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The mission of �鶹��Ƶ University, an academic community affiliated with the Tennessee Baptist Convention, is to provide Christ-centered higher education that promotes excellence and character development in service to Church and society in ways consistent with the following core values.

• �鶹��Ƶ University must be excellence-driven.
• �鶹��Ƶ University must be Christ-centered.
• �鶹��Ƶ University must be people-focused.
• �鶹��Ƶ University must be future-directed.

The conceptual framework for �鶹��Ƶ’s Educator Preparation Program is “A Teacher-Student Dynamic of Sensitivity, Reflection, and Faith.” The conceptual framework which guides the Teacher Education Unit is derived from the institutional mission and is founded upon established and contemporary research, the wisdom of practice, and emerging education policies and practices. The framework shapes �鶹��Ƶ’s commitment to prepare its students to be highly effective classroom teachers.

The mission of the Educator Preparation Program at �鶹��Ƶ University is to prepare highly effective educators within an environment of sensitivity, reflection, and faith.

Description of the statement: Effective educators demonstrate knowledge in their respective fields; sensitivity to students’ diverse learning needs; reflection in scholarship and inquiry; motivation of their students becoming life-long learners; and a careful examination of their worldview and integration of the fruit of the Spirit (Galatians 5:22-23).

• Knowledge of Learners. Candidates as teacher-practitioners design and implement instruction in consideration of the typical cognitive, linguistic, social, emotional, and physical development of children and adolescents and responsive to individual needs.
• Diverse Learners. Candidates as teacher-relaters respect diverse cultures and the wide range of individual abilities by establishing inclusive learning environments that maintain high expectations for all.
• Learning Environments. Candidates as teacher-relaters create respectful, collaborative, and engaging learning environments that communicate the Christ-modeled worth and potential of each individual.
• Content Knowledge. Candidates as teacher-scholars demonstrate academic competence in the central concepts, tools of inquiry, and structures of their discipline(s) and design instruction that makes content accessible and meaningful to facilitate content mastery.
• Content to Critical Thinking. Candidates as teacher-practitioners engage learners in critical thinking, creativity, and problem-solving by integrating concepts of the discipline(s) from different viewpoints relevant to local and global issues.
• Assessment, Reflection, Response. Candidates as teacher-practitioners use multiple assessment strategies to evaluate learning in the classroom and to empower the learner to reflect and improve.
• Planning. Candidates as teacher-scholars and practitioners use content, pedagogical, and cultural knowledge to plan instruction that is rigorous, personal, and differentiated to the learner by providing for students a clear linkage between critical content, meaningful assessment, and purposeful, engaging instructional approaches.
• Instructional Strategies. Candidates as teacher-practitioners demonstrate knowledge and use of a variety of effective teaching methods that promote deep understanding of content, its connections to other disciplines, and its meaningful application to their modern world.
• Professional Learning and Ethical Practice. Candidates as teacher-practitioners are immersed in professional learning, demonstrate their ability to reflect on practice and choices, and are responsive to input from mentors, faculty, and cooperating teachers to adapt instruction for improved learner outcomes.
• Leadership and Collaboration. Candidates as teacher-relaters demonstrate leadership by assuming responsibilities for instruction and learning in the classroom, collaborating with all stakeholders to ensure learner growth, and showing evidence of the potential for and interest in future leadership roles beyond the classroom.

Undergraduate students seeking licensure in secondary areas must complete the major in the endorsement area and the Secondary Professional Education as the minor. Prior to the internship: EDU 150, 305, 358, PSY 213, and SE 230. Fall of Internship I: EDU 306, 340, Secondary methods course within the content area, and EDU 440. Spring of Internship II: EDU 441 and 451.

Programs of study for each endorsement area are as follows:

• Biology 6-12: Complete the Teacher Licensure in Biology requirements as outlined in the Dept. of Biology section of the Catalogue.
• Chemistry 6-12: Complete the Teacher Licensure in Chemistry requirements as outlined in the Dept. of Chemistry section of the Catalogue. Courses within the General /Specific Core must include PHY 112, 231, 232, & MAT 221 & 212.
• Elementary K-5: Complete the Teaching and Learning major and a second major in Interdisciplinary Studies, as outlined in the School of Education section of the Catalogue. Optional dual endorsement available for Early Childhood Education PreK-3.
• English 6-12: Complete the Teacher Licensure for English requirements as outlined in the Dept. of English section of the Catalogue.
• History 6-12: Complete the Teacher Licensure in History requirements as outlined in the Dept. of History section of the Catalogue. Courses within the General/Specific Core must include GEO 112, 215 or 216, & PSC 211.
• Mathematics 6-12: Complete the Teacher Licensure in Mathematics requirements as outlined in the Dept. of Mathematics section of the Catalogue.
• Music Education, Instrumental K-12: Complete the Bachelor of Music degree core with emphasis in Music Education, Track for Instrumental/Band Instructor as outlined in the Dept. of Music section of the Catalogue.
• Music Education, Vocal/General Music K-12: Complete the Bachelor of Music degree core with emphasis in Music Education, Track for General/ Choral Instruction as outlined in the Dept. of Music section of the Catalogue.
• Physics 6-12: Complete the Teacher Licensure in Physics requirements as outlined in the Dept. of Physics section of the Catalogue.
• Spanish PreK-12: Complete the major in Spanish, Teacher Education track, as outlined in the Dept. of Language section of the Catalogue.
• Additional endorsement: Visit the TN Department of Education’s Educator Licensing website for current guidelines for adding endorsement once the teacher is fully licensed.

• CAEP Accountability Measures (Initial)
• CAEP Accountability Measures (Advanced)

The Tennessee Board of Education releases an annual report card on each of the state’s educator preparation providers.

• 2024-25: Alternative | Traditional
• 2023-24: Alternative | Traditional
• 2022-23: Alternative | Traditional
• 2021-22: Alternative | Traditional
• 2020-21: Alternative | Traditional
• 2019-20: Alternative | Traditional
• 2018-19: Alternative | Traditional
• 2017-18: Alternative | Traditional
• 2016-17: Alternative | Traditional
• 2015-16: Alternative | Traditional
• 2014-15: Alternative | Traditional
• 2013-14: Alternative | Traditional
• 2012-13: Alternative | Traditional
• 2011-12 Traditional
• 2010-11: Alternative | Traditional
• 2009-10: Alternative | Traditional
• 2008-09