Nashville, Tennessee

Lipscomb University

Graduate Elementary, Traditional


National Rank

Updated 2014
Key Standards
Selection Criteria
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User Comments

The standards for admission into either the institution or its teacher preparation program should select teacher candidates from only the top half of the college population.

The program fully meets the standard because candidates for admission must have obtained a grade point average of 3.0 or higher overall or in the last two years of undergraduate coursework and taken a standardized test of academic proficiency used commonly for graduate admissions, both of which provide assurance that they have the requisite academic talent.

Early Reading
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User Comments

Courses reviewed: EG 5803, and EG 5793

The research-based content proven to be necessary for teaching all children to read should be clearly evident in course materials such as lecture topics, assignments and textbooks. All of a program's required reading courses — not just some courses — should impart what is necessary to teach reading.

The program meets only a small part of the standard because its coursework covers two of the five of the components of effective reading instruction:

  • Vocabulary
  • Comprehension Strategies
but does not address:
  • Phonemic Awareness
  • Phonics
  • Fluency

Elementary Mathematics
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User Comments

Teacher candidates, even those who excel in math, generally require three semesters of coursework, complemented by adequate field practice in order to progress from a procedural to a conceptual understanding of the essential mathematics topics taught in the elementary grades.

The program does not meet this standard because it requires that teacher candidates take little or no coursework designed to develop their conceptual understanding of elementary mathematics topics. It thus fails to ensure that all essential topics are adequately covered, regardless of the design of the instruction.

Elementary Content
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User Comments

Because they cannot teach what they do not know, teacher candidates need to have a solid grasp of literature and composition, American and world history, geography and science. Graduate programs should make sure that their elementary candidates know the subjects they will teach, either by reviewing their transcripts or by requiring that they pass rigorous assessments. If candidates are admitted with deficiencies in content preparation, the program should clearly delineate necessary remediation.

The program almost fully meets this standard because its review of applicants ensures sufficient preparation in the content elementary teachers need only in:

  • Literature and Composition
  • Science
Requirements for preparation are somewhat deficient in:
  • History and Geography

Student Teaching
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User Comments

A high-quality student teaching experience depends on: 1) sufficient feedback as defined by at least four -- and ideally five or more -- observations with written feedback provided at regular intervals, and 2) the capacity of the program to play an active role in the selection of cooperating teachers, as evidenced by its solicitation of substantive nominating information related to mentoring skills and instructional effectiveness. The standard separately reports on, but does not rate, clear communication to school districts that cooperating teachers must be both strong mentors of adults and highly effective instructors. Such communication may be either explicit (in letters or handbooks directed at school district personnel) or implicit (in the nature of information solicited from principals or teachers nominated for the role of cooperating teacher).

The program meets this standard because it provides student teachers with sufficient feedback at regular intervals, and asserts its critical role in the selection of cooperating teachers by obtaining some type of substantive information on the characteristics of cooperating teachers.

Although this did not affect the rating, the program clearly communicates to school districts both of the characteristics of cooperating teachers required by the standard -- that they be effective instructors and capable mentors.

Booster Standards
English Language Learners
Struggling Readers
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User Comments

Courses reviewed: EG 5803, and EG 5793

Because reading failure presages a host of difficulties in schooling, all elementary teachers need to have a working knowledge of appropriate interventions when early readers lag their peers.

The program meets the standard because at least one required reading course delivers instructional strategies necessary for teaching struggling readers and requires candidates to practice such strategies.

Classroom Management
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User Comments

Teachers can teach and students can learn only in a functional classroom environment where students are engaged and productive. Teacher candidates will be better prepared to establish a productive classroom environment if the evaluation and/or observation instruments used to evaluate their student teaching performance provide feedback on specific classroom management strategies that together constitute a coherent management approach.

The program nearly meets the standard because the feedback provided to student teachers addresses most but not all critical components of a coherent management approach as outlined by the standard.

The program's evaluation and/or observation instruments provide feedback on student teachers' ability to:

  • establish and/or reinforce expectations for classroom behavior
  • manage time; manage materials; manage student engagement
  • manage minor student misbehavior
  • manage disruptive student misbehavior

The program's evaluation and/or observation instruments do not provide feedback on student teachers' ability to:
  • manage the physical classroom
  • recognize appropriate behavior through meaningful praise or other positive reinforcement

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User Comments

Like K-12 institutions, colleges and universities must commit themselves to gathering the data needed for teacher preparation program accountability. Some institutions are privileged by the initiatives taken by their state to provide them with outcomes information, but all institutions have the capacity to obtain such information, independent of state initiatives if necessary.

The teacher preparation institution fully meets this standard because while it does not secure data from teacher performance assessments, it:

  • Surveys its graduates regarding topics relevant to program evaluation;
  • Surveys its graduates' employers about their professional performance;
  • Secures growth data on its graduates' students; and
  • Collects all of these forms of data on an established timetable that supports regular program evaluation.

Other Standards
Assessment and Data
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User Comments

Using data on student performance has always been central to good instruction. Teachers should know how to prepare and draw information from an array of assessments, and work individually and in teams to adjust and extend their lessons to promote learning.

The program nearly meets the standard. It requires that teacher candidates prepare both formative and summative classroom assessments. However, while the requirements that candidates, individually and in teams, interpret and apply data from both standardized and classroom assessments are substantial, they are not comprehensive.

Although this did not affect the rating, the program adequately addresses the instructional role of standardized tests, particularly the program state's standardized tests.

Evidence of Effectiveness

See all Graduate Elementary Programs

Other Ranked Programs at Lipscomb University
Undergraduate Secondary