Today, the State Board of Education announced the members of the Standards Development Committee (SDC), who will review proposed English Language Arts (ELA) standards, developed by the ELA Educator Advisory Team (EAT), for consistency across grade bands (i.e., K-5, 6-8, & 9-12) and continue to refine and edit Tennessee’s current ELA standards. The SDC is a subset of EAT members, comprising the chair and vice-chair from each grade band and two higher education professionals. The SDC members are as follows: Meredith McMackins, Dyer County Schools Karen Sewell, Freed-Hardeman University Nicolle Moore, Greeneville City Schools Leigh Ann Potter, Hamilton County Schools Rachel Peay Cornett, Lipscomb University Tammy Marlow, Macon County Schools Courtney Gray, Monroe County Schools Leticia Skae-Jackson, Williamson County Schools The SDC in-person working sessions will be held December 4-6th, 2024, at the State Board of Education office at 500 James Robertson Parkway, Nashville, TN 37243. Working sessions are open to the public to observe. Please notify Catherine Johnson, catherine.ann.johnson@tn.gov if you plan to attend. The State Board of Education is charged under Tennessee Statute (T.C.A. § 49-1-311-313) and State Board Policy (Standards Review Policy 3.209) to review and approve the English Language Arts (ELA), math, science, and social studies standards at least every eight years. Each standards review process follows the same almost two-year rigorous, legislatively mandated process to promote collaboration and transparency. This process entails significant public feedback and coordination across educators, state government, and appointed representatives.

The State Board of Education is pleased to release our 2024 annual Master Plan Report which focuses on state-wide outcomes and the State Board’s efforts to ensure our rules, policies, and systems are working together to support student success. The 2024 Report outlines the State Board’s key focus areas, the steps we have taken over the last year to strengthen rules, policies, and systems, and Tennessee’s state-wide outcomes to date. “We share this information with the understanding that we must be transparent about our outcomes, measure our progress, and construct innovative solutions together,” said State Board Chairman Bob Eby and Executive Director, Dr. Sara Morrison The State Board is charged by state law, T.C.A. § 49-1-302 with developing and maintaining a master plan for public education, kindergarten through grade twelve, and providing recommendations to the executive branch, the general assembly and the local boards of education and directors of schools regarding the use of public funds for education. The State Board’s master plan provides a lens through which all Tennesseans can examine state-level efforts and determine if rules and policies are positioning school districts to effectively prepare Tennessee students for workforce, post-secondary success, and productive citizenship. The State Board regularly evaluates progress and updates its master plan to inform recommendations regarding the use of public funds for education every three years. The master plan can be viewed on the State Board website here.

Today, the State Board of Education announced the selection of its 21-member Educator Advisory Team (EAT) to review Tennessee’s current English Language Arts standards. The members were selected from 297 applications, the highest number the State Board office has received, and will utilize comments based on our public feedback survey and their personal experience as distinguished educators. The EAT members are as follows: • Tiana Hubbard, Cleveland City Schools • Meredith McMackins, Dyer County Schools • Karen Sewell, Freed-Hardeman University • Nicolle Moore, Greeneville City Schools • Leigh Ann Potter, Hamilton County Schools • Riley Brewer, Knox County Schools • Amanda Boyd, Lenoir City Schools • Rachel Peay Cornett, Lipscomb University • Tammy Marlow, Macon County Schools • Benita Villines, Marshall County Schools • Nathan Harmon, Meigs County Schools • Josef Woody, Memphis Shelby County Schools • Samantha Singer, Metropolitan Nashville Public Schools • Jeni Moore, Milan Area Schools • Brytany Stewart, Milan Area Schools • Courtney Gray, Monroe County Schools • Diana Cook, Putnam County Schools • Mandy Smith, Rutherford County Schools • Luke Anderson, Tennessee Tech University • Trent Smith, University Schools • Leticia Skae-Jackson, Williamson County Schools The EAT is separated into committees based on grade bands (i.e., K-5, 6-8, & 9-12) with six current Tennessee K-12 educators and one higher education professional per committee. Each committee is led by a chair and vice-chair who facilitate revision discussions, track all edits, and ultimately serve on the Standards Development Committee in December 2024. The EAT in-person working sessions will be held November 4-8th, 2024 at the State Board of Education office at 500 James Robertson Parkway, Nashville, TN 37243. Working sessions are open to the public to view. Please notify Catherine Johnson, catherine.ann.johnson@tn.gov if you plan to attend the working session in-person. The State Board of Education is charged under Tennessee statute (T.C.A. § 49-1-311-313) and State Board Policy (Standards Review Policy 3.209) to review and approve the English Language Arts (ELA), math, science, and social studies standards at least every eight years. Each standards review process follows the same almost two-year rigorous, legislatively mandated process to promote collaboration and transparency. This process entails significant public feedback and coordination across educators, state government, and appointed representatives.

We know that educators must be well-prepared to lead the next generation toward post-secondary and career success. As an educator, I get the unique opportunity to apply my expertise and experience by serving on the State Board of Education. I am honored to serve as the only current educator and advocate for the over 64,000 public school teachers in Tennessee. I am also qualified to set the record straight: Tennessee has incredible school districts and teachers. Educating and guiding the next generation of students is undoubtedly one of the highest callings. At the heart of every successful school is its teaching staff. In recent years, teacher shortages have reemerged as a major part of public education discussion. A common misconception continues to spread throughout the state that we have a statewide educator shortage. In reality, shortages are highly localized, with certain parts of the state having higher vacancy rates than others, and more pressing needs in particular subject areas or with specific student populations. As such, we must discuss solutions that increase the likelihood that prospective teachers will be adequately prepared and that we are not creating unnecessary or burdensome requirements that push potentially strong educators away from Tennessee. Data from the Tennessee Department of Education shows in the 2022-23 school year, 1.5% of Tennessee teaching positions were reported as vacant. Overall, Tennessee school districts should be proud to know they are doing much better at retaining teachers than the average national level at 4 percent. It is important to recognize, however, that the use of emergency credentials has increased and is also disproportionately used by certain regions of the state over others. We continue to encourage districts to leverage policies and practices focused on strategic compensation, school climate, and strong partnerships with Educator Preparation Providers (EPPs). At the state level, State Board of Education staff, in partnership with the Tennessee Department of Education, formed an Educator Licensure Review Committee. Committee members range from superintendents and school leaders to EPP directors and legislators. The Committee meets bi-annually to evaluate the educator licensure system and policies to ensure it continues to meet Tennessee’s evolving needs. Following feedback from the Educator Licensure Review Committee, the State Board is developing rule and policy recommendations to support the eventual removal of the Educative Teacher Performance Assessment (edTPA) for candidates completing a year-long, robust clinical practice. Ensuring all teacher candidates have an opportunity to practice, develop, and refine their skills while supported by a strong school-based mentor in a setting where they are likely to be hired following program completion are goals worthy of our attention. Removing assessment requirements, where appropriate, is also worth consideration. Attracting and retaining teachers is perhaps the most important thing we can do to supplement our state’s workforce and build economically thriving communities in our state. One way we can help build teacher capacity and fill teacher vacancies across the state is continuing to create easier pathways for current teachers to add additional endorsements. Teachers are the reason future generations of students can prosper in whatever postsecondary journey they decide. At the State Board of Education, our board members and staff are committed to the continuous improvement of the teacher-to-classroom pipeline while maintaining high standards of the profession. However, the solution does not just end with us. I also applaud the great work being done by school districts and EPPs to prepare and support future and current educators in Tennessee. Our students deserve to enter classrooms and know they are learning from some of the best and brightest educators in the nation.

Governor Bill Lee has appointed Bonza Auberson, a senior at Cookeville High School in Putnam County Schools, to the Tennessee State Board of Education. As a student representative, Ms. Auberson will join the board at the August quarterly meeting and will serve on the State Board of Education for a one-year term. Student board members hold voting positions and can weigh in during Board discussions. “We are elated to have Bonza serve as our student member,” said Dr. Sara Morrison, executive director of the State Board of Education. “She has a unique opportunity to maximize the student perspective and advocate for practices that best support learning in the classroom.” Ms. Auberson lives in Cookeville and is actively involved in the Cookeville High School and Putnam County community. She is an all-honors student and participates in her high school dance team, choir, and serves on the newspaper staff. In her free time, she enjoys singing in her church choir and engaging in youth group. This past summer, Ms. Auberson was selected to participate in Volunteer Girls State, a program of the American Legion Auxiliary that promotes female leadership in Tennessee.

Today, the State Board of Education launched an English Language Arts (ELA) standards feedback survey to gather public comments on Tennessee’s K-12 ELA standards. All Tennesseans are invited to review the standards. The survey will remain open through September 8th, 2024. The State Board of Education is charged in state law with adopting academic standards to provide a common set of expectations for what students will know and be able to do at the end of a grade for each subject area. Our state’s standards are rooted in the knowledge and skills students need to succeed in their postsecondary studies and/or careers. “In order to promote collaboration and transparency, it is critical that we allow all Tennesseans the opportunity to provide public feedback on our current ELA standards. This continues our momentum to ensure that educators, students, and parents have a clear picture of academic expectations at each grade level,” said Dr. Sara Morrison, executive director of the State Board of Education. The existing ELA standards, last approved in 2019, are being reviewed in the public feedback survey. The public is encouraged to note whether a standard should be kept, removed, modified or moved to a different section. Participants can focus on reviewing individual grades, grade bands or electives. “Tennessee’s multi-year, rigorous standards review process is rooted in multiple rounds of feedback from students, educators, and others to ensure Tennessean’s voices guide our work,” said Breanna Sommers, director of policy and academics of the State Board of Education. The public feedback survey can be found on the State Board of Education website, along with a detailed timeline for ELA standards review.

Leadership Tennessee, a collective with a mission to foster non-partisan dialogue on issues of state importance, has named Bob Eby to its 2024–2025 Signature Program Class XI. In Leadership Tennessee’s 11th Signature Program, 14 different Tennessee counties are represented with diverse professional experience in the business, government, education and nonprofit sectors. Over the course of 10 months, the cohort will visit all corners of the state, analyzing challenges that Tennessee faces, and will work together to identify the best solutions and opportunities. The statewide study will result in concrete plans to continue dialogue and actions addressing the most serious issues uncovered. “I am proud to bring to the table my unique perspective and find ways we can improve the learning experience for Tennessee’s K-12 students,” said Bob Eby, Chairman of the Tennessee State Board of Education, Class XI member. “I admire the talented professionals also named to this year’s class. I have collaborated with several of these members since serving on the State Board, and I am certain that this opportunity will allow us to make a transformative impact for the betterment of our state.” The group was selected by an anonymous selection committee based on the following criteria: leadership experience, a history of addressing statewide issues in both a personal and professional capacity, and a strong understanding of what challenges Tennessee faces today. “In a time of increasing polarization, Leadership Tennessee’s mission to bring individuals together with the goal of bettering our state is something we can all be proud of,” said Alfred Degrafinreid II, president and CEO, Leadership Tennessee. “Year after year, we find that our programming helps folks to think critically while we are working together, and that continues long after the session has ended with professionals folding these major topics into their work.” Previous classes have been able to facilitate numerous community engagement sessions across the state. Since Leadership Tennessee’s founding, more than 600 members have graduated through both the Signature Program and Leadership Tennessee NEXT, which is dedicated to emerging leaders. The cohort’s work will begin in August and run through June 2025. ABOUT LEADERSHIP TENNESSEE Leadership Tennessee was founded in 2013 as an initiative of the College of Leadership and Public Service at Lipscomb University, and in 2021, it launched as an independent 501(c)(3). The program fosters collaborative, non-partisan dialogue on issues of state importance, connecting a network of diverse leaders and engaged citizens. Citizens with demonstrated community and professional leadership from every region of the state bring their diverse backgrounds and experiences to an in-depth exploration of the complex issues facing Tennessee, with a focus on how leaders can collaborate to effectively address those issues.

There is no question in my mind that serving on the Tennessee State Board of Education (SBE) is an honor and a privilege. Descriptions we often hear when someone remarks on their experience regardless of what form it may have taken. These words aptly describe how I feel about my own experience over the past ten years. I was reluctant in June 2014, to serve and represent the sixth congressional because it was something meant for others to do or so I thought. I had misconceptions like many others who would tell me SBE members need to be educators or be an expert on education policy. State Board members, with one exception, are not required to be educators. Members are selected to represent a cross-section of the state’s population and therefore come from various walks of life. While all members are expected to represent the voices of Tennessee citizens and specifically the constituents in their respective districts, our board also hosts the unique opportunity to have a student member who is appointed by the Governor and represents the voice of students. The impact from serving as a board member is far-reaching and well beyond anything I have done before. Accepting the opportunity to serve on any government board or commission requires a full understanding of the responsibilities, and what it takes to be an effective member. Members are expected to be well prepared by reading and comprehending the data supporting each item up for the board’s vote. Rules or policies are not approved unless they are in the best interest of students’ education, and unless they meet the intent of legislation passed by the General Assembly. Anyone can observe a board meeting once or twice to witness the depth and breadth of questions and discussions that members have prior to a vote. While a great deal of work goes into making the proposals the best they can be, votes are not always unanimous and sometimes items are modified, postponed, or in some cases rejected. I am proud of the board’s commitment to transparency and accountability, major pillars of the board’s strategic plan. The board does not operate in a vacuum: it works closely with the Governor, the General Assembly, the Department of Education, and other education organizations all while placing a high value on input from constituents in advance of voting. Our focus, through SBE rules and policies, is providing the highest quality education to all students and improving student outcomes. As I reflect on my two terms of service, totaling ten years with five as board chair, the standout moments were not about what I or the board accomplished. They were witnessing what was happening in schools, observing excellence in action with teachers inspiring their students with a love of learning, administrators providing and supporting a professional learning environment and culture for students and teachers alike, witnessing how teachers of different content areas were collaborating to address the whole child’s education, seeing student excitement for career technical education courses offered, and earning industry credentials, graduating with college credit, or an associate degree. Other moments were watching superintendents supporting one another by discussing and sharing how they would address a new requirement, challenging issues, or budget concerns; the celebratory moments for exemplary and reward school recognition; and celebrating teachers, supervisors, principals, and superintendents of the year. There were times filled with concern and hope for our future, the safety of our children, overcoming what seemed like insurmountable challenges, and determining the best way forward during one of the most challenging times of our lives when the COVID-19 Pandemic began. We found a path forward through unchartered waters by passing emergency rules that provided a road map for districts to open schools while ensuring the safety of students and educators; holding harmless districts and schools for accountability due to school closures and issues beyond their control; approving rules for virtual learning, and other changes to increase the likelihood of minimizing learning loss. The Board’s work during the pandemic brought positive changes to SBE rules and policies designed to improve student outcomes by lowering unnecessary barriers to educator licensure issuance, addressing early childhood literacy, revising academic standards that include alignment of timing for new textbook adoption, improving the licensure discipline process clarifying what actions should be taken against an educator’s license for violations of the code of ethics/conduct, revisions to teacher training standards to ensure alignment with academic standards, and more. Serving is not a singular act accomplished by one board member or the board acting alone. It is a collaboration among many. The board cannot function without the dedicated experts in education, who are often behind the scenes conducting research and writing policies and rules while ensuring members have access to the most current data to inform our decisions. Many of these professionals are unsung heroes and deserve our deepest appreciation. Thanking them for their hard work and dedication is essential. The leadership and staff of the State Board of Education are among the first for their commitment to the work of the board and for their relentless pursuit of excellence in the education of our children; school districts and their educators for their dedication, and focus on providing a high-quality education that prepares students for life after high school; the Department of Education’s outstanding team for their partnership; and the State Collaborative on Reforming Education (SCORE), the Tennessee Education Research Alliance, the Tennessee Higher Education Commission, the Tennessee School Boards Association, and the Tennessee Organization of School Superintendents to name a few. I am proud to have served our state, alongside my fellow board members, in the most important endeavor entrusted to the Board of Education; that is the education of our children, through our Tennessee academic standards, policies, and rules. It has been an honor and a privilege! Written By Lillian Hartgrove, Chair Emeritus State Board of Education, serving Tennessee’s Sixth Congressional District

(NASHVILLE, Tenn.) — Lt. Governor Randy McNally has appointed Marsha Johnson, a Clarksville, TN resident to the Tennessee State Board of Education. As the representative for Tennessee’s seventh Congressional District, Mrs. Johnson will join the Board at its upcoming quarterly meeting on May 31 and will serve a five-year term. Marsha’s 35 years an educator included teaching in Tennessee’s Montgomery County Schools System and across the state line in Kentucky at Fort. Campbell’s Dependent Schools. Her accomplishments include receiving a 2001 Presidential Award representing the Armed Forces for Excellence in Mathematics. Since retiring from teaching in 2014, Marsha resides with her husband, Representative Curtis Johnson, in Clarksville, TN. “As a dedicated career educator, Marsha Johnson’s talent and experience will serve the Tennessee State Board of Education well. With over 35 years in K-12 schools, Marsha has taught many different grades and many different subjects. I am confident her contributions to the commission will serve our state and its students well,” said Lt. Governor McNally. The Tennessee State Board of Education is composed of 11 members representing the diversity of the state – one from each congressional district, plus a student member, and the executive director of the Tennessee Higher Education Commission who serves as non-voting ex officio member. Board members are unpaid for their service. They are appointed by either the Governor, the Lt. Governor or the speaker of the House of Representatives and confirmed by the legislature. Members are selected based on a passion for service to the people of Tennessee and the education of Tennessee’s children. “Marsha's extensive experience as a former educator makes her well-versed in the work of the Board. We are excited to see how she plans on expressing her opinion when voting on our rules and policies,” said Dr. Sara Morrison, executive director of the State Board of Education.

The Tennessee Purple Star School Award was designed to highlight military-friendly schools that show a major commitment to serving students and families connected to our nation’s military. Awardees receive special recognition to display in their buildings. A school must reapply every two years to maintain the recognition status. Schools are eligible for the award if they have a point of contact within the school that has completed a professional development component specific to the needs of military-connected students. The school website must contain a page that provides resources for military families. The school then chooses an additional activity that aligns with the school’s population and goals. For families, the designation will help guide them to schools that have support in place. In November 2019, the Tennessee Military Interstate Children’s Compact Commission, MIC3, opened applications for the first round of the Tennessee Purple Star School Award. The award is presented to a new class each spring. The award is designed to recognize military-friendly schools in Tennessee. Children in military families experience many challenges: transfers to multiple schools, adapting to new environments, or a parent deployed to a war zone. Military-connected children have needs that are different from other students. Tennessee has 10,230 children in active duty families and 14,560 in Guard and Reserve families. The compact addresses the key educational transition issues encountered by military families including enrollment, placement, attendance, eligibility, and graduation. The compact was adopted by all 50 states and the District of Columbia. Tennessee adopted the compact in 2011. Tennessee has 10,230 children in active duty families and 14,560 in Guard and Reserve families. The Purple Star School Award aligns with the components of the Military Interstate Compact.

Although the number of students engaged in state policymaking has grown nationally, we must continue to build on the momentum toward elevating student voice and leadership. According to the National Association of State Boards of Education, Tennessee is one (1) of seven (7) states where a student sits on the Board as a voting member to offer a unique platform for raising student issues in education policy and practice. The Tennessee State Board of Education Rule 1.200 Board Members outlines the requirements for student member representation. The Board is required to have one (1) appointed public high school student member and he/she shall serve a one (1) year term unless the student member was first appointed during his/her junior year of high school and is re-appointed by the Governor for a second one (1)-year term during the student’s senior year of high school. The student member appointment process also requires engagement on a local level. Though the Governor’s office makes the final selection, local school districts play a significant role. TCA 49-1-301 (a) (6) specifies that local school boards may nominate no more than one outstanding Tennessee junior or senior student each year from their district. The local board can nominate by resolution and sending the resolution to the governor’s office along with the relevant contact information. Once a school district submits a nomination, the Governor’s office conducts several rounds of extensive interviews before a selection is made and a new student member is appointed. Nominations are due by May 1, 2024, to the office of the Governor. Our current student member, Ms. Laurel Cox, is a senior at Cascade High School in Bedford County, Tennessee. Ms. Cox attended her first Board meeting recently and excelled when given opportunities to offer insight to her adult peers and recommend actions. “Serving as the student member gives me the chance to advocate for Tennessee’s diverse student population,” said Laurel Cox. “During my first in-person meeting, it was clear to me that my perspective is needed to show how the State Board rules and policies can affect a student’s post-secondary success.” As for Ms. Cox’s background, she is actively involved in the National FFA Organization. She formerly served as the 2022-2023 Middle Tennessee FFA Regional President as a junior, working closely with Tennessee leaders in agriculture. She has held various leadership positions within Cascade FFA, actively working to encourage all students to pursue education in agriculture. With the academic year entering the second semester, the State Board encourages all school districts to nominate a student who exemplifies leadership qualities and meets the qualifications to serve as our student member. When youth voices are truly listened to and reflected in policy decisions, it can have a positive impact on Tennessee’s public education system.

During its February 16th quarterly meeting, the State Board of Education released outcomes for the 2023 charter school authorizer evaluations. These bi-annual evaluations are designed to ensure the effective operation of all authorizers and assess authorizer quality. The State Board was charged with conducting periodic charter school authorizer evaluations by the Tennessee General Assembly during the 2019 legislative session. Under the statutory requirement, the State Board developed an evaluation system based on Policy 6.111 - Quality Charter Authorizing Standards and Tennessee became the fourth state to adopt an authorizer evaluation process. and was the fourth state to adopt an authorizer evaluation process. “Quality charter school authorization is essential for ensuring charters schools, and their authorizers, are operating according to state standards and with transparency," said Dr. Sara Morrison, Executive Director of the State Board of Education. “The State Board believes these evaluations give authorizers valuable feedback that can increase the quality of oversight and support for their charter schools.” Each charter school authorizer evaluation begins with the formation of an evaluation team and an examination of the authorizer’s performance based on state standards. After the evaluation, authorizers receive a final report detailing specific feedback, scores on the rubric’s standards, an overall rating, and follow-up actions. Authorizers can earn an overall rating on a scale from zero to four, with score ranges indicating unsatisfactory/incomplete, approaching satisfactory, satisfactory, commendable, and exemplary designations. “This is our second cycle of evaluations, and results show significant progress being made by our charter school authorizers. We are proud to see them continue to raise the bar to better serve Tennessee’s students," said Ali Reid, Director of Engagement and Accountability for the State Board. Tennessee’s charter authorizer evaluation cycle is conducted over a two-year period. The 2023 evaluations assessed the authorizing practices of Hamilton County Schools, Knox County Schools and Memphis-Shelby County Schools. 2023 Evaluation Outcomes: Hamilton County Schools – “Satisfactory” with a score of 2.3 out of 4 Knox County Schools – “Commendable” with a score of 3.1 out of 4 Memphis-Shelby County Schools – “Commendable” with a score of 3.4 out of 4 Additional information, including the full charter authorizer evaluation reports, can be found on the State Board of Education’s website.

Today, the State Board of Education released its eighth annual Educator Preparation Report Card, a tool that evaluates educator preparation providers (EPPs) in Tennessee. For the first time since prior to the COVID-19 pandemic, this year’s Report Card rates EPPs on the effectiveness of their teachers in the classroom. These classroom outcomes, along with performance in other key areas such as employment and retention of teachers in Tennessee public schools, contribute to each EPP’s overall performance rating on the Report Card. Out of 38 EPPs that received overall ratings, ten received the highest possible rating of “Exceeds Expectations.” Established in state law, the Educator Preparation Report Card is an annual report designed to track metrics across Tennessee’s public, private, and alternative EPPs. By assessing EPPs’ performance in teacher effectiveness, employment outcomes, recruitment of diverse candidates, and pass rates on licensure examinations, the State Board’s Report Card aims to ensure every Tennessee student is taught by a well-prepared educator. “Since a redesign in 2016, Tennessee’s Educator Preparation Report Card has served as a transparent reporting model for other states,” said Dr. Sara Morrison, Executive Director of the State Board of Education. “This year’s Report Card rates EPPs on the performance of their teachers in the classroom as well as several other factors. We are thrilled to see so many EPPs exceeding expectations, including public, private, and alternative providers.” Key Outcomes Ten EPPs earned the highest possible overall rating on the Report Card, “Exceeds Expectations.” Nearly 30 percent of teacher candidates earned endorsements in high-demand areas such as special education, English as a second language (ESL), secondary science, and secondary math. 16.2 percent of teacher candidates have racially or ethnically diverse backgrounds. 25 percent of newly trained teachers in tested subjects exceeded expectations in student growth, an impressive achievement for early-career teachers. 2,785 teachers completed a Tennessee educator preparation program or enrolled in a job-embedded program during the 2021-22 school year, compared to just over 3,000 in 2020-21. This decline is due in part to a change in how the State Board reports teacher candidates from EPPs that operate both in-state and out-of-state programs. -more- Certain metrics in the Report Card, such as performance on licensure examinations and measures of teachers’ effectiveness in the classroom, are mandated in state law. Other metrics, such as candidate diversity and the percentage of candidates earning endorsements in high-demand fields, are included on the Report Card as key priorities highlighted by the State Board. “We are excited to bring teacher evaluation data back to the Report Card for the first time since the pandemic,” said Erika Leicht, director of research for the State Board of Education and the Educator Preparation Report Card project manager. “We hope this year's Report Card will showcase high-performing educator preparation providers and guide other states that seek to develop their own educator preparation reporting systems.” To view the Educator Preparation Report Card, visit http://teacherprepreportcard.tn.gov. Additional information and archives of previous editions of the Report Card are available on the State Board of Education website at http://www.tn.gov/sbe. ###

The State Board of Education staff, working with the Tennessee Department of Education have formed an Educator Licensure Review Committee that will offer feedback and provide recommendations to ensure that the educator licensure system and policies continue to meet Tennessee’s evolving needs. Beginning in Spring 2023, staff from the State Board and Tennessee Department of Education began working with the National Association of State Boards of Education to create a draft vision and set of guiding principles for educator licensure and to identify key issues within the current system through surveying key stakeholders across the state. Out of this work several key topics emerged for the Committee to discuss including: Continued use of the edTPA as a licensure requirement for candidates completing undergraduate and traditional post-baccalaureate preparation programs Evaluation of requirements for occupational licensure and accessibility of licensure pathways for prospective educators transitioning from industry Improvement of communication of more recently developed pathways to licensure and legislative changes that impact licensure “We are excited for this new Committee to determine ways in which Tennessee can continually improve the educator licensure system for current and future educators,” says Michael Deurlein, Deputy Executive Director of Research and Policy for the State Board of Education. “I look forward to working with the Department and Committee members to develop innovative approaches that support the needs of Tennessee schools and districts.” The Committee members represent areas from the entire state and are charged with examining educator licensure requirements in Tennessee. The Committee will later present their recommendations to the Executive Director of the State Board. They will also analyze related State Board rules and policies alongside issues faced by our educators and districts. Educator Licensure Review Committee members include: Anne Barbieri, Hamilton County Schools John Bartlett, Knox County Schools Ulla Carr, KCS EPP David Cihak, University of Tennessee, Knoxville Cynthia Chambers, East Tennessee State University Matt Cheek, Nashville Teacher Residency Holly Coleman, Hyde Family Foundation Tiffany Dellard, Middle Tennessee State University Staci Fuqua, University of Tennessee, Martin Diarese George, Tennesse Educators of Color Alliance Senator Joey Hensley, Senate District 28 Ayesha Ibrahim, Metro Nashville Public Schools Bob Nardo, Libertas School of Memphis Jean Luna-Vedder, Clarksville Montgomery County Schools Jenikka Oglesby, Memphis – Shelby County Schools Megan Parker Peters, Lipscomb University Allen Pratt, National Rural Education Association/University of Tennessee, Chattanooga Eddie Pruett, Gibson County Special School District Megan Salemi, Memphis Teacher Residency Patrick Sheehy, Tennessee Business Roundtable Representative William Slater, House District 35 Catherine Stephens, Tullahoma City Schools Missy Testerman, Rogersville City Schools

Tennessee Code Annotated (T.C.A.) § 49-1-302 gives the State Board the duty and power to "adopt rules and policies governing ... [the] discipline of licensed personnel for misconduct by formal reprimand or by the suspension and revocation of licenses and certificates." T.C.A. § 49-5-108 gives the State Board "[c]omplete jurisdiction over the issuance and administration of licenses . . . ." State Board of Education Rule 0520-02-03-.09 outlines reasons why applicants, teachers, or administrators may have applications denied, licenses formally reprimanded, suspended or revoked, or permits not re-issued. License discipline cases are brought to the attention of the Board staff through four primary channels – Directors Reports, the National Association of State Directors of Teacher Education Certification (NASDTEC), personal affirmations, and the Department of Human Services. Additionally, the Board has the authority to open cases for review that are brought to its attention through other channels such as media reports. Once the case is reported to Board staff, staff reviews the report to determine if the matter falls under the purview of State Board Rule 0520-02-03-.09. If the reported misconduct is subject to review under State Board Rule 0520-02-03-.09, the educator’s license file in TNCompass is placed under review. Educator licenses remain fully active during the time they are under review. Cases are “opened” to be placed under review on or about the first day of the month after they are reported. For example, if a case is reported on January 15th, it will be opened on or about February 1st. There are several steps between placing a case under review and ultimately closing the case. The time to conclude each case varies depending on the underlying cause of the review. For example, some cases take significantly longer to conclude, such as reviews triggered by underlying law enforcement or DCS investigations. Reports are made in TNCompass, the online educator talent management system that collects and stores educator information such as licensure, evaluations, and discipline. Once a case is reported in TNCompass and placed under review by the State Board Educator License Discipline (ELD) team, the team works diligently to review all submitted information. It is imperative that all relevant and available information be submitted with each report, including witness statements, video or audio recordings, text messages, and electronic records. Importantly, Rule 0520-02-03-.09(2) provides “schools and school systems have a duty to respond to State Board inquiries and provide to the State Board, except when prohibited by law, any available documentation requested concerning the allegations.” After all available information is gathered by the ELD team, the case is presented to the State Board staff case review committee. This committee meets monthly and is composed of the SBE Executive Director, General Counsel, and other staff members. During this attorney-client privileged meeting, the committee reviews every case presented to it and makes a recommendation in consideration of the facts of the case, applicable rule, and range of discipline permitted by rule. If license action is recommended, the educator will receive a Notice of Proposed Action (NPA) at the mailing address they have listed in TNCompass. If an educator receives an NPA, they are presented with all due process rights available to them to proceed with the case. If the case review committee determines no action is warranted, then the review will be cleared in TNCompass. To learn more about educator license discipline, please visit our website where you will find additional resources, including reporting resources for Directors of Schools, and the Board Rules and Policies pertaining to educator license discipline. Additionally, if you have further questions, you can contact the ELD Team at EducatorLicense.Discipline@tn.gov.