To Home Page To Home Page
Subject Experts
Teacher Education Progression
Info Sheet

Document Number: SOEDU--103d Revision #: 1.0
Document Owner: Executive VP Date Last Updated: 07/11/2013
Primary Author: Dean of the School of Humanities, Education, and the Arts Status: Approved
Date Originally Created: 03/06/2012


School of Education - Teacher Education Progression Overview

The Teacher Education Progression (TEP) consists of a progression of requirements designed to help students meet teacher licensure requirements step-by-step. Because any major in the School of Humanities, Education, and the Arts may be completed without teacher licensure, the progression of evaluations for anyone interested in teacher licensure occurs independent of courses and course work. Any CU student interested in teacher licensure should meet regularly with a faculty member in the School and is responsible for meeting the criteria listed below.


Rubrics, dispositions ratings sheets, and interview ratings sheets used in this process may all be viewed under "Assessments" on the Student Resources page.


Teacher Education Progression Phase I - Professional Education Coursework

Students must meet all necessary requirements before being recommended for admission to the Teacher Education Progression Phase I: Professional Education Coursework.


All candidates must complete a criminal background check and other requirements to be accepted please read the information in the above link carefully.


Once a candidate is accepted into the Teacher Education Progression Phase I, they must maintain a membership in STEA for each semester during which they will complete field experience assignments or be present in a school for any other reason. Membership in STEA includes tort liability insurance. STEA membership records will be checked each Fall and any candidate who is not carrying tort liability insurance will not be allowed to complete field experience assignments until proof of membership is provided.


Teacher Education Progression Phase II - Professional Student Teaching

Students must meet all necessary requirements before being recommended for admission to the Teacher Education Progression Phase II: Professional Student-Teaching.


Candidates who cannot meet the requirements detailed in the page linked above will not student teach until requirements are met.


Successful Completion of Student Teaching


Students will successfully complete student-teaching if they successfully meet the following requirements:


· Submit for review (not share) their LiveText portfolio to reviewers and pass the Final Evaluation according to the rubric included in the portfolio;

· Achieve adequate scores on mid- and end-of-semester evaluations of General Education Performance Standards;

· Achieve adequate student-teaching evaluations by cooperating teachers, other school personnel and university supervisors; and

· Successfully complete a final formal interview with the Teacher Education Committee.


Program Completion

Teacher Licensure Candidates will be considered to have completed the program upon successful completion of the following:

· All requirements for the prior steps in the TEP  AND

· All requirements for their declared education major at Cumberland University.


Candidates who decide NOT to student teach can complete the program with 12 other acceptable credit hours and graduate without licensure. Candidates in this situation may opt to begin teaching under Tennessee's transitional licensure program.


Candidates who do complete the 12-credit hour student teaching professional semester and an approved major will be recommended to the Tennessee Department of Education for initial licensure upon the additional completion of the proper application procedures to include the Application for Tennessee Teaching License and official transcripts from all institutions attended.

Back to Top

Subject Experts
The following may be consulted for additional information.
Dean of the School of Humanities, Education, and the Arts

Back to Top

Standards of good practice
University governance

Back to Top

This page created 10/30/2014 using Zavanta® version 6.0