School of Education and Public Service

Faculty

Eric Cummings, Ph.D., Dean

Annette G. Allison, Ed.D.

Marjorie S. Anderson, Ph.D.

Katie Arnold, MAE, ATC

K. Charles Collier, Ed.D.

G. Dwayne Deering, MS

Kim Finch, Ed.D.

Stephen B. Finch, Ed.D.

Jason S. Grindstaff, Ph.D.

Josh Hayden, Ph.D.

James Holbrook, Ph.D.

Danna Johnson, MS, ATC

Charles Long, Ed.D.

Scott T. Massey, Ph.D.

C. William McKee, Ed.D.

James Meadows, MSE, ATC

Mildred Saffell-Smith, Ph.D.

Richard M. Storie, MA

George Walker, D.A.

Debbie Whitaker, MAE, MSO

Mission Statement  

Through appropriate modeling of professional methods, advisement, clinical experiences, assessment and action research, The School of Education & Public Service will collaborate to create a viable learning community of distinction. Our mission is to prepare candidates to become competent, caring, qualified professionals and reflective practitioners. The program will provide candidates opportunities to learn the interrelated themes of the common body of knowledge that encompasses the essential skills, dispositions, and knowledge required by professionals in their fields of practice.

Baccalaureate Majors

Athletic Training

Child Growth & Learning*

Special Education*

Secondary Education (dual major with another academic major)* 

Health and Human Performance 

 * May lead to teacher licensure.

 

Minors

Coaching Minor

Health Minor

Physical Education Minor

Strength and Conditioning Minor

Teacher Licensure Programs and Preparation

Cumberland University’s programs leading to initial teacher licensure are approved by the Department of Education of the State of Tennessee (Office of Teacher Licensing, 5th Floor, Andrew Johnson Tower, 710 James Robertson Parkway, Nashville, TN 37243-0377, telephone number 615-532-4885). For a list of the types of licensure for which The School is authorized to recommend a candidate, visit https://www.k-12.state.tn.us/ihelicense/ProgramsList.asp.

Cumberland University’s Education Programs and courses are refined when necessary to meet national and professional standards and the State of Tennessee’s licensure requirements for teachers. As a result, there may be changes in the course offerings and in the program requirements for candidates preparing to become teachers. Interested candidates should stay in contact with the School’s Licensure Officer in Bone Hall to be aware of any changes that may affect them.

Effective teachers must have a thorough knowledge of subject matter as well as a complete understanding of the principles of student growth and development, of diverse learning styles, and of effective teaching methods.

Candidates are prepared in each of the above domains through the combination of the General Education Core (GEC), major requirements, and the Professional Education Core curriculum. Candidates receive an academic background in the liberal arts and sciences and a mastery of the subject matter in the major teaching field.

Each program that leads to licensure requires field experience hours prior to student teaching in certain courses required for the major. Licensure candidates must complete a professional semester of enhanced student teaching after all other degree program and Teacher Education Progression (TEP) requirements are fulfilled.

 

Specialized Requirements, Grading, and Testing Policies for Teacher Licensure

  • Candidates must meet licensure requirements in effect at the time of their program completion.
  • All grades for candidates seeking teacher licensure from any program must be “C” or better with the exception of ED 301 (requires “B” or better).
  • The choice of which courses in the General Education Core may be taken by teacher licensure candidates is constrained to meet mandated state requirements for licensure.
  • Candidates for Art or Music teacher licenses work with a School of Music & the Arts advisor and a School of Education & Public Service advisor to ensure appropriate course selection. Methods courses in these areas are taught by faculty in the School of Music & the Arts. Please review courses of study carefully and work with advisors early and often to plan course selection.
  • University students NOT seeking a Tennessee teaching license may complete any baccaluareate program of study in the School of Education and Public Service by completing 12 semester hours of elective credit in lieu of student teaching in the programs marked with an asterisk above. These credits must be approved by the student’s advisor and the Dean of the School of Education and Public Service.

 

Teacher Education Progression Requirements

The Teacher Education Progression (TEP) is a rigorous series of requirements - in addition to the requirements of the Major - that all Candidates for teacher licensure must complete. The TEP was designed with and is implemented with the cooperation of our local partner school districts.

All details concerning the School of Education and Public Service, the Teacher Education Program, and academic programs (majors) can be found on the Cumberland University School of Education and Public Service webpages for Graduate and Undergraduate Academics.

Candidates must be formally admitted to the Teacher Education Progression. Candidates must be formally admitted to Phase II (TEP II) by completing requirements and an interview during their senior year prior to the professional semester of student teaching.

Several of the requirements of the Teacher Education Progression have fees associated with them that are not associated with university fees, and must be paid for by the candidates themselves.

Candidates must be aware that Tennessee teacher licensure requirements include satisfactory completion of the Praxis I and II series of standardized assessments. Fees for these assessments are the responsibility of each candidate seeking licensure. 

  • For undergraduates, Praxis I scores are required for the TEP I interview. Graduate candidates’ GRE or MAT scores are accepted in lieu of Praxis I. 
  • Praxis II scores are required for the TEP II interview. 
    • Graduate candidates must take the Praxis II content knowledge test within two semesters of being accepted. See the Master of Arts in Teaching webpage for details.

 

Statement on Professional Dispositions and Academic Integrity for the School of Education & Public Service

Candidates enrolled in the School of Education and Public Service are preparing themselves for careers in established professions with established codes of conduct. Candidates are therefore expected to conduct themselves in a professional manner at all times, both on and off campus. 

Candidates will be visitors in clinical settings at cooperating schools and facilities, and are expected to conduct themselves as representatives of their program, this School, and the university. Candidates’ actions during field experiences or clinical practice are within the disciplinary reach of the School and the university

Candidates are also expected to maintain the highest standards of academic integrity for themselves, and to role model those standards to and for their peers.

A discovered pattern of the inability of the candidate to meet these dispositional and academic standards may preclude that candidate from student teaching and completing their program with teacher licensure. When any action of a candidate who seeks a degree from any program in the School of Education & Public Service does not reflect academic integrity and professionalism, that candidate shall be called before the Teacher Education Professional Standards Committee. Any action(s) which may be ethically or professionally questionable will be addressed by this committee. This committee will exercise its authority to resolve the matter, and its decision will be submitted to the Dean of Undergraduate Studies to be implemented. The right of appeal to appropriate University administrators is available.