Dr. Linda Murphy, Dean


The School of Education has as its primary mission the preparation of 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 situations. The mission of the School of Education also includes service to school districts in curriculum development, in-service staff development, and analysis and evaluation of school programs. In keeping with the School of Education’s primary mission, programs are designed to prepare classroom teachers who exhibit understanding of and proficiency with the following characteristics:

Reflection/Relevance and Purpose
Higher-Order Thinking Skills
Pedagogy Skills


Undergraduate courses of study are offered by the School of Education leading to the Bachelor of Science degree in Education. Graduates are eligible for teacher licensure in Tennessee and in other states which grant reciprocity in licensure to graduates of institutions accredited by NCATE (National Council for the Accreditation of Teacher Education) or which participate in the reciprocity agreement developed by NASDTEC (National Association of State Directors of Teacher Education and Certification).

The School of Education also offers programs leading to the Master of Science degree in Education with majors in teaching and counseling. Detailed information about these programs may be found in the Graduate section of this catalog.

All teacher preparation programs are approved by the Tennessee State Board of Education and accredited by the Southern Association of Colleges and Schools and the National Council for the Accreditation of Teacher Education.

The School of Education is required to follow the directives of the State Department of Educa-tion which has the authority to make changes in licensure standards. The student should keep in contact with the appropriate Department in order to keep abreast of these changes as they develop.

ACT/COMP–Institutional Exit Exam

As a requirement for graduation, every senior shall take a test which measures general education knowledge and skills and a test which measures achievement in his/her major field of study. You may fulfill the general education requirement by taking the ACT/COMP in accordance with the directives and information provided by the Registrar’s Office. Written communication to all graduating seniors concerning registration and test administration dates will be sent from that office via campus mail address. ACT/COMP applications are available in and should be returned to the Registrar’s Office, Room 103 Administration Building. For additional information, see #4 page 12 under General Requirements for a Bachelor’s Degree.


Undergraduate majors are offered in the following areas:

Health and Human Performance
Human Learning
Secondary Education (various majors)
Special Education

Students planning to teach vocational agriculture or vocational or occupational home economics should enroll and plan their programs through the School of Agriculture and Human Environment. Students planning to teach music or art should enroll and plan their programs through the Division of Fine and Performing Arts.

Students may qualify for a Tennessee teacher’s license with licensure in one or more areas by completing the appropriate program(s) outlined later in this catalog.


Full-time students may enroll for a maximum of 20 hours with advisor approval. Approval for enrollment in excess of this amount must be secured from the chair of the appropriate department and then the Dean of the School of Education in advance of formal registration. Students employed full-time in teaching or other positions are encouraged not to enroll for more than six semester hours credit per semester. No additional course may be taken with student teaching, except the seminar which accompanies student teaching.


Most courses offered in the School of Education cannot be taken by correspondence for credit in meeting degree requirements at UT Martin. Method courses cannot be taken by correspondence. Questions should be directed to the appropriate departmental chair before registering for such correspondence courses. Decisions regarding approval will be made by the Dean of the School of Education.


The student must provide proof of liability insurance coverage to the School of Education prior to receiving permission to enroll in courses and/or practica which will necessitate interac-tion between the undergraduate student and children in K-12 schools or other assigned settings.


The Student Tennessee Education Association (STEA) is the student program of the National Education Association. STEA seeks to develop in education students an understanding of the education profession, to provide for a national student voice in matters affecting their education and their profession, to influence the conditions under which prospective teachers are prepared, and to stimulate the highest ideals of professional ethics, standards, attitudes, and training. The overall program strives to encourage its members to serve as change agents in the arena of teacher education, education more generally, society, and the profession.

In January 1993, a student branch of The Association for Childhood Education International (ACEI) was founded. As part of this international organization, students work on contemporary issues from a rich heritage. ACEI is the oldest organization of its kind. The statement of purpose for ACEI included the following: “to promote the inherent rights, education and well-being of all children in their home, school and community; to work for desirable conditions, programs and practices for children from infancy through early adolescence; to raise the standard of preparation for those actively involved with the care and development of children; to encourage continuous professional growth of educators.” The National Council for Accreditation of Teacher Education (NCATE) designated ACEI “to be responsible for the folio review process for elementary teacher education programs.” As a campus organization, ACEI conducts service projects with local Head Start children, cleans a campus playground through the Adopt-a-Space program, and contributes materials to the Learning Resource Center. They do fund-raising activities to support these endeavors and to raise money to assist in defraying conference expenses. Student representatives attend and present for the Annual International Study Conference in a major city within the United States.


A. Admission to Teacher Education will be granted if students:

        *1. take and pass the state approved Pre-Professional Skills Test (PPST), or have an ACT composite score of 22 or better;

        NOTE: A student who has taken and failed the PPST twice can make an appeal to be admitted to the Teacher Education Program.

        2. complete the appropriate application for admission to Teacher Education while enrolled in the appropriate Introduction to Teaching course;

        3. have and maintain a cumulative 2.50 GPA;

        *4. take and pass the General Knowledge and Communication Skills modules of the NTE; and

        5. demonstrate an acceptable level of oral skills and a successful interview before the School of Education Interview Board.

B. Admission to Student Teaching will be granted if students:

NOTE--Student Teaching Application Request for Placement must be submitted to the Office of Student Services Director of Placement by the final day of the adjustment period for adding a class. This should be filed one semester prior to the intended semester for the student teaching experience.

        1. are admitted to Teacher Education

        2. complete the appropriate application one semester in advance of the Student Teaching Semester

        3. have a cumulative 2.50 GPA on all courses taken

        4. have a 2.50 GPA in teaching specialty area

        *5. pass the NTE Professional Knowledge module

        6. complete a minimum of 80% of course work in the endorsement area(s) including all methods courses.

*The State Department of Education establishes passing scores for the PPST and NTE. The scores are subject to change each year. In order to obtain the current passing scores when tests are taken, check with the Office of Education Student Services, the Department of Educational Studies or the Dean's Office.


Tennessee State regulations stipulate that the applicant for a professional license must be recommended by the teacher-training institution. To receive this recommendation, the applicant must have fulfilled the following requirements:

        1. A minimum cumulative grade point average of 2.50.

        2. A minimum grade point average of 2.50 in student teaching.

        3. A minimum grade point average of 2.50 in each teaching field.

        4. Admission to the Teacher Education Program.

        5. Completion of an approved program in teacher education which conforms to the above 2.50 grade point guidelines.

        6. Satisfactory completion of an approved urban experience, as outlined in the current UTM School of Education “Undergraduate Student Handbook and Student Manual for Portfolio Development.”

        7. Completion of an application for a teacher’s license. Application for a teacher’s license must be made within five years after degree requirements have been met; otherwise, an additional 9 semester hours in residence credit must be earned.


The National Teacher Examinations (NTE) is a prerequisite mandated by the Tennessee State Department of Education for the professional teacher’s license. The current mandate requires all three parts of the Core Battery (communication skills, general knowledge, and professional knowledge) and the Specialty Area test(s).

The NTE is given on campus in accordance with the schedule established by the Educational Testing Service of Princeton, New Jersey, for nation-wide administration of the test. Information bulletins, and applications for the NTE are available in the Office of Education Student Services, Room 205 Gooch Hall, in the office of the Dean of the School of Education, Room 237 Gooch Hall or in the Records Office in the Administration Building.

NTE/Speciality Area (Major Field Test)–Departmental Exit Exam

You may fulfill the University’s major field test requirement by taking the specialty area test for your major which has been identified by your department. The specialty area test(s) required are in accordance with state mandated requirements for teacher licensure. These codes are identified by the State Department of Education Office of Teacher Licensing and Career Ladder Certification. Applications are available in and should be returned to the Office of Education Student Services, 205 Gooch Hall. Exit exams for Education non-licensure majors are the same as those identified for licensure seeking majors in those areas.

Multiple tests requirement: It should be noted that the state requires additional specialty area tests for licensure in Biology, Chemistry, English, Mathematics, Spanish and Physical Education. Note: The Health and Human Performance major (all concentrations) must take PE: Content Knowledge (10091) as the exit examination. HHP licensure candidates must also take PE: Movement Forms Analysis and Design (30092). The HHP licensure candidate must take the Health Education exam (10050) if they desire licensure in Health.

You should give careful attention to the number of tests that can be taken on the same day. All specialty area tests can be scheduled for the same test date except the two physical education exams and the health exam required for licensure. The two physical education exams (content knowledge and movement forms) may be scheduled for the same date. However, physical education content knowledge and health education cannot be scheduled on the same date.

Applications for the NTE Specialty Area Tests are available in the Office of Education Student Services, Room 205 Gooch Hall. The University of Tennessee at Martin will pay the cost for the first application for the appropriate test to satisfy the candidate’s major field test requirement. The student will be responsible for any subsequent applications and for any additional specialty area tests taken to satisfy licensure requirements. Applications should be completed and returned with a check for the appropriate fee to the Office of Education Student Services, 205 Gooch Hall. This information appears on item fourteen on the application.


The curriculum in teacher 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 such as biology, chemistry, history, mathematics, political science, and English. 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 such areas as biology, English, human performance, mathematics, and special education.

Human Learning majors may select from Pre K-3, K-8, or 1-8 licensure programs. The 1-8 licensure includes a minor from English, mathematics, science or social studies.

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 School of Education 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 School of Education is dedicated to providing a variety of educational opportunities throughout its four-year period of study. Each year increases in professional complexity in order to aid the pre-service teacher in arriving at a personal plateau on the professional development ladder.

Academic advisors 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 certification. It is important that each student work closely with an advisor and that requests for course substitutions be filed with the Undergraduate Committee not later than the end of the junior year.