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School of Education - Student Resources

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Handbooks

Background check information

Background checks are required by law for anyone who works in a school or with school children. All School of Education candidates who will complete field experiences must complete a check. Unfortunately, because of liability concerns, candidates may have to complete multiple checks.

Cumberland University School of Education Background Check Policy
Fingerprinting & Background Check Instructions - How to do it and where to go.
Fingerprinting: Applicant Waiver Form If you are requesting your background check information from a district or school that has completed one for you in the past, you will need to print, complete and take this form with you to their offices. Many schools will not release past background check information.
When you complete the background check, you must also complete and sign this form, promising that if any incident occurs involving you and which would appear on a background check, that you will report it immediately to the School of Education.

Forms

Assessments

The School of Education and Public service has an Assessment System for candidates for initial teacher licensure that ensures that all candidates are thoroughly prepared for student teaching and their careers in education. An overview of the Assessment system is below the links to the Assessment Forms below. The links provided here are for copies of the assessments used at different checkpoints through the Teacher Education Program. These are not here to be printed and used by Cumberland University students. They are here so that CU students can see the contents of these evaluations and prepare appropriately.

TEP I Dispositions ratings sheet.
TEP I Interview ratings sheet.
TEP I Portfolio assessment rubric.

Field Experiences: Evaluation of candidates by Cooperating Teachers.

TEP II Dispositions ratings sheet.
TEP II Interview ratings sheet.
TEP II Portfolio assessment rubric.
MAE TEP II Interview portfolio assessment rubric

Student Teaching - Lesson Observation Evaluation (completed by supervisors & cooperating teachers)
Student Teaching - Comprehensive Evaluation (completed by cooperating teachers)
Student Teaching - Lesson Plan rubric
Student Teaching - Evidence of Student Learning Rubric

Student Teaching - MAE Paper Assignment Rubric

Program Completion Portfolio rubric.

Assessment System Overview

Teacher Licensure candidates are responsible for ensuring that they complete the checkpoints described below at the appropriate times.

The SoE&PS uses multiple means of assessing and evaluating candidates. Evaluations are used at specific checkpoints points in the program to allow a candidate to pass through transition points, or receive appropriate remediation or redirection. The alpha-numeric references (for example 1D1, 10P5) are to specific candidate proficiencies related to the 10 Program Standards for the School of Education and Public Service that are assessed at that checkpoint. A full listing of proficiencies can be found at the "School of Education Standards for Student Achievement" link above.

The Teacher Education Program Phases and Checkpoints

The Teacher Education Program Phases (TEP) consist of a five-step process for each initial teacher licensure candidate’s progression at Cumberland; the five major assessment points are detailed in Table 1 below. Checkpoints for other programs are also detailed below. At each step in the progression process, the candidate is assessed by the faculty on multiple indicators and sources of evidence, some internal and some external to the unit.

All Undergraduate Initial Teacher Licensure Programs

Transition Point

Proficiencies assessed

Transition point #1: Admission to the University

1. High School GPA;

2. ACT scores.

3. Approved application with writing sample

Transition Point #2: Admission to Teacher Education Program (Teacher Education Program, Phase I)

Upon completion of all requirements, the student will be recommended for admission to the TEP Phase I. Admission must be approved by a majority vote of the Teacher Education Committee.

1. Complete ENG 101, ENG 102, ED 201, MATH 111 , and SPEE 220 with a grade of “C” or better;

2. minimum 2.75 GPA (Cumberland University and cumulative);

3. Pass the Praxis I; 22 on the ACT or a 1020 on the SAT before enrollment at Cumberland University = exempt from this requirement;

4. Submit a dispositions rating sheet completed by a member of the University faculty OR from a member of the local education community. 1D4; 1D5; 3K1; 3K3; 3K5; 3D1; 3D4; 6D1; 6D3; 6P3; 9D3; 10K1; 10D1; 10P5.

5. Successfully complete a formal interview with the Teacher Education Committee. 1K2, 1D4, 3K2, 3K3, 3D1, 3D4, 9D3, 9D5; 9D8, 10K1.

7. Pass a review of their electronic portfolio by the TEP I committee members yielding predominantly “target” or higher scores. 1K2; 1D4; 2K2; 2K3; 2K4; 2D1; 3K3; 3K5; 3D7; 4K1; 4K4; 4K5; 6K4; 6D1; 6D3; 6P3.

Transition point #3: Admission to student teaching (Teacher Education Program Phase II). Those not seeking licensure need to pass the checkpoint.

Upon successful completion of all requirements, the student will be recommended for admission into the TEP II Program. Admission must be approved by a majority vote of the Teacher Education Committee.

1. Complete all professional education core requirements, all coursework required for the major and all General Education Core coursework in the teaching content area with a grade of “C” or better, with a B or better in ED 301;

2. Have a cumulative GPA of at least 2.75 as well as a minimum 2.75 on all Cumberland University work when beginning the student teaching semester;

3. Submit two dispositions rating sheets, one by their advisor and one by another member of the University faculty OR from a member of the local education community. 1K1; 1K2; 3D1; 3D3; 4K3; 4P4; 4P6; 6D1; 6D3; 6P3; 9K2; 9D1; 9D3; 9D8; 10K1; 10P4; 10P5; 10P8.

4. Demonstrate acceptable aggregate Field Experience evaluations; 6K1, 6P1; 9D7; 9P5.

5. Pass all Praxis II assessments required for Tennessee licensure (candidates may student teach if one outstanding score remains);

6. Pass a review of their portfolio by the TEP II committee members yielding predominantly “target” or higher scores; 1K1; 1K3; 1D4; 2K1; 2K2; 2K3; 2K4; 4K1; 4K5; 5K2; 6K4; 6D1; 6P3; 7K7; 8K5.

7. Successfully complete a formal interview with the Teacher Education Committee. 1K2; 1D2; 3K2; 3K3; 3D2; 3D3;4K1; 5K2; 5K4; 9P2; 10K1.

Transition point #4: Successful completion of student teaching.

Upon successful completion of all requirements, the student will be recommended for program completion.

1. Successfully complete Evidence of Student Learning projects. 8K5; 8P1; 8P2; 8P3; 8P5.

2. Acceptable attendance and participation in seminars.

3. Acceptable evaluations of teaching performance by supervisors and cooperating teachers: 1P1; 1P3; 1P6; 2P2; 2P3; 3P1; 3P4; 4K2; 4P2; 4P4; 4P7; 5P1; 5P2; 5P4; 5P5; 6P1; 6P3; 6P4; 6P5; 6P6; 6P7; 7P1; 7P3; 7P4; 8K5; 8D2; 8P2; 8P4; 8P5; 8P6; 9P4; 10K1; 10D6; 10P5; 10P7.

Transition point #5: Program completion

1. Complete a major at Cumberland University that meets Program requirements;

2. Complete all professional education core requirements, all coursework required for the major and all General Education Core coursework in the teaching content area with a grade of “C” or better);

3. Minimum cumulative GPA of 2.75 from all institutions attended and a minimum 2.75 cumulative Cumberland University GPA;

4. Final reflective interview with the Teacher Education.

5. Successfully complete a final portfolio review for licensure candidates: 1K1; 1K3; 2K1; 2K2; 2D1; 3K2; 3D2; 4K1; 4K5; 5K2; 6K4; 6D1; 6P3; 7K6; 7K7; 7P4; 8K2; 8K5; 9; 10.

Master of Arts in Education Programs

There are two MAE programs: Master of Arts in Education - Teaching and Learning, and Master of Arts in Education - Educational Leadership. There are three tracks in the Master’s Teaching and Learning Program: Track I for licensed teachers (“advanced candidates”) or individuals who do not wish to obtain licensure, Track II for students who seek to qualify for an initial teaching license, and Track III for individuals teaching on a Transitional license.

Successful completion of the requirements for each of the transition points described in the tables below is required before the candidate receives an advanced degree.

MAE Candidates: MAE Teaching and Learning Track I

Transition Point	Assessments Used
Transition point #1: Admission to Cumberland University’s Graduate Programs	Provide evidence of successful completion of a Baccalaureate degree from a regionally accredited college or university. Official transcript(s) must be received directly from the granting institution(s) and reviewed by the Dean, Associate Dean, or Licensure Officer.
Transition point #2: Admission to Master of Arts in Education Program	Submit satisfactory scores on the appropriate entrance examination: Graduate Record Examination, National Teacher Examination, Miller Analogies Test, or Praxis II (PLT).
Transition point #3: Program completion	1. Maintenance of 3.0 GPA in all Master’s level courses, totaling 36 hours completed within 7 years; 2. Successfully complete a Comprehensive Written Examination near the completion of all other degree requirements. A passing rate of 80% is required on each section of the examination; 3. Candidate must receive the recommendation (approval) from the Graduate Studies Council of CU.

MAE Candidates: Teaching & Learning, Track II for Initial Teacher Licensure through Student Teaching

Transition Point	Assessments Used
Transition point #1: Admission to Cumberland University’s Graduate Programs	1. Provide evidence of successful completion of a Baccalaureate degree from a regionally accredited college or university. Official transcript(s) must be received directly from the granting institution(s). 2. Submit satisfactory scores on the appropriate entrance examination: Graduate Record Examination, National Teacher Examination, Miller Analogies Test, or Praxis II (PLT).
Transition point #2: Admission to Master of Arts in Education Program Track II (candidates who do not pass the Praxis II content knowledge exam may complete Track I or III)	1. Analysis of transcripts from all prior institutions attended by Dean, Associate Dean, or Coordinator of Field Experiences. 2. Candidates must submit passing scores for one Praxis II specialty area exams to the school of education office within the first 12 hours of graduate work.
Transition point #3: Acceptance into Track II, Enhanced student teaching	Evaluation of all transcripts by dean, associate dean, or CFE. Maintenance of 3.0 GPA in all Master’s level courses; Evidence of passing praxis II content knowledge exam score, evidence other tests registered for, taken, or passed. Successfully complete a Master’s Portfolio assessment yielding predominantly “target” or higher scores; 1K3; 1D2; 1D4; 2K1, 2K2, 2K3, 2K4; 3K3; 3K5; 4K1; 4K4; 4K5; 6D1, 6K4, 6P3; 7P1; 7P4; 8K2; 8K3; 8K6; 9P5. Demonstrate acceptable aggregate Field Experience evaluations; 6K1, 6P1; 9D7; 9P5. Submit two dispositions rating sheets, one by their advisor and one by another member of the University faculty OR from a member of the local education community; 1K1; 1K2; 3D1; 3D3; 4K3; 4P4; 4P6; 6D1; 6D3; 6P3; 9K2; 9D1; 9D3; 9D8; 10K1; 10P4; 10P5; 10P8. Successfully complete a formal interview with the Teacher Education Committee: 1K2; 1D2; 1K3; 3K2; 3K3; 3D2; 3D3;4K1; 5K2; 5K4; 9P2; 10K1.
Transition point #4: Successful completion of student teaching. Upon successful completion of all requirements, the student will be recommended for program completion.	1. Successfully complete Evidence of Student Learning projects. 8K5; 8P1; 8P2; 8P3; 8P5. 2. Acceptable attendance and participation in seminars. 3. Acceptable evaluations of teaching performance by supervisors and cooperating teachers: 1P1; 1P3; 1P6; 2P2; 2P3; 3P1; 3P4; 4K2; 4P2; 4P4; 4P7; 5P1; 5P2; 5P4; 5P5; 6P1; 6P3; 6P4; 6P5; 6P6; 6P7; 7P1; 7P3; 7P4; 8K5; 8D2; 8P2; 8P4; 8P5; 8P6; 9P4; 10K1; 10D6; 10P5; 10P7. 4. Successfully complete seminar research paper.
Transition point #5: Program completion	1. Maintenance of 3.0 GPA in all Master’s level courses, totaling 36 hours completed within 7 years; 2. Successfully complete a Comprehensive Written Examination near the completion of all other degree requirements. A passing rate of 80% is required on each section of the examination; 3. Pass final portfolio review: 1K1; 1K3; 2K1; 2K2; 2D1; 3K2; 3D2; 4K1; 4K5; 5K2; 6K4; 6D1; 6P3; 7K6; 7K7; 7P4; 8K2; 8K5; 9; 10. 4. Receive the recommendation (approval) from the Graduate Studies Council of CU.

MAE Teaching & Learning, Track III: Transitional License

Transition Point		Assessments Used
Transition point #1: Admission to Cumberland University’s Graduate Programs	1. Provide evidence of successful completion of a Baccalaureate degree from a regionally accredited college or university. Official transcript(s) must be received directly from the granting institution(s) and reviewed by the Dean, Associate Dean, or Licensure Officer. 2. Submit satisfactory scores on the appropriate entrance examination: Graduate Record Examination, National Teacher Examination, Miller Analogies Test, or Praxis II (PLT).
Transition point #2: Admission to Master of Arts in Education Program Track III	Submit Intent to Hire form from Tennessee School District Human Resources Department, specifically acknowledging intent to hire on Transitional License.
Transition point #3: Program Completion	Complete all requirements of program as detailed in Transitional License Handbook. Complete all state requirements for promotion to Apprentice Teaching License.

MAE Advanced Candidates: Educational Leadership program

Transition Point	Assessments Used
Transition point #1: Admission to Cumberland University’s Graduate Programs	Provide evidence of successful completion of a Baccalaureate degree from a regionally accredited college or university. Official transcript(s) must be received directly from the granting institution(s) and reviewed by the Dean, Associate Dean, or Licensure Officer.
Successful Completion of Practicums	Each course in the Ed Leadership Course of Study has a practicum associated with it in which candidates engage in practical applications of the course work in educational settings. Candidates must successfully complete each, with an evaluation by the host administrator.
Transition point #3: Program completion	1. Maintenance of 3.0 GPA in all Master’s level courses, totaling 36 hours completed within 7 years; 2. Passing Scores on The School Leadership Licensure Assessment, Praxis test code 1011; 3. Successfully complete a Comprehensive Written Examination near the completion of all other degree requirements. A passing rate of 80% is required on each section of the examination; 4. Pass final portfolio defense before a committee of Educational Leadership faculty and school partners.