Partnerships between EPPs and
School Districts
The 2014 SBE policy clearly defines the
types of partnerships that EPPs and school
districts must develop. All EPPs are required
to establish state-recognized partnerships with
each district where teacher candidates will
complete any aspect of the clinical experience.
Each EPP must also establish a primary
partnership with at least one Tennessee school
district. As part of the comprehensive review
process, EPPs must demonstrate evidence of
“authentic engagement” between the EPP and
its primary partners.29
Some of the barriers to collaboration between
districts and EPPs include staff capacity, conflicting
missions, and infrequent communication. One
particular area of concern relates to supply
and demand and ensuring that districts are
communicating staffing needs to EPPs. Still, there
are encouraging signs regarding partnerships
between EPPs and districts in pairing mentor
teachers with student teachers.
Another area of collaboration for districts and
EPPs relates to the Tennessee teacher evaluation
model. Several EPPs, including University
of Tennessee-Knoxville, Martin Methodist
University, and Belmont University indicated that
they use the Tennessee Educator Acceleration
Model (TEAM) evaluation rubric to assess
student teachers during their clinical practice.
Faculty members also participate in trainings to
better understand how to incorporate the rubric
into instruction. Other EPPs discussed developing
intentional relationships with specific schools.
For example, Middle Tennessee State University
hosts teachers from a partner elementary school
for regular in-service professional development
opportunities.
University of Tennessee-Knoxville
Office of School-Based Experiences
The University of Tennessee-Knoxville,
through its Office of School-Based Experiences, makes important screening decisions
about mentors who work with pre-service
teachers. The office emphasizes to districts
and schools that only level 4 and 5 teach-
For example, Kingsport City Schools and East
Tennessee State University (ETSU) established a
partnership to better evaluate teacher candidates
in ETSU’s residency program and prepare them
to teach in Kingsport City Schools. ETSU faculty
use a rubric developed by Kingsport City Schools
to evaluate candidates before they begin their
residency, and the district subsequently uses the
scores on these rubrics to match teacher candidates
with mentor teachers. Kingsport City Schools has
also committed to hiring residents for one year
after they complete the program. The district is also
exploring the option to have a representative serve
on the ETSU admissions committee that interviews
prospective teacher candidates.
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ers and teachers with a proven record of
mentoring skills will be selected. This office
also trains mentor teachers to adopt a
coach’s mindset as they interact with student
teachers. For example, mentor teachers
are encouraged to practice thinking aloud
about their instruction. They are also trained
to consider why they choose to make certain instructional decisions. This reflection
enables them to consider why they engage
in specific practices so they can share those
decisions with student teachers.