Each MEd in Initial Teacher Licensure candidate must:
1. support the mission of the MEd in Initial Licensure Program and university while enrolled in the
program;
2. adhere to the University’s Code of Student Conduct and all University academic policies and
procedures as stated in the University catalog
3. comply with application and admission requirements as outlined in the MEd in Initial Teacher
Licensure Candidate Handbook;
4. maintain a minimum overall GPA of 3.0
5. complete registration for EDUC 570 and provide payment for tuition and fees, or make appropriate
arrangements with the Finance Office;
6. throughout the program, must maintain enrollment in either a professional association providing
liability coverage or provide proof of liability coverage through personal insurance (use of personal
insurance for coverage must be approved by the Program Director or Director of Field
Experience/Clinical Practice) prior to visiting or participating in any K-12 school as a candidate
representing Lincoln Memorial University
7. pass and have filed in the M.Ed. in Initial Teacher Licensure Office the results of TBI L1
Background Check;
8. successfully complete all Module I program requirements to include faculty recommendation and
disposition as prerequisite to Module II;
9. successfully complete all Module II program requirements to include the faculty/student interview
process (end of 571), submission of all program requirements and documentation of successful
completion of all course deficiency to MEdITL office, receive faculty recommendation and meet
disposition requirements as a prerequisite to being admitted to Module III (Enhanced Clinical
Practice);
10. confirm current program and PRAXIS II testing requirements are fulfilled before entering Module
III;
11. successfully complete all required state tests not later than March 1st (for fall), and October 1st if
for spring semester, as a prerequisite to Module III (Enhanced Clinical Practice). Official reports
from ETS regarding passing praxis scores must be requested by the candidate and send directly to
LMU;
12. submit a placement form for student teaching to the Director of Clinical Practice/Field Placement
and have placement(s) approved by Program Director prior to registration for EDUC 591;
13. submit all teacher candidate professional dispositions and candidate evaluations;
14. participate in approved professional development workshops prior to enrolling EDUC 591
Enhanced Clinical Practice
15. participate in approved Service Learning projects during each of the three modules;
16. take no other courses during the semester in which you are registered for EDUC 591:Enhanced
Student Teaching (Enhanced Clinical Practice);
17. successfully complete a minimum of 15 weeks of Enhanced Student Teaching, being placed at two
different sites/locations;
18. refrain from performing non-academic duties for receiving payment for non-academic duties
performed during the school’s academic day while registered in EDUC 591: Enhanced Student
Teaching, (Enhanced Clinical Practice).
19. successfully complete full-time enhanced clinical practice;
20. wear appropriate ID badge at all times in any K-12 school;
21. wear professional dress while in any K-12 school;
22. demonstrate professional, ethical, and moral standards while in any K-12 school;
23. demonstrate academic integrity at all times;
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24. demonstrate professionalism by being prepared, on-time, and actively engaged in the learning;
25. behave in a professional level of maturity, present a pleasant and respectable attitude while working
with others, and demonstrate a genuine desire for teaching and learning in both university
coursework and field experiences;
26. complete exit interview documenting successful fulfillment of all requirements for Enhanced
Clinical Practice as outlined in the Enhanced Clinical Practice Handbook; and
27. complete all required paperwork and documentation in an appropriate and timely manner;
Optional for MEd completion:
28. For candidates opting to complete their MEd, all required coursework must be completed with a
grade of 3.0 (B) or better;
29. take and pass the required comprehensive examination;
30. apply for degree candidacy and graduation;
31. Complete all required coursework, paperwork and documentation in appropriate and timely manner
and return to graduate office.
Attendance
The MEd in Initial Teacher Licensure program is an accelerated program. For this reason, attendance is
very important. While a student can make up for the knowledge and skills presented in a course
assignment, they cannot make up for the knowledge and skills administered as group activities, class
participation and hands-on learning. During the semester, 1 absence will result in a lowering of the final
letter grade by half a letter grade. For example, if your final grade for course assignments during the
semester was an A, and you had 1 absence, you would receive an A- for your final grade. A second
absence during the semester results in the lowering of the final grade by a full letter grade, in addition to
the half of a letter grade lost for the first absence. For example, if your final grade for course assignments
during the semester was an A, and you had 2 absences for the semester, you would receive a B- as your
final grade, which is the lowest possible grade you can receive and remain in the program. Two absences
will also result in the student meeting with a review board, which can result in dismissal from the
program.
If you must miss a class, it is expected that you inform your instructor as soon as possible prior to the
absence. Any coursework missed during an absence must be turned in on time. An absence is not an
acceptable excuse for previously assigned coursework with a stated deadline. Students should make
arrangements to submit required coursework on time.
Tardiness may affect your grade.
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Children, Cell Phones, Laptops and Professional Dress in the Classrooms


Children are not to be brought to class or left on the site unattended.
Cell phones are to be silenced at all times while classes are in session so as not to interrupt the
flow of instruction and learning.
 It is intended that laptops to be used for assignments only. The unnecessary use of laptops during
discussion, lecture, or other classroom activities will be considered inappropriate.
 Teacher candidates should dress professionally for scheduled class meetings and school events.
We apologize for any inconvenience this may cause but we must respect the rights of all our students to
concentrate uninterrupted. Students who violate these policies may be asked to leave.
Service Learning/Professional Development
All candidates in the MEdITL Program will be required to participate in professional development and
service learning projects that must be completed outside the regular schedule of classes. These
professional development and service learning hours will be included as a portion of your required
coursework and will be evaluated for completion and quality of participation. Faculty will provide
specific guidelines for successful completion of these required hours. All service learning and
professional development must be approved by the instructor.
Professional Certification and Licensure Disclaimer
Authorization for the University to provide a program for the preparation of teachers or administrators
does not guarantee eligibility for certification or licensure. It is the sole responsibility of the candidate to
be knowledgeable about specific certification/licensure requirements, qualify for certification or licensure,
and apply for the same.
For Alabama Students: Alabama Commission on Higher Education Disclaimer Statement
State authorization to provide a program related to the preparation of teachers or other P-12/school/system
personnel does not indicate eligibility for an Alabama certificate. Applicants for an Alabama certificate
based on reciprocity must meet Alabama’s test requirements and submit a valid, renewable professional
educator certificate/license issued by another state at the degree level, grade level and in the teaching field
or area of instructional support for which an Alabama certificate is sought and for which Alabama issues
a certificate. Applicants for Alabama certification in an area of administration must also document at least
three years of full-time employment as an administrator in a P-12 school system(s). www.alsde.edu
Smoke Free Campus Policy
All LMU buildings are smoke - free. Smoking is prohibited in all campus buildings for health and safety
reasons. Residence hall rooms contain sensitive smoke detectors, and consequently, smoking will trigger
smoke detector alarms. Fines of up $250.00 may be imposed on any persons tampering with detectors.
Smoking is allowed only outside offacilities.
LMU Satisfactory Academic Progress
Satisfactory Academic Progress relating to Financial Aid federal regulations require that all students who
receive federal financial aid make progress toward a degree. All colleges must have policies that ensure
students are making this progress both qualitatively and quantitatively. At LMU, starting with the fall
2011 semester, we have established the following Satisfactory Academic Progress (SAP) Policy that will
be reviewed following each semester, including the summer term.
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Qualitative
Students who fail to maintain satisfactory progress may not receive the following types of financial aid:
Federal Stafford Loans, Federal PLUS Loans, other aid involving Title IV funds, or any other aid for
which satisfactory progress is a requirement. These policies apply only to eligibility to receive financial
aid. A student is considered to have made satisfactory academic progress provided he/she passes at least
67% of the cumulative credit hours attempted and has not reached 150% of time enrolled in an academic
program (see Maximum Time Frame section).
Students must also earn a certain cumulative Grade Point Average (GPA) determined by their Academic
program to maintain financial aid SAP. Students enrolled in a Graduate program (excluding Graduate
Nursing, please see that specific SAP Policy) at LMU, must maintain a minimum of a 3.0 GPA. A
student whose academic performance drops below the minimum standards will be placed on financial aid
warning. A student can retain financial aid while on warning for one semester but must meet Satisfactory
Academic Progress by the end of that semester or be placed on Financial Aid Suspension.
Quantitative- Hours Attempted vs Hours Earned
A student is considered to have made satisfactory academic progress provided he/she passes at least 67%
of the cumulative credit hours attempted. For instance, a student who attempts 18 credit hours must
complete at least 12 of those credit hours to make satisfactory academic progress. A student whose
academic performance drops below the minimum standards will be placed on financial aid warning. A
student can retain financial aid while on warning for one semester but must meet Satisfactory Academic
Progress by the end of that semester or be placed on Financial Aid Suspension.
Quantitative –Maximum Time Frame
No student will be eligible to receive financial aid for more than 150% of the published length of the
program. This time is measured by credit hours attempted. For example, a student seeking a MBA degree
totaling 36 credit hours cannot receive aid for more than 45 attempted hours (30 x 150% = 54). Please
refer to specific graduate catalogs to see the published length of the program. Transfer credits will be
evaluated and those credits that count toward the student’s current academic program will count as both
attempted and completed hours. Failing a class or withdrawing from a class, whether passing or failing,
can affect SAP. Incomplete grades will not count against attempted hours, until a grade is recorded or the
candidate is withdrawn from the class or classes. Satisfactory academic progress will be reviewed at the
end of each semester.
Appeals
Students who are in SAP suspension may appeal this decision to the LMU Financial Aid Appeals
Committee. The appeal must be made in writing and explain why the student failed to make SAP and
what has changed that will allow the student to make SAP at the next evaluation. This letter should be
sent to the Executive Director of Financial Aid, 6965 Cumberland Gap Parkway, Harrogate, TN 37752.
The committee will review the appeal along with any additional recommendations from appropriate
faculty or staff members to determine if the student will be able to meet SAP standards by the next
evaluation. If not, an academic plan can be developed to ensure that the student will be able to meet SAP
standards by a specific point in order to graduate from a program. If the committee does not approve the
appeal, the student may take classes at his/her own expense to try to regain SAP. If the appeal is
approved, the student will be placed on “Financial Aid Probation” for one semester. At the end of the next
semester, the student must be making SAP to continue receiving financial assistance. If any additional
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appeals are approved beyond one semester, an academic plan must be developed for the student and
approved by the academic advisor, division Dean or the Vice President for Academic Affairs. The
academic plan must detail exactly what courses are required for the student to complete their intended
program of study at LMU.
Notification
All Financial Aid Satisfactory Academic Progress notifications will be sent in two ways: a letter will be
sent to the student at the home address and an e-mail notification will be sent to his/her LMU e-mail
address. These notifications will be sent no later than four weeks after the end of the academic term
reviewed.
Regaining Eligibility
Quantitative-Maximum Time Frame
To regain eligibility, you must graduate and advance to a new academic level.
Quantitative-Hours Attempted vs. Hours Earned
To regain eligibility, take courses at your own expense in a subsequent term or terms and meet the
standards according to the cumulative credit hours completion ratio outlined above under the heading
Quantitative. Once you have taken the courses and earned passing grades, you will need to notify the
Office of Financial Aid to complete a clearance form.
GPA
To regain eligibility, complete courses at your own expense and raise your cumulative GPA to the
acceptable standard. Once you have completed the course and raised you GPA, you will need to notify the
Office of Financial Aid to evaluate the coursework taken to see if financial aid can be awarded.
SERVICES AND STUDENT ORGANIZATIONS
Liability Insurance
All candidates enrolled in any field or clinical experiences in the MEdITL Program are required
to be protected by professional liability insurance prior to working or visiting any K-12 school to
complete coursework requirements. The candidate can provide evidence of liability insurance
provided through a professional academic organization or professional liability insurance through
another provider. Insurance through a personal provider must be approved by the university and
be equivalent to that amount provided through a professional academic organization.
Tagge Center for Academic Excellence
The Tagge Center for Academic Excellence is a service of Lincoln Memorial University
providing a variety of free assistance to meet student and faculty needs. These services include
peer tutoring, lecture/note-taking assistance, computer and printer availability,
writing assistance, vocabulary development, and training in test preparation and test-taking. To
receive assistance or to schedule an appointment, the candidate should phone campus extension
6310 or visit the Tagge Center for Academic Excellence. A staff member or peer tutor will work
to meet the candidate’s individual needs. The Tagge Center for Academic Excellence is located
on the second floor of the student center located on the Harrogate campus.
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Student Support Services Program
The Student Support Services Program is a federally funded program to assist the candidate
seeking academic help due to weak educational background or current academic difficulty. The
program offers services in the areas of academic and financial advisement, career planning,
personal growth, tutoring, and mentoring. Following federal guidelines, candidates interested in
participating in the Student Support Services Program must apply for acceptance; the accepted
student may utilize all services free of charge. Applications are available in the Student Support
Services Office, located on the second floor of the student center, on the Harrogate campus.
Pathway
Pathway is a web-based information management tool that allows students to access Lincoln
Memorial University’s administrative database. Information/functions available through Pathway
include Search for Classes, Student Profile, Class Schedule, Grades, Student Account and
Financial Aid. The student’s account with the Finance Office must be paid in full and Perkins
student loans must be in a current non-defaulted status in order for the student to gain access to
Pathway. To access Pathway on the Internet from LMU’s web site go to www.lmunet.edu. In the
upper right corner of the webpage you will find the Pathway link, click on and follow the tutorial.
Each candidate is assigned a unique username and temporary password (which must be changed
upon first login to Pathway). It is the responsibility of each student to ensure that his/her
password remains confidential. Lincoln Memorial University does not accept responsibility for
any password-related breach of security. The candidate has the option to decline the
assignment of a username and password to access Pathway.
Library
The purpose of the Carnegie-Vincent Library, located in the Harold M. Finley Learning
Resources Center on the Harrogate campus is to support the curriculum of the University’s
academic programs. Each student enrolled at the University is entitled to full use of all resources
and services provided by the library. The library is also equipped with a copier for student use.
Materials may be checked out to students who have completed a patron reservation form and
have a valid LMU I.D. Please stop by the library for more information or call 423-869-6219.
Counseling
Lincoln Memorial University recognizes that academic problems may be interrelated with
psychological, emotional, and social experiences of the student. Many people and services work
together to meet the needs of the student. Any one office will serve as a referral point for services
outside the expertise of that particular office. The academic advisor, the Tagge Center for
Academic Excellence, or the Office of Student Affairs serve as an initial contact for the student.
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APPENDICES
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MEd in Initial Teacher Licensure Candidate Professional Dispositions
The National Council for Accreditation of Teacher Education (NCATE) Standard 1 requires that
education professionals exhibit professional dispositions, defined as professional attitudes, values, and
beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students,
families, colleagues, and communities. These positive behaviors support student learning and
development.
Candidates recommended from LMU for licensure by the State of Tennessee must exhibit professional
dispositions in their interactions with all stakeholders, including classmates, P-12 administrators,
cooperating teachers, students, and University faculty, staff and supervisors while in the University
environment and in field placements. Reports of behavior, actions, or attitudes that are not considered
professional or meeting the professional disposition requirements could result in termination from the
MEd in Initial Teacher Licensure Program.
The following lists of Professional Dispositions are evaluated at various points throughout the program:
A.
B.
C.
D.
E.
F.
G.
H.
I.
Attendance and Punctuality
Initiative
Work Habits
Oral Communication
Written Communication Skills
Collegiality
Respect (in action and speech)
Commitment to Excellence in Teaching
Professionalism in Clinical & Field Placement (Ethics – including no plagiarism,
Professional Growth, Confidentiality, and Professional Dress)
The expanded Professional Dispositions indicators appear on the following pages.
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Lincoln Memorial University
Carter & Moyers School of Education
Disposition Form
The National Council for Accreditation of Teacher Education (NCATE) Standard 1 requires that
education professionals exhibit professional dispositions. Candidates recommended from LMU to
be certified by Tennessee must exhibit professional dispositions in their interactions with all
stakeholders, including classmates, P-12 mentoring teachers, P-12 administrators, cooperating
teachers, students, and university faculty, and supervisors while in the university environment and
in field placements.
Candidate’s
Name:
Date:
University Class
(Prefix/Course Number):
Evaluator
Name:
Self:
/
Semester/Year:
/
Field Placement for Course
(Prefix/Course Number):
/
Position:
Professional Education
Faculty:
P-12 School
Personnel:
RATE THE DISPOSITION INDICATOR STATEMENTS A – I BY PLACING AN X IN THE APPROPRIATE BOX ON A
SCALE OF 0-4.
0=NOT OBSERVED/APPLICABLE; 1=UNACCEPTABLE; 2=FAIR; 3=ACCEPTABLE; 4=EXCELLENT
(OPTION: RATE ONLY THOSE AREAS OF CONCERN)
Explain Unacceptable (1) or Fair (2) Evaluation Scores at the end of the form in the comment
section and document an Action Plan for improvement of these scores. Also, document if such plan
is accomplished at end of semester.
A. Attendance and Punctuality
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
Meets attendance requirements
Comments:
B. Initiative
Demonstrates initiative
Creative and resourceful
Works independently when appropriate
Comments:
C. Work Habits
Promptly completes quality work
Works independently
Demonstrates commitment to achieve professional, program of studies’ goals
Demonstrates the ability to plan long and short term
Effectively uses instructional technology
Demonstrates ability to reflect on and assess as an ongoing learning process
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Comments:
D. Oral Communications
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
4
3
2
1
0
Articulate, uses standard English grammar
Uses language for fostering clear understanding and self-expression
Demonstrates thoughtful and responsive listening
Comments:
E. Written Communication Skills
Written work uses standard English grammar
Writing is clear and organized
Comments:
F. Collegiality
Works well on a team while encouraging, assisting, and inspiring peers to excel
Participates in collegial planning activities
Gives and accepts assistance
Comments:
G. Respect (in action and speech)
Demonstrates respectful classroom behavior
Sensitive to all stakeholders’ needs
Maintains confidentiality
Provides educational experiences that demonstrate understanding of the worldview of culturally
diverse groups
Demonstrates a sense of fairness by developing differentiated educational opportunities for all
students (all students can learn)
Comments:
H. Commitment to Profession
4
3
2
1
0
3
2
1
0
Strives to promote a caring, non-discriminatory, and equitable environment.
Participates in professional consultation for the improvement of one’s own skills
Committed to engage in professional growth and development activities
Responds appropriately to positive feedback
Comments:
I. Professionalism in Clinical and Field Placement (Ethics,
professional growth, and confidentiality)
4
Professional attire
Maintains factually accurate records
All documents are free of plagiarism
Adheres to all rules and requirements and supports decisions made by the Carter & Moyers School
of Education
Demonstrates honesty and integrity in all circumstances
Comments:
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Comment Section Regarding Weakness(es):
Action Plan if weakness cited: (teacher candidate must complete with person filling
out the disposition checklist)
____Accomplished
Candidate Signature:
_____ Not accomplished
Date:__________________
Faculty or Cooperating Teacher Signature: ________________Date:__________________
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MEd in Initial Teacher Licensure Program
Statement of Ethics
As an MEd in Initial Teacher Licensure candidate who represents Lincoln Memorial University, I
will work toward the best interests of all stakeholders, including my classmates, university faculty
and staff, P-12 school administrators, cooperating teachers, candidates, and the community at large.
It is my responsibility as an MEd in Initial Teacher Licensure candidate, to maintain standards of
exemplary professional behavior at all times. I will be observed and evaluated by University
faculty, peers, P-12 school administrators and cooperating teachers, and professional education
faculty.
In the best interest of Lincoln Memorial University and the MEd in Initial Teacher Licensure
Program and by subscribing to the statements of ethical standards listed below, I agree to:
 exemplify quality academic and professional standards and ethical behaviors as outlined in
the MEd in Initial Teacher Licensure Handbook;
 demonstrate a commitment to achieve the mission and goals of the MEd in Initial Teacher
Licensure Program;
 fulfill the MEd in Initial Teacher Licensure Program responsibilities with honesty and
integrity;
 demonstrate an enthusiastic willingness to work as a team while encouraging, assisting and
inspiring my peers to excel;
 demonstrate a willingness to adjust to changes as needed to provide a positive and caring
learning environment;
 avoid sharing information that is confidential;
 demonstrate respect to all stakeholders as defined above;
 avoid using positions for personal gain through political, social, religious, and economic
arenas, or any other influences;
 be on time and attend classes;
 be on time and attend any and all P-12 placement site meetings, activities, and events;
 make positive decisions about my professional growth and development;
 demonstrate respect for diverse individuals and cultures;
 demonstrate support for decisions made by the faculty, stall, Director of Clinical Practice/
Field Experience and the Director of MEd in Initial Teacher Licensure Program;
 adhere to all rules and requirements for the MEd in Initial Teacher Licensure Program;
 not falsify any record (i.e., observation logs, journals, applications, etc.) nor commit any
plagiarism as defined below.
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MEd in Initial Teacher Licensure Program
Plagiarism Statement
Plagiarism is the presentation of someone else’s words or ideas as one’s own. (See APA Manual).
One of the most common forms of plagiarism is the paraphrasing of several phrases, sentences, or
ideas in a paragraph with only one citation at the end of the paragraph, resulting in confusion
between the cited content and the researcher’s own words or ideas. Another common form is the
practice of substituting words or phrases while retaining the original author’s form and structure
without giving credit to the originator of the work.
Plagiarism in any form is one of the most egregious violations of professional ethics an author can
commit. Submission of plagiarized material, even by accident or through ignorance, is a severe
infraction of the professional ethical code and can result in expulsion from the program. To avoid
plagiarism:


Cite sources within the text for all phrases or ideas that are quoted or paraphrased.
Cite sources within the text in the format delineated in the APA Manual.
Certificate of Authorship
I certify that I am the author of this paper titled
________________________________________________________________________________
and that any assistance I received in its preparation is fully acknowledged and disclosed in the paper.
I have also cited any sources from which I used data, ideas, or words, either quoted directly or
paraphrased. I also certify that this paper was prepared by me specifically for this course. I
understand that falsification of information will affect my status as a teacher education candidate
and/or formal admission into the teacher education program.
Candidate’s Signature:
Date:
______________________________
_____________________
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MEd in Initial Teacher Licensure Program
TBI-L1 Statement
In compliance with the Tennessee State Board of Education, you are required to submit a Tennessee
Bureau of Investigation background clearance check (TBI-LI) as part of your application to the MEd
in Initial Teacher Licensure Program. If, in reviewing your TBI clearance, an “INDICATOR” on
your form is been noted this indicator may, or may not, preclude you from teacher licensure and
employment in Tennessee schools.
In cooperation with the school districts of Tennessee, the LMU MEd in Initial Teacher Licensure
Program request that you sign the enclosed release form, allowing us to send a copy of you TBI
clearance form to any school(s) where you may be observing, volunteering, teaching, or student
teaching.
In addition to signing the release form, the MEd in Initial Teacher Licensure Program may request
that you write a one-page explanation of the incident(s) that resulted in an indication being listed on
your TBI-clearance form. This letter will accompany your release form when sent to a school.
This letter should include:
1. Times, places, and dates related to the incident(s)
2. Agencies involved – e.g., sheriff, state police, park ranger, etc.
3. A brief, concise, factual statement of the incident
4. A statement of the charge(s) involved with the incident – DUI, assault, jay-walking, etc.
5. A statement addressing the outcome of the incident – misdemeanor, felony, jail, dismissed,
etc.
6. Any mitigating circumstances surrounding the incident
7. Your signature and date
Please note: Acceptance into the MEd in Initial Teacher Licensure Program DOES NOT guarantee
placement in a school system or provide any guarantee of employment in a school system. Further, it
is at the sole discretion of any school system to grant or deny you permission to enter school
grounds or participate in any school-sponsored activities.
Please contact the MEd in Initial Teacher Licensure office with any questions you may have
concerning your TBI-L1 clearance.
Thank you for your cooperation and understanding.
Attached you will find a copy of the Applicant Waiver for TBI-L1 release to agencies.
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Applicant Waiver for TBI-L1 Release to Entity/Agent
I am applying for employment/licensing/education/adoption with the following
agency/entity:
____________________________________________________________________
By signing this waiver, I am agreeing to the release of any, and all, of my criminal history,
including any juvenile history that may be in the TBI and FBI criminal databases, to the
aforementioned entity/agency.
_________________________________
Applicant Name (printed)
_________________________________
Applicant Signature
_________________________________
Date
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Helpful Key Terms
Adjunct faculty
Part-time faculty in the professional education unit who are not full-time
employees of the institution
Assessment
An evaluated activity or task used by a program or unit to determine the
extent to which specific learning proficiencies, outcomes, or standards have
been mastered by candidates
Candidates
Individuals admitted to, or enrolled in, programs for the initial or advanced
preparation of teachers, teachers continuing their professional development,
or other school professionals. Candidates are distinguished from students in
P–12 schools.
Clinical Faculty
K-12 school personnel responsible for instruction, supervision, and/or
assessment of candidates during field experiences and clinical practice.
Clinical Practice
Student Teaching
Cooperating Teacher Mentoring teacher during clinical practice and/or field experience
Field Experiences
A variety of early and ongoing field-based opportunities in which
candidates may observe, assist, tutor, instruct, and/or conduct research.
Field experiences may occur in off-campus settings such as schools,
community centers, or homeless shelters.
InTASC
The Interstate New Teacher Assessment and Support Consortium, a project
of the Council of Chief State School Officers (CCSSO) that has developed
model performance-based standards and assessments for the licensure of
teachers.
Licensure
The official recognition by a state governmental agency that an individual
has met certain qualifications specified by the state and is, therefore,
approved to practice in an occupation as a professional. (Some state
agencies call their licenses certificates or credentials.)
Professional Development Opportunities for professional education faculty to develop new
knowledge and skills through activities such as in-service education,
conference attendance, sabbatical leave, summer leave, intra- and interinstitutional visitations, fellowships, and work in P–12 schools.
Professional Dispositions Professional attitudes, values, and beliefs demonstrated through both
verbal and non-verbal behaviors as educators interact with students,
families, colleagues, and communities. These positive behaviors support
student learning and development.
Education Faculty
Those individuals employed by a college or university who teach one or
more courses in education, provide services to candidates, supervise clinical
experiences, or administer some portion of the unit.
Proficiencies
University required knowledge, skills
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Service Learning
A teaching/learning method that integrates community service into
academic courses, using structured reflective thinking to enhance learning
of course content
Student Teaching
Pre-service clinical practice in P–12 schools for candidates preparing
to teach.
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