Standard 3
Candidate Quality, Recruitment, & Selectivity
3.1; 3.2; 3.3, 3.4, 3.5
Our EPP ensures the quality of our candidates in a number of ways: active recruitment of highachieving students; maintaining high entry standards; multiple evaluations of candidate progress
in the form of "Gateways"; and a completion of a capstone (LiveText, Teacher Ed. Interviews
and certain courses have been designated as having key assessments). These evidences
ensure candidates can teach effectively and positively impact P-12 student learning. NC State
University is a highly selective institution, and is consistently ranked among the top 50 public
universities in America. The institutional selectivity extends throughout each of our colleges and
includes our EPP. Beginning with a base of high achieving students, (with an average high
school GPA of 4.43, composite ACT of 28 and combined SAT score of 1828), our EPP further
increases selectivity through the establishment of high entry and transition standards for
candidates (this is the link to our program admission requirements
http://www.utm.edu/departments/ess/ess_teachered.php put in information about cohort?). We
attribute part of our success in producing high quality teachers to the fact that we recruit, retain,
and develop high quality candidates. When developing our recruitment and enrollment metrics,
our EPP utilizes data from NC DPI, public school partners, and UNC System reports which
indicate high need subjects and high need regions in North Carolina. The UNC System also
monitors teacher production in each of the constituent campuses and provides feedback on
target enrollments by license area (Teacher Production Evidence). 3.1 Our EPP uses this data
in our recruitment plan to attract high quality, diverse candidates. To assist in the recruitment of
candidates into high need subjects, our EPP hired a designated recruiter in 2009 who engages
in targeted efforts to attract diverse individuals from North Carolina and beyond to help meet
these needs (Recruitment Evidence; Student Services Annual Report; Grant Information)
(http://www.utm.edu/departments/cehbs/_pdfs/Title%20II%20Report%20AY%202013%2014%2
0Traditional.pdf this is the title II report that may fit in as their Student Services Annual Report
we also for minority recruitment have begun the Call me Mister program and the details are at
the end of this report that can be referenced. Here is the link; FTA visits; Preview Days;
SOAR/TOAR; STEM camps; special Olympics).
Once admitted, our EPP has several specific scholarships and attractive programs available
and our candidates will receive nearly $200,000 in support in 2014-2015 (this is the link to our
specific program scholarships http://www.utm.edu/departments/ess/scholarships.php; STEA?).
Several EPP scholarships have donor specific criteria with approximately 70% designated as
STEM. For example, the Progress Energy scholarship is specifically designated for middle
school math and science candidates. Some of our most attractive scholarships include the
NOYCE METS program and the Goodnight Scholars. The Noyce METS program at NC State
(national Robert Noyce Teacher Scholarship Program), responds to the critical need for K-12
teachers of science, technology, engineering, and mathematics (STEM). The NOYCE
encourages talented STEM candidates and professionals to pursue teaching careers in
elementary and secondary schools. The Goodnight Scholars is a university-wide STEM
scholarship program. (all the STEM information is at the end of this document. Here is a link)
This highly competitive program is designed to attract top STEM high school candidates to NC
State and provide financial ($17,000) and academic supports for their retention. Our EPP has a
designated Goodnight Scholars coordinator and currently has 4 Goodnight Scholars on full
scholarship. In addition to our existing programs, our EPP is in negotiation with the Goodnight
Scholars Office to create a College of Education-specific scholarship program that would
provide scholarships, enrichment, and professional development activities for 10 incoming
candidates per year. Our EPP is also working collaboratively with University Housing to design
and create an education living and learning village. The village would provide housing and
other supports specifically for teaching scholars including Goodnight Scholars, EPP scholarship
recipients, and candidates in the Students Advocating for Youth program (SAY) which
advocates for at-risk children. 3.2 After admission to the university, candidates must meet EPP
Admission to Candidacy standards for formal admission into a program. In order to be eligible,
candidates must obtain and maintain an overall GPA of 2.75. This requirement ensures that
each formally admitted cohort meets or exceeds a 3.0 GPA threshold. Candidates must also
earn grades of C or better in their general education Math and English courses, as well as their
Introduction to Teaching course. 3.3 In addition to academic requirements, the EPP has
established a set of attributes and dispositions expected of candidates (UTM dispositions) (This
is the link to our departmental mission statement http://www.utm.edu/departments/educate/ ;
TEP Interviews; Field experience?). Candidates acknowledge their understanding of the
expectations prior to formal admission (this is the link to our program admission requirements
http://www.utm.edu/departments/ess/ess_teachered.php). 3.4 Our EPP, through the use
of LiveText (LiveText?), tracks candidate performance in courses and in relation to the
disposition standards throughout the program both in courses and during advising sessions. Our
EPP maintains selectivity during preparation by setting specific grade walls for EPP core,
content, and pedagogical courses, and requires a minimum 2.75 GPA. In an EPP core course,
School and Society, candidates complete a major project in which they collaborate to develop a
school improvement plan.
3.5 Working in a professional learning teams manner, candidates must demonstrate their use of
technology and data analysis skills to be successful on the project (Input in this area about our
specific courses like HL 311 being technology integration etc.; Field experiences?). In another
set of core courses, ED 311 and ED 312, candidates demonstrate their ability to again work in
professional learning teams by developing and analyzing assessments. Candidates in these
courses must be able to demonstrate their ability to analyze instruction and draw conclusions
from student learning. In specific methods courses, candidates are required to build
lessons/units, using the North Carolina Standard Course of Study and/or Common Core
Standards, along with appropriate assessments, to determine their impact on student learning.
In content courses, candidates must earn a grade of C or better to demonstrate appropriate
proficiency. These requirements contribute allow our EPP, through program faculty and
advisors, to determine whether a candidate is ready to move to their capstone Professional
Year and student teaching. To further improve our EPPs ability to address selectivity during
preparation, we have developed our Continuous Improvement Plan (CIP) (Needs assessment
TQP Grant) around the full implementation of the edTPA (TPQ grant information maybe in here
somewhere that outlines its surveys etc. in which they receive feedback from stakeholders
about our program needs and candidates; TEAM; Praxis). Through a full implementation of the
edTPA, we will increase the both the number of measures and the quality of measures we
employ to determine selectivity during preparation. Our EPP incorporates non-academic factors,
including the evaluation of dispositions and required Professional Growth Units that candidates
must complete as they matriculate through the program. Candidates complete a "dispositions
awareness form" in SAGE acknowledging EPP expectations. Dispositions in clinical practice are
documented in SAGE on the dispositions tab. Additionally, approximately 25% of our
candidates engage in global experiences. Our EPP has begun piloting the use of the
Intercultural Development Inventory (IDI) and the Cross-Cultural Adaptability Inventory (CCAI)
with these candidates to determine a best fit for the College, and with the intention of expanding
the use throughout all preparation programs on a pre-post basis. Our EPP maintains a high
degree of selectivity for candidates' completion of their respective programs and subsequent
recommendation for licensure. Our EPP ensures candidates have acquired the appropriate
content knowledge in multiple ways: through candidates' completion of the edTPA, by analysis
of cooperating teachers' and university supervisors' evaluations, and by state-mandated testing
(where applicable). Our EPP ensures the use of effective pedagogical practice and positive
impact on P-12 student learning and development through the completion of the edTPA and
Certification of Teaching Capacity. Finally, our EPP ensures that completers understand the
expectations of the profession, including the Code of Ethics for NC Educators (link here to
Weakley county schools info to parents on RTI
http://www.weakleycountyschools.com/policy%20manuals/RTI%20brochure.pdf and we actually
do this in Clinton Smith and Cherry Watts courses etc.; Joyce Swan mentioned something she
does at Selmer that includes a brochure from the local school system), professional standards
of practice and relevant law and policies through our student teacher orientation, Certification of
Teaching Capacity, and through the state license application process. Each candidate must
demonstrate proficiency in all areas before a recommendation for licensure is made.
Call Me Mister (Mentors Instructing Students Toward Effective Role Models) Budget Proposal
*Call Me MISTER’s mission
The mission of the Call Me MISTER Initiative is to increase the pool of available teachers from a broader
more diverse background, particularly among the Tennessee’s lowest performing elementary and
middle schools. Student participants are largely selected from among under-served, socio-economically
disadvantaged and educationally at-risk communities.
The Call Me MISTER program is contributing to the talent pool of excellent teachers by identifying and
supporting students as they pursue degrees in accredited teacher education programs.
The project provides:
 Tuition assistance for admitted students pursuing approved programs of study in teacher education
at participating colleges.




An academic support system to help assure their success.
A cohort system for social and cultural support.
Housing for cohort members (Living Learning Community)
Assistance with job placement.
* UT-Martin cohorts cannot exceed five students.
* UT-Martin cohorts are restricted to Tennessee residents.
The University of Tennessee at Martin’s
STEM Camps
The University of Tennessee at Martin’s STEM Camps provide UT Martin preservice teachers with
supervised, experiences teaching STEM concepts to middle and high school students in rural Northwest
Tennessee. Middle and high school students engage in grade-appropriate STEM activities on the UT
Martin campus by participating in three, weeklong summer camps, and monthly, Saturday camps for
immersive, problem-based STEM activities. The program design of this initiative yields results in the
engagement of middle and high school students in STEM learning, confidence of pre-service teachers to
teach STEM concepts, and the improved quality and diversity of STEM teachers in rural Northwest
Tennessee.
The need for improved STEM teaching in rural areas is compounded by the interaction of poverty, low
educational attainment, and high unemployment rates. Table 1 demonstrates those factors in the nine
counties of Northwest Tennessee. In the nine counties of Northwest Tennessee, all nine fall below the
state average for the percentage of the population living in poverty, the percentage of the citizens who
have a high school diploma, and the percentage of hold a bachelor’s degree. Likewise, all nine counties
report a higher unemployment rate than the state average of 5.8% (May, 2015, Tennessee Dept. of
Labor).
Table 1: Poverty, Educational Attainment, and Unemployment Rates in Northwest TN
% of Pop.
Living in
Poverty
Benton
Carroll
Dyer
Crockett
Gibson
Henry
Lake
Obion
Weakley
State of TN
22.1
20.1
17.8
18.9
18.7
19.2
31.7
22.6
20.2
17.2
% Who
Have
H.S.
Diploma
78.5
78.6
83.6
76.1
82.7
82.3
70.6
79.6
83.8
84.4
% Who Have
Bachelor’s Degree
10.3
15.4
18.1
11.9
16.5
16
7
14.2
7.9
23.8
Unemployment
%
7.8
8.7
7.5
6.4
7.6
6.6
8
8.9
7.4
5.8
Research shows that rural areas in Tennessee represent one of the greatest, yet under exploited,
opportunities for STEM education to impact future workforce development. STEM education promises
to develop the next generation of collaborative problem solvers as a means of closing the workforce gap
of skilled workers in Northwest Tennessee. This rural perspective on STEM education is significant
because Northwest Tennessee has received only minimal state-wide STEM education initiatives.
Participating preservice teachers engage 6th-10th grade students in science and math through a
collaborative, hands-on, problem solving and project based approach to education. STEM education not
only inspires future scientists, but also elevates the economic prospects of rural students.
Preservice teachers who participate in the STEM-based programs are prepared to produce the next
generation of STEM literate learners. Recruitment efforts include outreach from UT Martin pre-service
teacher education Ambassadors who are trained by Dr. Louis C. Glover to assist in leading and coaching
STEM activities with middle and high school students.
Dr. Glover facilitates intern development of STEMbased curricula, classroom management skills,
assessment strategies, and laboratory safety.
Rural
Middle/High
Rising 6th-10th grade participants in the STEM camps
STEM Camp
Participants
explore STEM concepts by utilizing analytical
instrumentation, such as LabQuest units; designing
Teacher Ed
Pre-service
Faculty/Mentors
Student Interns
and building robotics; developing and constructing
structures that incorporate engineering principles.
Using grade-appropriate content, UT Martin
Preservice interns facilitate student exploration of
concepts in chemistry, physics, mathematics, and
1. More diverse teacher workforce
2. Better prepared STEM teachers
engineering technology. The unique aspect of the
3. Rural middle/high school students
internship program is two-fold: (1.) preservice
intentionally engaged in STEM
education and potential career
interns acquire practical, supervised field
parths
experience working with grade-appropriate
learners in their teaching content area in
preparation for their student teaching practicum;
and (2.) participating campers explore novel hands-on concepts in science, technology, engineering, and
mathematics that, because of expenses involved, are not utilized by many secondary school teachers in
rural Northwest Tennessee.
UT-Martin preservice interns participate in approximately 40 hours of training prior to the
commencement of summer and monthly, STEM camps. The objective of the 40 hours of training is to
review, refine, and reinforce pedagogy concepts and to create appropriate grade level STEM-based
learning activities utilizing the most recent research-based best practices STEM education. In addition to
providing a vehicle for pre-service interns to gain practical teaching experience working with students,
another expectation of the program is that participants develop an appreciation of, and sustained
interest in STEM education through the hands-on, experiential delivery. Another intended result is that
middle and high school participants eventually consider careers in science education.
In terms of STEM content, research shows that pre-service student teachers lack sufficient practical,
field-based teaching experiences prior to participating in their student teaching practicum. Rural
business leaders have commented that, “Schools are not preparing tomorrow’s workforce as students
don’t have the requisite skills. Technology may be getting better – computers have helped – but more
practical based science and math is needed.” The program provides pre-service interns several
opportunities to obtain field experiences prior to their mandatory student teaching practicum. During
the summer and monthly, Saturday STEM camps, secondary science education faculty /facilitator(s)
provide guidance to and assessment of intern’s performance. An equally important objective of the
internship program is to spark secondary students’ interest in STEM education. Many students indicate
that they enjoy science and math when they perform hands-on experiments using analytical
instrumentation. Unfortunately, many rural Northwest Tennessee students are not afforded
opportunities to engage in many hands-on science activities that involve analytical instrumentation due
to a lack of appropriate experimental equipment, few teachers of color/role models, inadequate
classroom time, teachers not adequately trained in STEM applications, or a combination of all of the
above. The lack of adequate STEM training for preservice teachers in the past exacerbated this dilemma.
Research also shows that children, especially at-risk children, internalize science concepts when they are
engaged in constructivist, hands-on learning activities. The STEM camps employ best practice
constructivist approaches to teaching the STEM concepts.
Since UT Martin pre-service interns teach campers, they are the recipients of the most recent, researchbased best practices in STEM education. As a result of the internship program, the interns are better
prepared for their student teacher practicums, and many camp participants develop an affinity for STEM
education. As the focus of the program is on rising secondary students, it is anticipated that by exposing
them to hands-on STEM activities in a university setting, many students will become motivated to
consider careers in STEM fields after high school graduation.
Things we need:
1. Recruitment Evidence - - We have the Call me Mister program but what else do we do
to recruit
2. Teacher Production Evidence - - do we have any stats or evidence that shows what type
teachers we are producing (I think this is referring to demographics). NC State uses this
to help them recruit candidates in high needs subjects. Maybe this involves identifying
the needs of schools.
3. STEM information - - we have it from our STEM program but we need specific stuff from
the grant. Steve Elliott is a part of this grant STEM program.
4. UTM Dispositions - - we need information on dispositions
5.