Department of Educational Studies

Dr. Clinton Smith - Interim Chair
240 Gooch Hall
731-881-7210
fax 731-881-1809

Faculty

Amanda Batts, Tabitha Cude, Texas Culver, Mary Claire Dempsey, Karen DiBella, David C. Dietrich, Austin Ferrell, Jeffrey M. Hewitt, Daniel Kent Kelso, Abbie McClure, Tammie Patterson, Laura Plunk, Terry A. Silver, Clinton Smith, Michael W. Spaulding, Harriette L. Spiegel, Elizabeth Stratton, Joyce H. Swan, Stanton Watson, Kimberly G. Williams, Julia Wilson

Mission

The Department of Educational Studies has as its primary mission the preparation of K-12 classroom teachers, administrators and school service personnel for the public schools in Tennessee as well as the nation. Some options exist for students desiring to obtain the skills and strategies of the education profession for use in non-public school districts in curriculum development, in-service staff development and analysis and evaluation of school programs.

Expected Outcomes

In keeping with the primary mission of the Department of Educational Studies, programs are designed to prepare classroom teachers who exhibit understanding and proficiency with the following characteristics: communication, reflection/relevance and purpose, collaboration, technology, higher order thinking skills, assessment, diversity, professionalism, and pedagogy skills.

The following are the InTASC Standards that serve as our student learning outcomes:

Standard 1: Learner Development

The teacher 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.

Standard 2: Learning Differences

The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard 3: Learning Environments

The teacher works with others to create environments that support individual and collaborative learning that encourage positive social interaction, active engagement in learning, and self-motivation.

Content Knowledge

Standard 4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Standard 5: Application of Content

The teacher 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.

Instructional Practice

Standard 6: Assessment

The teacher 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.

Standard 7: Planning for Instruction

The teacher 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.

Standard 8: Instructional Strategies

The teacher 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.

Professional Responsibility

Standard 9: Professional Learning and Ethical Practice

The teacher 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.

Standard 10: Leadership and Collaboration

The teacher 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.

Education Degree Requirements

The curricula in education has three dimensions: general education, content education (specialty area) and professional education. General education consists of courses of study selected from the traditional academic disciplines: biological and physical systems, communication, fine arts (aesthetics), humanities, mathematics, and social and behavioral sciences. The requirements in these areas represent a consensus of the faculty after review of Tennessee licensure requirements and recommendations of professional and content education societies.

Content education centers on the academic discipline(s) chosen by the pre-service teacher to be the area(s) of teaching expertise. Prospective secondary teachers may select from a variety of disciplines.

Integrated Studies majors may select from P-3, K-5, 6-8 or Special Education Interventionist K-8 licensure programs.

Professional education consists of a sequence of academic events that aid the pre-service teacher in the knowledge, comprehension and application of the skills and strategies professional educators judge to be necessary to make wise educational decisions. The collaborative relationship which exists between the faculties of the College of Education, Health, and Behavioral Sciences and the public school systems of Tennessee makes the attainment of this professional expertise possible.

Typically, the education major develops a personal philosophy of teaching over an extended period of time. The College of Education, Health, and Behavioral Sciences is dedicated to providing a variety of educational opportunities throughout the four-year period of study.

Academic advisers or faculty members are assigned to work with each student in planning a program so that the chosen curriculum is followed, as outlined, in order to assure graduation and eligibility for licensure. It is important that each student work closely with an adviser and that requests for course substitutions be filed with the Undergraduate Committee no later than the end of the junior year.

Options for Additional Endorsements

Candidates for additional endorsements must be recommended to the State Department of Education by an institution of higher education which has been approved to prepare teachers in Tennessee. To qualify for an additional endorsement in any subject, a candidate must demonstrate knowledge of and skills in the appropriate teaching content area which has been approved by the State Board of Education for initial endorsement. To determine what additional course work and field experiences will be required to qualify for an additional teaching endorsement, the recommending institution must assess the candidate’s academic background, equating it to established standards. Individuals who wish to obtain additional endorsement should contact the Educator Preparation Program Office, 205 Gooch Hall (731-881-7203).

Agriculture (6-12)
Art (K-12)
Biology (6-12)
Dance (K-12)
Earth and Space Science (6-12)
Economics (6-12)
English (6-12)
French (6-12)
Geography (6-12)
Government (6-12)
Health Education (K-12)
History (6-12)
Interventionist K-8
Interventionist 6-12
Mathematics (6-12)
Music - Instrumental/Vocal (K-12)
Physical Education (K-12)
Spanish (6-12)

Note: All add-on endorsements are dependent upon the transcript evaluation. Depending on the current area of certification and the add-on desired, additional professional education course work may be required. In addition to the required course work, individuals must pass the appropriate Praxis Series Subject Assessment Exam(s) in order to be recommended for licensure in the additional endorsement area.