It is recommended that any student interested in a Cumberland Teacher Education Program take the Core Academic Test during the first semester of the freshman year, as soon as the student decides to pursue teacher licensure, or immediately on entry for transfer students.
In the event that an applicant does not pass all sections of the Core Academic Skills test and notifies their advisor in a timely fashion, a Teacher Education Committee may design an appropriate Intervention.
Typically, an intervention will require:
the applicant to complete 20 hours of documented tutoring through ACE; |
the applicant will also provide documentation that all coursework papers have been submitted to Smartthinking if the test section requiring intervention is other than math; and|
any other requirement deemed necessary by the Teacher Education Committee for the applicant to demonstrate adequate master of the core academic skills required for upper level education course work and success in the teaching field.|
Intervention must be completed by the end of the semester in which scores are returned or by the end of the following semester if scores are received during the last two weeks of the semester, though the Teacher Education Committee will determine the appropriate timeline on a case-by-case basis.
Immediately following the predetermined intervention completion and evidence that the plan has been followed properly, the applicant will attempt the failed section(s) of the Core Academic Skills test again. Applicants may also opt to retake the ACT/SAT before attempting the Core Academic Skills test again in an attempt to earn exempting scores.
If the applicant fails any or all of the sections of the Core Academic Skills Test again and wishes to be admitted to a Cumberland Teacher Education Program, the applicant will submit an appeal to a Teacher Education Committee.
In compliance with the Tennessee Department of Educations published guidelines for admission to Educator Preparation Programs, the appealing applicant will appear[s] strong on other admissions criteria established by the institution
If an appeals committee recommends that a person be admitted to teacher education despite a failing [PRAXIS] score, that decision will be predicated on strengths in several other criteria rather than on a minimal meeting of those criteria.
The Committee will examine the following criteria: scores on all sections of the Core Academic Skills Test, the standard error of measurement for the test, GPA in past and current classes, anecdotal assessments of the candidate from instructors and advisors, and the GPA in the courses applicable to the problem area (writing, math, and/or writing). Appeals procedures and criteria will take into account the Teacher Education Policy and NCATE[/CAEP] standards.
The university will report to the state the number of applicants admitted to its Teacher Education Progression on appeal, along with the number of candidates normally admitted.
Once admitted, decision of whether the candidate may continue on the teacher education progression rests with the appeals committee. If the committee rules against the appeal, suggestions will be provided for alternate paths such that the student may continue at the university.