State Policy Findings: Tennessee 2013 GRADEB
Delivering Well Prepared Teachers Year: 2013 B-
- Admission into Teacher Preparation
- Elementary Teacher Preparation
- Elementary Teacher Preparation in Read…
- Elementary Teacher Preparation in Math…
- Middle School Teacher Preparation
- Secondary Teacher Preparation
- Secondary Teacher Preparation in Science
- Special Education Teacher Preparation
- Assessing Professional Knowledge
- Student Teaching
- Teacher Preparation Program Accountabi…
- Elementary teacher candidates must pass a science of reading test to ensure knowledge of effective reading instruction, and teacher preparation programs are required to address this critical topic.
- All secondary teachers must pass a content test.
- All new teachers must pass a pedagogy test.
- Requirements for teacher preparation ensure a high-quality student teaching experience.
- The state is on the right track in addressing program accountability by connecting student achievement data to teacher preparation programs.
- Although teacher candidates are required to pass a test of academic proficiency as a criterion for admission to teacher preparation programs, the test is not normed to the general college-going population.
- Elementary teacher candidates are not required to pass a content test with individually scored subtests in each of the core content areas, including mathematics.
- Although middle school teachers may not teach on a K-8 generalist license, they are not required to pass a single-subject content test.
- Content testing is not required for elementary or secondary special education candidates.
Expanding the Pool of Teachers Year: 2013 C+
- Alternate Route Eligibility
- Alternate Route Preparation
- Alternate Route Usage and Providers
- Part-Time Teaching Licenses
- Licensure Reciprocity
- There are no restrictions on alternate route usage or providers.
- The state offers a license with minimal requirements that would allow content experts to teach part time.
- Although they provide flexibility for nontraditional candidates, admission criteria for the alternate route to certification are not sufficiently selective.
- Alternate route programs do not provide efficient preparation that is geared toward the immediate needs of new teachers.
- Out-of-state teachers are not required to meet the state's testing requirements until renewal or advancement.
Identifying Effective Teachers Year: 2013 B+
- State Data Systems
- Evaluation of Effectiveness
- Frequency of Evaluations
- Licensure Advancement
- Equitable Distribution
- Objective evidence of student learning is the preponderant criterion of teacher evaluations.
- All teachers must be evaluated annually.
- Tenure decisions are connected to evidence of teacher effectiveness.
- Licensure advancement
and renewal are based on teacher effectiveness.
- Although the state has established a data system with the capacity to provide evidence of teacher effectiveness, it has not taken other meaningful steps to maximize the system's efficiency and potential.
- Little school-level
data are reported that can help support the equitable distribution of teacher
Retaining Effective Teachers Year: 2013 C+
- Professional Development
- Pay Scales
- Compensation for Prior Work Experience
- Differential Pay
- Performance Pay
- All new teachers receive mentoring.
- Teachers receive feedback from their evaluations, and professional development is aligned with findings from teachers' evaluations.
- Teachers can receive performance pay as well as additional compensation for working in high-need schools or shortage subject areas.
- Teachers who receive unsatisfactory evaluations are not placed on structured improvement plans.
- Teacher compensation is controlled by a state salary schedule based on years of experience and advanced degrees; however, districts must differentiate compensation based on a variety of factors.
- The state does not support additional compensation for relevant prior work experience.
Exiting Ineffective Teachers Year: 2013 B-
- Extended Emergency Licenses
- Dismissal for Poor Performance
- Reductions in Force
- Ineffective classroom performance is grounds for dismissal.
- Performance is the top criterion for districts to consider when
determining which teachers to lay off during reductions in force, and a last
hired, first fired layoff policy is prohibited.
- Teachers can teach for up to two years before having to pass required subject-matter tests.