Educator Preparation
in Tennessee
Research indicates that teachers have a larger impact on student learning
than any other in-school factor.1 In recent years, Tennessee has made significant progress in expanding access to highly effective teaching across the
state. Tennessee adopted a new multi-measure educator evaluation system
that is focused on student outcomes; connected professional learning opportunities, compensation, and tenure to the teacher evaluation system; offered
professional learning opportunities on Tennessee’s State Standards; and developed innovative teacher leadership models. While state policymakers have
focused some attention on evaluating and improving educator preparation
programs (EPPs), improving educator preparation in order to advance effective teaching during an educator’s first years in the classroom is one area
where the state has yet to make widespread changes.
In October 2014, the Tennessee State Board of Education (SBE) adopted the
Tennessee Educator Preparation Policy, which seeks to ensure that all EPPs
meet rigorous standards established by the Council for the Accreditation of
Educator Preparation (CAEP)—the national accrediting group—as well as
Tennessee-specific criteria.2 Since 2008, the Tennessee Higher Education
Commission has released an annual report card on the effectiveness of EPPs
in the state. In 2015, the SBE began producing this report; in the fall of 2016,
the board will release a new version of the EPP report card with a greater
emphasis on connecting educator preparation to student outcomes. These
important initiatives lay the groundwork to advance effective teaching during
an educator’s first years in the classroom. However, much work remains to
ensure that all students have access to highly effective teachers.3 The issue of
equitable access is especially relevant for historically underserved students,
since early-career teachers are more likely to teach them.4
1