Teach with sensitivity, reflection, and faith
Union’s Educator Preparation program provides the professional training and clinical experiences needed to meet teacher licensure requirements, equipping candidates with the pedagogical knowledge, content competency, and classroom practice that effective teaching requires.
The mission of the Educator Preparation Program at Union University is to prepare highly effective educators within an environment of sensitivity, reflection, and faith.
Description of the statement: Effective educators demonstrate knowledge in their respective fields; sensitivity to students’ diverse learning needs; reflection in scholarship and inquiry; motivation of their students becoming life-long learners; and a careful examination of their worldview and integration of the fruit of the Spirit (Galatians 5:22-23).
Learn from Educators Who Know Teaching Is a Calling
Instructors within a community that believes teaching is one of the most important callings help you develop the knowledge, skills, and reflective habits of a highly effective educator.
Mandy Cates
Assistant Professor of Education | Director for Educator Preparation Program
Mandy Cates
Assistant Professor of Education | Director for Educator Preparation Program
Melessia E. Mathis
Assistant Professor of Education | Director for Clinical Experiences
Melessia E. Mathis
Assistant Professor of Education | Director for Clinical Experiences
Teresa Tritt
Dean and Associate Professor of Education; Executive Director of Union Academy
Teresa Tritt
Dean and Associate Professor of Education; Executive Director of Union Academy
Items of Note
Conceptual Framework
The mission of Union University, an academic community affiliated with the Tennessee Baptist Convention, is to provide Christ-centered higher education that promotes excellence and character development in service to Church and society in ways consistent with the following core values.
- Union University must be excellence-driven.
- Union University must be Christ-centered.
- Union University must be people-focused.
- Union University must be future-directed.
The conceptual framework for Union’s Educator Preparation Program is “A Teacher-Student Dynamic of Sensitivity, Reflection, and Faith.” The conceptual framework which guides the Teacher Education Unit is derived from the institutional mission and is founded upon established and contemporary research, the wisdom of practice, and emerging education policies and practices. The framework shapes Union’s commitment to prepare its students to be highly effective classroom teachers.
Program Accreditation and Accountability Measures
Council for the Accreditation of Educator Preparation
The Council for the Accreditation of Educator Preparation (CAEP) accredits Union University’s Educator Preparation Program. CAEP promotes excellence in educator preparation through content and pedagogy, clinical partnerships and practice, candidate recruitment, progression and support, program impact, and quality assurance and continuous improvement.
Union University’s Educator Preparation Program meets rigorous national standards for educator preparation set by the Council for the Accreditation of Educator Preparation.
Council for the Accreditation of Educator Preparation
1140 19th St NW, Suite 400
Washington, DC 20036
(202) 223-0077
caepnet.org
Current Accreditation Term: October 2020-2027
The current CAEP standards consist of the following:
Initial-Licensure Programs
- Standard R1: Content and Pedagogical Knowledge
- Standard R2: Clinical Partnerships and Practice
- Standard R3: Candidate Recruitment, Progression, and Support
- Standard R4: Program Impact
- Standard R5: Quality Assurance System and Continuous Improvement
Advanced-Level Programs
- Standard RA.1: Content and Pedagogical Knowledge
- Standard RA.2: Clinical Partnerships and Practice
- Standard RA.3: Candidate Quality and Selectivity
- Standard RA.4: Satisfaction with Preparation
- Standard RA.5: Quality Assurance System and Continuous Improvement
Educator Licensure Programs at Union University
Currently Accredited by CAEP
| Licensure Program | Program Level(s) |
|---|---|
| Biology 6-12 | Undergraduate Post-Baccalaureate |
| Business Education 6-12 | Post-Baccalaureate |
| Chemistry 6-12 | Undergraduate Post-Baccalaureate |
| Chinese PreK-12 | Post-Baccalaureate |
| Economics 6-12 | Post-Baccalaureate |
| Elementary Education K-5 | Undergraduate Post-Baccalaureate |
| English 6-12 | Undergraduate Post-Baccalaureate |
| English as a Second Language PreK-12 | Post-Baccalaureate |
| French PreK-12 | Post-Baccalaureate |
| Geography 6-12 | Undergraduate Post-Baccalaureate |
| German PreK-12 | Post-Baccalaureate |
| Government 6-12 | Undergraduate Post-Baccalaureate |
| Health and Wellness K-12 | Undergraduate Post-Baccalaureate |
| History 6-12 | Undergraduate Post-Baccalaureate |
| Instructional Leadership PreK-12 | Post-Baccalaureate |
| Japanese PreK-12 | Post-Baccalaureate |
| Marketing Education 6-12 | Post-Baccalaureate |
| Mathematics 6-12 | Undergraduate Post-Baccalaureate |
| Middle Grades English Language Arts 6-8 | Post-Baccalaureate |
| Middle Grades Mathematics 6-8 | Post-Baccalaureate |
| Middle Grades Science 6-8 | Post-Baccalaureate |
| Middle Grades Social Studies 6-8 | Post-Baccalaureate |
| Music Vocal/General K-12 Instrumental General K-12 | Undergraduate Post-Baccalaureate |
| Physical Education K-12 | Undergraduate Post-Baccalaureate |
| Physics 6-12 | Undergraduate Post-Baccalaureate |
| School Social Worker PreK-12 | Undergraduate Master’s |
| Spanish PreK-12 | Undergraduate Post-Baccalaureate |
| Special Education Comprehensive K-12 | Undergraduate Post-Baccalaureate |
| Special Education Interventionist K-8 Special Education Interventionist 6-12 | Undergraduate Post-Baccalaureate |
| Speech Communication 6-12 | Post-Baccalaureate |
| Theatre K-12 | Post-Baccalaureate |
| Visual Art K-12 | Undergraduate Post-Baccalaureate |
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Accreditation Pending Next CAEP Review
| Licensure Program | Program Level(s) |
|---|---|
| TBA | TBA |
CAEP Accountability Measures
TN Report Card on the Effectiveness of Teacher Training Programs
The Tennessee Board of Education releases an annual report card on each of the state’s educator preparation providers.
Title II Institution Reports
- 2024-25: Alternative | Traditional
- 2023-24: Alternative | Traditional
- 2022-23: Alternative | Traditional
- 2021-22: Alternative | Traditional
- 2020-21: Alternative | Traditional
- 2019-20: Alternative | Traditional
- 2018-19: Alternative | Traditional
- 2017-18: Alternative | Traditional
- 2016-17: Alternative | Traditional
- 2015-16: Alternative | Traditional
- 2014-15: Alternative | Traditional
- 2013-14: Alternative | Traditional
- 2012-13: Alternative | Traditional
- 2011-12 Traditional
- 2010-11: Alternative | Traditional
- 2009-10: Alternative | Traditional
- 2008-09
Candidate Outcomes
- Knowledge of Learners. Candidates as teacher-practitioners design and implement instruction in consideration of the typical cognitive, linguistic, social, emotional, and physical development of children and adolescents and responsive to individual needs.
- Diverse Learners. Candidates as teacher-relaters respect diverse cultures and the wide range of individual abilities by establishing inclusive learning environments that maintain high expectations for all.
- Learning Environments. Candidates as teacher-relaters create respectful, collaborative, and engaging learning environments that communicate the Christ-modeled worth and potential of each individual.
- Content Knowledge. Candidates as teacher-scholars demonstrate academic competence in the central concepts, tools of inquiry, and structures of their discipline(s) and design instruction that makes content accessible and meaningful to facilitate content mastery.
- Content to Critical Thinking. Candidates as teacher-practitioners engage learners in critical thinking, creativity, and problem-solving by integrating concepts of the discipline(s) from different viewpoints relevant to local and global issues.
- Assessment, Reflection, Response. Candidates as teacher-practitioners use multiple assessment strategies to evaluate learning in the classroom and to empower the learner to reflect and improve.
- Planning. Candidates as teacher-scholars and practitioners use content, pedagogical, and cultural knowledge to plan instruction that is rigorous, personal, and differentiated to the learner by providing for students a clear linkage between critical content, meaningful assessment, and purposeful, engaging instructional approaches.
- Instructional Strategies. Candidates as teacher-practitioners demonstrate knowledge and use of a variety of effective teaching methods that promote deep understanding of content, its connections to other disciplines, and its meaningful application to their modern world.
- Professional Learning and Ethical Practice. Candidates as teacher-practitioners are immersed in professional learning, demonstrate their ability to reflect on practice and choices, and are responsive to input from mentors, faculty, and cooperating teachers to adapt instruction for improved learner outcomes.
- Leadership and Collaboration. Candidates as teacher-relaters demonstrate leadership by assuming responsibilities for instruction and learning in the classroom, collaborating with all stakeholders to ensure learner growth, and showing evidence of the potential for and interest in future leadership roles beyond the classroom.
Academic Program Requirements
Profile of the Educator Preparation Program
To be licensed to teach in the State of Tennessee, prospective teachers must earn a bachelor’s degree with a major in an academic field and meet specific competencies needed in the teaching profession.
Areas of initial licensure. Union offers initial licensure programs in the following areas:
- Biology, 6-12
- Business, 6-12
- Chemistry, 6-12
- Chinese, PreK-12
- Economics, 6-12
- Elementary, K-5
- English, 6-12
- Eng. as a Second Lang., PreK-12
- French, PreK-12
- German, PreK-12
- Government, 6-12
- History, 6-12
- Japanese, PreK-12
- Marketing, 6-12
- Mathematics, 6-12
- Music Education: Vocal/Gen., K-12 & Instrumental, K-12
- Physical Education, K-12 and Health Education, K-12
- Physics, 6-12
- Spanish, PreK-12
- Speech Comm., 6-12
- Special Educ. Interventionist, K-8 and 6-12
- Special Educ. Comprehensive, K-12
- Theatre, K-12
- Visual Art, K-12
Areas of additional endorsement. Additional endorsements are available in the following areas:
- Instructional Leadership (requires active teaching license)
- Biology, 6-12
- Business, 6-12
- Chemistry, 6-12
- Economics, 6-12
- Elementary, K-5
- English, 6-12
- Eng. as a Second Lang., PreK-12
- French, PreK-12
- Government, 6-12
- Health, K-12
- History, 6-12
- Marketing, 6-12
- Mathematics, 6-12
- Physical Education, K-12
- Physics, 6-12
- Spanish, PreK-12
- Speech Comm., 6-12
- Special Educ. Interventionist, K-8 and 6-12
- Special Educ. Comprehensive, K-12
- Theatre, K-12
- Visual Art, K-12
Areas of Study
Undergraduate students seeking licensure in secondary areas must complete the major in the endorsement area and the Secondary Professional Education as the minor. Prior to the internship: EDU 150, 305, 358, PSY 213, and SE 230. Fall of Internship I: EDU 306, 340, Secondary methods course within the content area, and EDU 440. Spring of Internship II: EDU 441 and 451.
Programs of study for each endorsement area are as follows:
- Biology 6-12: Complete the Teacher Licensure in Biology requirements as outlined in the Dept. of Biology section of the Catalogue.
- Chemistry 6-12: Complete the Teacher Licensure in Chemistry requirements as outlined in the Dept. of Chemistry section of the Catalogue. Courses within the General /Specific Core must include PHY 112, 231, 232, & MAT 221 & 212.
- Elementary K-5: Complete the Teaching and Learning major and a second major in Interdisciplinary Studies, as outlined in the School of Education section of the Catalogue. Optional dual endorsement available for Early Childhood Education PreK-3.
- English 6-12: Complete the Teacher Licensure for English requirements as outlined in the Dept. of English section of the Catalogue.
- History 6-12: Complete the Teacher Licensure in History requirements as outlined in the Dept. of History section of the Catalogue. Courses within the General/Specific Core must include GEO 112, 215 or 216, & PSC 211.
- Mathematics 6-12: Complete the Teacher Licensure in Mathematics requirements as outlined in the Dept. of Mathematics section of the Catalogue.
- Music Education, Instrumental K-12: Complete the Bachelor of Music degree core with emphasis in Music Education, Track for Instrumental/Band Instructor as outlined in the Dept. of Music section of the Catalogue.
- Music Education, Vocal/General Music K-12: Complete the Bachelor of Music degree core with emphasis in Music Education, Track for General/ Choral Instruction as outlined in the Dept. of Music section of the Catalogue.
- Physics 6-12: Complete the Teacher Licensure in Physics requirements as outlined in the Dept. of Physics section of the Catalogue.
- Spanish PreK-12: Complete the major in Spanish, Teacher Education track, as outlined in the Dept. of Language section of the Catalogue.
- Additional endorsement: Visit the TN Department of Education’s Educator Licensing website for current guidelines for adding endorsement once the teacher is fully licensed.
Call for Comments
The School of Education at Union University is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) April 7-9, 2027. Interested parties are invited to submit third-party comments to the evaluation team. Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party’s relationship to the provider (i.e., graduate, present or former faculty member, employer of graduates).
We invite you to submit written testimony to:
CAEP
1140 19th Street NW, Suite 400
Washington, DC 20036
Or by email to: callforcomments@caepnet.org
Such comments must be within the specified period and based on the core tenets of CAEP accreditation standards of excellence, which recognize that: