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College of Education (COE)

Assessment and Accreditation

The Council for the Accreditation of Educator Preparation (CAEP) advances equity and excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning. The University of 榴莲视频 College of Education received CAEP accreditation status between Fall 2022 and Fall 2029, with the next site review scheduled for Spring 2029. (View Accreditation Action Report > / CAEP Accreditation Letter >)

The following programs are included in the current accreditation cycle:

 
NAME LEVEL DEGREES
Early Childhood BSED Initial Baccalaureate
Early Childhood MAT Initial Master's
Elementary Education MAT Initial Master's
English as Second Language Initial Master's
English Secondary MAT Initial Master's
Integrative Studies Secondary Mathematics 7-12 Initial Baccalaureate
Music Education Initial Baccalaureate
Music Education MAT Initial Master's
Physical Education Initial Master's
Physical Education K-12 concentration Initial Baccalaureate
Special Education MAT Initial Master's
Teaching All Learners Initial Baccalaureate
Visual Arts Initial Baccalaureate
Visual Arts Initial Master's
World Language 7-12 Initial Master's
Library and Information Specialist Advanced Master's
Literacy Special Education MS Advanced Master's
School administration and Supervision Advanced Master's
 

CAEP Component R5.4|RA.5.4

The Council for Accreditation of Educator Preparation (CAEP) requires the Educator Preparation provider (EPP) to report four accountability measures annually that demonstrate the accountability and performance of the program's initial undergraduate and advanced graduate licensure programs to share with stakeholders and students (both prospective and current).

The four accountability measures are divided into two areas: Impact Measures, which measure data on 1. completer effectiveness and Impact on P-12 learning and development, and 2. satisfaction of employers and stakeholders. Measures two, Outcome Measures, measure data on 3. candidate competency at program completion and 4. the ability of completers to be hired in education positions for which they have prepared (initial and advanced levels).

The following sections contain information and data on accountability measures outlined by CAEP. This information is collected annually via various data sources. Please click on the appropriate section below for more information on each of the College of Education EPP CAEP accountability measures.

CAEP has four annual reporting measures that provide information to the public on program impact and program outcome. The CAEP measures with links to supporting evidence for each measure are as follows:

Measure 1: Completer Effectiveness and Impact on P-12 Learning and Development -R4.1

The State of Tennessee and the University of 榴莲视频 College of Education Educator Preparation Provider (EPP) track, monitor, and measure the impact of teacher candidates on student learning, growth, and development. The data provided informs college-wide and programmatic improvement within the EPP. Data from TVAAS and Provider Impact is retrieved from the TN Report Card. The State Report Card data was generated via export of all cohort members recommended for initial TNCompass licensure, provided by the TNCompass vendor RANDA.

COMPLETER EFFECTIVENESS

TVASS

The Tennessee Value-Added Assessment System (TVAAS) measures the impact schools and teachers have on their students' academic progress. TVAAS is a powerful tool because it measures how much students grow in a year and shines more light on student progress than solely considering their score on an end of year test. TVAAS allows educators to consider their students鈥� achievement (their score on the end of year assessment), as well as their growth (the progress students make year to year).1 Performance benchmarks were set based on three-year averages (not including the current year).

TVAAS is a major portion of teacher effectiveness in Tennessee is determined by student academic growth; it measures how much students grow academically during a school year compared with expected growth.

The final evaluation score combines:

  • Observation scores
  • Student growth (TVAAS or other growth measures)
  • Other achievement measures (when TVAAS is unavailable)

Teachers receive an overall effectiveness rating from Level 1 to 5.

TEAMS Data

Tennessee uses the Tennessee Educator Acceleration Model to evaluate teachers. This system measures classroom effectiveness through multiple components:

  • Classroom Observations
    Administrators observe teachers several times during the year using the TEAM rubric, which assesses:
  • Instructional planning
  • Classroom environment
  • Instructional delivery
  • Assessment practices
  • Professionalism / Teacher Responsibilities
    Evaluations also consider professional expectations such as collaboration, communication, and professionalism.

Completer Impact on P-12 Learning

UM EPP Report Card

鈥淭eachers impact every other profession in our state by developing people 鈥� equipping students with the critical knowledge, tools, and skills they need to succeed in post-secondary education, careers, and beyond. The knowledge and skills taught in educator preparation programs are vital to ensure every student in Tennessee has a well-prepared teacher from Day 1 in the classroom. The report card uses multiple metrics to provide information about teacher and leader preparation in the state and spotlights each provider's strengths and areas in which to continue to grow.

In 2007, the Tennessee General Assembly passed legislation requiring the publication of a report on key metrics of educator preparation providers throughout the state. Several aspects of the report card are required by that legislation, including indicators: placement and retention rates, scores on licensure exams, and teacher effect data based on Tennessee Value-Added Assessment System (TVAAS) scores. The report card also includes other key priority areas for the State Board. This information can help providers make program improvements and inform the public on important aspects of educator preparation in the state.鈥�

 SATISFACTION OF COMPLETERS

Advanced Program Measure One:

COMPLETER IMPACT AND EFFECTIVENESS
SATISFACTION OF COMPLETERS
Standard Two: Measure 2: Satisfaction of employers and stakeholder involvement- R4.2, R4.3, R5.3|RA4.1, RA4.

The State of Tennessee and the EPP collect data on its completers and employers to analyze the college's impact on preparing candidates to work in P-12 schools. Data from the Tennessee Report Card is provided for initial and advanced programs.

Satisfaction of Employees 

Employment: First-Year Employment, Second-Year Retention, and Third-Year Retention 

Employment: First-Year Employment, Second-Year Retention, and Third-Year Retention 

Outcome Measures - Initial and Advanced Programs

Measure 3: Candidate Competency at Program Completion- R3.3|RA3.4

The Tennessee Educator Preparation Report Card provides a public view of the competencies of College of Education Educator Preparation Provider candidates, as measured by multiple assessments required to obtain a teacher or leader licensure.  Data from national assessments is also provided to reflect the EPP鈥檚 candidates' competency at program completion.

Advanced Program data

Graduation Rates

Measure 4:  Ability of completers to be hired in education positions for which they have prepared (initial and advanced levels)

To address Measure 4, Ability of Completers to be Hired in Education Positions for which They Have Prepared, UTM EPP analyzes data from the Tennessee Department of Education Annual Reports and the University of 榴莲视频 EPP Report Card.

ADVANCED PROGRAM DATA for Measure 4

 

Additional EPP Candidate and Consumer Data

Quality Assurance and Assessment System

The Quality Assurance and Assessment System (QAAS) measures and evaluates candidates鈥� knowledge, skills, and dispositions and guides continuous improvement in the Educator Preparation Provider (EPP). The College of Education (COE)/Educator Preparation Provider maintains a quality assurance system that consists of valid data from multiple measures and supports continuous improvement. The QAAS consistently and systematically collects and analyzes its data on candidate qualifications, performance, course, and clinical experiences. The EPP maintains this system to evaluate and improve candidate performance and its programs. The EPP Quality Assurance and Assessment System is a cohesive system consisting of:

1) personnel responsible for managing data collection, monitoring, and data use within the quality assurance system.

2) technologies used to manage data collection, storage, analysis, and reporting.

3) monitoring candidate qualifications and performance.

4) assessments of candidate knowledge, skills, and dispositions implemented at specific transition points within a program.

5) evaluations of clinical/field experiences, academic programs, key EPP operational effectiveness, and P12 partnerships.

 6) systematic management and oversight of recruitment and admissions data to attract applicants from diverse populations and to address critical shortage areas.

7) procedures for monitoring completer outcomes.

8) procedures and practices that oversee data collection, analysis, and dissemination and support the use of data in evaluating candidate performance and program components, as well as EPP-wide improvements.

 9) stakeholders who regularly review data and components of the quality assurance system itself as part of the continuous improvement process.

The diagram below describes the process of the Quality Assurance System Assessment Cycle and is based on the foundation that:

The EPP QAS must be:

  1. Comprehensive and reflect the Conceptual Framework.
  2. systematic with multiple decision points.
  3. aligned assessments with applicable knowledge and skill standards.
  4. reflect a commitment to fairness, accuracy, consistency, and the avoidance of bias.
  5. ensure faculty and stakeholder involvement; and
  6. be continuously reviewed and revised.

The Quality Assurance System measures and evaluates candidates鈥� knowledge, skills, and dispositions and guides Continuous Educator Preparation Provider improvement.

View EPP Quality Assurance and Assessment System Input Model

View Quality Assurance and Assessment System Flow Graphic

College Of Education flowchart

Overview

The College of Education has adopted Tevera/Lumivero as its college-wide data management system (LMS). Tevera/Lumivero maintains electronic documentation of practicum placement, clinical placements, and evaluation for accreditation. Candidates use the system to complete practicum and clinical placement applications, assessments, timesheets, and other classwork requirements. All students are required to have a TEVERA account.

 

General Information

Creating your Tevera Account

  • Go to UofM鈥檚 Tevera login page and click the registration button in the lower left corner of the page under the Login in red
  • Follow the prompt by entering your UofM email.
  • When you receive your registration initiation email, click the link to register.
  • You will then be taken to a new page and prompted to create a password and set up your account.
  • Your account payment is already covered after accepting the terms and conditions.

  • Once you have created your login credentials, go to the eLearning Space and begin your orientation to TEVERA.

Grading assignments in Experiential Learning Cloud/TEVERA

 

Training Guides and Materials

Counseling Psychology 鈥� APA Accreditation

 

Our APA-accredited Ph.D. program in Counseling Psychology is a selective, full-time program designed to train psychologists in the rapidly changing areas of mental health, emotional and social learning, career development, and decision-making. Those entering with a master's degree typically complete three years of coursework and a fourth year of pre-doctoral internship. Most students complete their dissertations before or during the internship and graduate at the end of their fourth year. Only seven to eight students are admitted into the program each year, and applicants are admitted once each year and are expected to begin coursework in the Fall semester; applicants for Spring admission are not considered.

Philosophy

Training is organized around the scientist-practitioner model of critical thinking, and program faculty strive to equally emphasize developing both clinical understanding and skills and facility with research. The program emphasizes responsibility and commitment to human welfare. Didactic and experiential activities and coursework are designed to anchor students firmly within the

discipline of psychology. The department has a strong commitment to training professionals to work with diverse populations in urban settings.

Accreditation

The program was first accredited by the American Psychological Association in October 1989 and has maintained accreditation since that time. APA accreditation allows program graduates to be eligible for the licensure exam (Examination for the Professional Practice in Psychology - EPPP) upon completion of their degree and state licensure requirements. As part of our accreditation, we provide information on student admissions, outcomes, and other data.

Accreditation status may be confirmed by APA via:

Education Directorate Office of Program Consultation and Accreditation

750 First St. NE

Washington, DC 2000-4242

Phone (202) 336-5978

Email:apaaccred@apa.org

Web:

What to Know About CPSY

Internships

Recent Dissertations

Life as a CSPY Student

Curretn Student Bios

Financial Information

Admission Requirements and Application Procedures

We're pleased you are considering applying for the Ph.D. program in Counseling Psychology. We hope you have visited our Prospective Students and Faculty and Research links for information on our students and faculty and the exciting training we offer. The university uses an online application process that includes both the Graduate School application and the Counseling Psychology program application. You can find information on the application process and access the online system here. As you enter the online system, you will choose the Counseling Psychology program and will provide information specific to that program. Please note that individuals who are writing letters of reference for you will need to complete a rating form in addition to the narrative letter. The rating form/ letter is a fillable Word document that can be obtained via the online system or can be accessed here and sent to your references. Please contact Dr. Nicholas Heimpel with specific questions about the program.

Application Deadline: December 5, 2026, for the 2027-2028 academic year.

Application requirements:

路 4 letters of recommendation (rating form included)

路 Personal Statement (This statement should address goals, perceived fit with Counseling Psychology, research interests, and clinical experience.)

路 Interview

Applicants to the doctoral program in Counseling Psychology typically hold a master鈥檚 degree (or equivalent) in counseling, psychology, or a related mental health field and often have had substantial supervised counseling work experience. The following master's level courses (or their equivalents) are typically completed as part of master's level training in counseling or psychology programs. However, if these were not completed in master's programs, they are prerequisites to doctoral-level courses in the content areas:

路 Group Processes

路 Theories of Counseling

路 Assessment Techniques

路 Pre-practicum techniques/Practicum

路 Statistics/Research

 

Individuals without master's degrees are considered for admission with the understanding that they will be required to complete the prerequisite courses early in the doctoral program. Completion of all required coursework will necessitate a minimum of four years of coursework before the predoctoral internship year.

Important Issues of Licensure. The Counseling Psychology doctoral program may lead to professional licensure. Please note that if you have been convicted of a felony or crime other than a minor traffic offense, been denied licensure as a mental health professional, or been disciplined by a state's licensing board or had a civil suit judgment entered against you or entered into an adverse civil settlement, you may be denied licensure following graduation from the program. Please review the licensure requirements by contacting the specific state licensing board.

Also, you should be aware that criminal convictions may make you ineligible for placement in clinical experiences required by the program, impacting your ability to complete the course and program requirements.

Again, applications for both the Graduate School and Department program must be completed (that includes transcripts, test scores), and all this information for both applications is contained in the single online application. Please refer to the Graduate School for Graduate School admissions information or contact:

Office of Admissions 榴莲视频 FedEx Institute of Technology, Suite 201 榴莲视频 TN 38152 901.678.3685

 

Financial considerations play a vital role in the decision-making process. Please click here for detailed information about funding in the department. Students may also benefit from additional knowledge about the cost of living in 榴莲视频, program amenities, etc. Please click on the link below for more details about living in 榴莲视频. 鈥� Additional Financial Information If you have further questions, please contact Dr. Nicholas Heimpel

/cepr/cpsy/docs/student_admissions_outcomes_and_other_data/student_outcomes_data_2025_1.pdf

Student Contacts (retrieve from here /cepr/cpsy/admissions_info.php

One important piece of information is how current students perceive the program, but applicants don't always know how to contact those students. At the Counseling Psychology program at 榴莲视频, several doctoral students (and graduates) in the program have volunteered to serve as contacts and information sources for students who are considering applying to the doctoral program at The UofM. These students and information about their year in the program are listed below. Please click on a name to send an email.

Ryan Haik Louise Foster Maddy Moyers Bobbie Hall-Price Aqdas Khan Aubrianna Stuckey Shantta Robertson Colleen Avila Ashley Messina Kaley Fluke Ruby Bosclair Kara Lawrence

Click here to read about our current students: 

Student Handbooks and forms

/cepr/faculty/

 

Data Request Form

Follow the link to request accreditation data from the College of Education. Please allow at least three (3) business days to receive your requested data.