[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6521328,"mediaKeyId","5107392-3024ef0f4d9006d310e6a3df039d63ad","parentId",5107392,"title","Committee debates whether to drop state standardized-test requirement for teacher-preparation admissions","audioSeconds",79,"startMs",3622000,"endMs",3701000,"viewUrl","/Search/View?dp=1&key=5107392-3024ef0f4d9006d310e6a3df039d63ad&start=3622&end=3701","thumbnailUrl","https://assets.pipeline.soar.com/5107392-3024ef0f4d9006d310e6a3df039d63ad/thumbnail_3622000.jpg","articleUrl","/articles/6521328/Tennessee/Committee-debates-whether-to-drop-state-standardized-test-requirement-for-teacher-preparation-admissions","mediaUrl","https://secure.pipeline.soar.com/6521328-c6194a4f7113332ed9d068407f1aabeb/orig.mp4?Expires=1770517062&Signature=cnKdgueZQ6yFR0sC1NFFQDjWhME7uZM4Qd4YqM-s4tDuxeo8xVpovLrvD-h2Q9GyqufHLWYubnCBo8~5VtIjGsiZjc7850GrT83OV4IkcTiGpwp~uJDB6iJ2fRvutaoRbHsQMsPmIpu-~VHDH2GvW9SEbGgVVEdeEEuWF5q9xj-ddHWLnOeM2on4xNq~ICqayiLuVJ90VCVESQgFgZrurmHQVpcLXHqpI8VZRlNfBOI~8FLcWlzDtgxfHu6E8HcpsZbNDmwfUUMq~Tk0D9iKk-AsGZo325uSkDYq6-gLykWG49-5DtVL7lL7lj~NFvcn77Ur6omquy3YfNfzIgEE~w__&Key-Pair-Id=KUT5TJCACFTXG","author","State Board of Education","date","2025-06-30T17:34:46Z","article","The Educator Licensure Review Committee discussed whether Tennessee should remove the statutory requirement that students seeking admission to educator preparation programs submit standardized-test scores, and weighed trade-offs between widening access and maintaining accountability.

Jennifer Nelson, senior director of educator preparation at the Tennessee Department of Education, summarized the legal baseline: \"all students seeking admission to an improved teacher training program must submit scores from a standardized test. So that's ACT, SAT, or the Praxis score, as determined by the state board, and the board can determine what tests are appropriate and rules around those particular tests.\" She also reviewed the state's ed-prep policy (Policy 5.504), which currently requires either a minimum postsecondary GPA of 2.75 at admission or a qualifying ACT, SAT or Praxis score for baccalaureate-level admission.

Arguments on both sides

Supporters of removing or modifying the exam requirement said standardized tests can be a barrier for underrepresented groups and that research shows such tests are not strong predictors of long-term teacher effectiveness in isolation. One participant said removing the exam would \"remove barriers for underrepresented groups.\"

Concerns included increased subjectivity in admissions decisions, the potential perception that the state is \"lowering the standards,\" and practical questions about how EPPs would substitute objective measures. Several committee members suggested alternatives or safeguards: lean more heavily on EPP GPA or internal program benchmarks, strengthen appeals processes, preserve provisional endorsements with required mentoring, or pair greater front-end flexibility with stronger ongoing professional development and performance monitoring.

Data and reporting limitations

Erica (department staff) noted a data limitation: \"We currently collect admission scores in a self reported manner, not from the candidates, but from the EPPs. We don't receive the scores directly from the testing vendor, but we've received them reported by the EPPs.\" Committee members suggested the department compile or publish more regular workforce data to inform future policy decisions, such as the share of teachers from out of state, relationships between admission criteria and later performance, and the appeals outcomes used by EPPs.

Next steps

No policy change was adopted at the meeting. Committee members asked TDOE staff to explore data questions, learn from other states, and consider frameworks that would both expand access and preserve rigorous preparation and accountability. Several members urged caution and suggested identifying \"low-hanging fruit\" and measures that could be piloted or phased in over time.","mediaType","Video","parentTitle","Licensure Review Committee Meeting 3 FINAL","oneSentenceSummary","The committee discussed removing the state law and policy requirement that applicants to educator preparation programs submit ACT, SAT or Praxis core scores for admission, noting potential benefits for underrepresented applicants and concerns about subjectivity and perceptions of lowering standards.","taxTitle","State Board of Education, Deparments in Office of the Governor, Organizations, Executive, Tennessee","taxId",36988,"location","Tennessee","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6521333,"Tennessee panel reviews Praxis, Pearson and alternate assessment options and vendor challenges",2072,540000,2612000,"/Search/View?dp=1&key=5107392-3024ef0f4d9006d310e6a3df039d63ad&start=540&end=2612","https://assets.pipeline.soar.com/5107392-3024ef0f4d9006d310e6a3df039d63ad/thumbnail_540000.jpg","/articles/6521333/Tennessee/Tennessee-panel-reviews-Praxis-Pearson-and-alternate-assessment-options-and-vendor-challenges","https://secure.pipeline.soar.com/6521333-64aaf1bb6c3214ab078ab44777f7da39/orig.mp4?Expires=1770517062&Signature=PtoK7X48RAda~U7z1T54nsGjb8uMH6YxB3MyRONKR76Alr57Y~kprvr8BZJ7JdlCYDA2O~y7NQAWY3Lcf~ZusjxuHqrtHACi3~0dPQtqZ9Io5y~WQZMXZNm-RFSGwhH7rE0I9BBUYm0jt-jiVpV9QiXQs9bdN79mdzGL1jJ-~gfKQHvpX9~I6z2XAZyXG2WYf2jlfBPiA5NGKW~CWJEYU9uBONYJ3G-18LedMTkeQQxPyL~I1C40Kf7ze7gN7itOs~69U7bso0NfArThm-tl6kV4OQDx6q2glOCNMnraOohbXZTmoN18JBrcz0Yes58jJQY5oaIGWVydAZ6yj8lgRg__&Key-Pair-Id=KUT5TJCACFTXG","Tennessee Department of Education staff walked committee members through the current content-assessment landscape, vendor options and implementation questions for licensure and endorsement pathways.

Taylor Reed, senior director of educator licensure at the Tennessee Department of Education, summarized available vendors and programs: \"We have ETS, who is the vendor for our Praxis assessments. And those are the majority of the content assessments... We also have Pearson who has, not only the edTPA, but the national evaluation series for content assessments. And then for our foreign languages, we use the ALTA program.\" Reed emphasized that Tennessee uses vendor-recommended cut scores and currently does not accept other states' assessments in lieu of Tennessee's required assessments.

New vendor opportunities and practical implications

- ETS / Praxis options: Reed said some states adopt a standard error of measurement to treat near-miss scores as passing; ETS has a new \"Praxis Bridge\" professional-development option in early rollout. Reed warned that Praxis Bridge currently does not produce updated score reports and that adopting it would have processing implications: \"Candidates are then able to access that material... they are not provided a new score report because the actual score on the assessment itself does not change.\"

- Pearson options: Reed described Pearson's offerings as including a \"free after 3\" model (testing free after a third attempt on series assessments), a \"flex\" portfolio option where candidates can submit original work scored by expert reviewers, \"right start\" self‑paced modules, and \"series essentials\" that split assessments by domain so candidates can retake specific domains. She said Pearson provided a list of assessments that align to Tennessee endorsements and price information, and that adopting new series assessments would require policy changes and work with the licensing platform.

- Operational concerns: Committee members raised multiple operational questions: how new programs would affect first-time pass-rate reporting; whether adopting Praxis Bridge requires also adopting a standard-error threshold; how at-home testing has affected candidates (technical problems, lost vouchers); and assessment availability at testing centers. Reed said the department would investigate data from other states and vendors and coordinate with vendor representatives.

Stakeholder remarks and questions

- Bob Nardo, of Libertas School of Memphis and an EPP operator, said multiple measures could help the teacher pipeline while maintaining accountability: \"This will allow us to bring nontraditional candidates into the teaching force who can do a great job for kids...instead of repeated testing and the time and expense involved with that, the learning module that will actually hone those skills.\"

- Eddie Pruitt asked whether the department had data comparing assessment results with later teacher effectiveness; Reed and others said such analyses are limited and would require additional data work.

- Multiple committee members raised concerns about ETS at‑home testing reliability and candidate support; Reed said the department receives frequent reports of issues and has tried to provide guidance to candidates and to raise those problems with vendor support.

Next steps

TDOE staff asked for feedback on which vendor options represent \"low-hanging fruit\" (options that could be adopted sooner) versus those requiring deeper study. The department said it will follow up with vendors, request data from other states (for example Kentucky), and work with EPPs on operational scenarios before proposing any formal policy changes.","Tennessee Department of Education staff reviewed the state's assessment landscape — Praxis (ETS), Pearson, ALTA and other options — and discussed new vendor products (Praxis Bridge, Pearson Flex, series essentials), operational issues with at‑home testing, and questions about how new options would affect pass-rate reporting and processing.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6521339,"State board phases out edTPA; requires four formal clinical observations for licensure",149,112000,261000,"/Search/View?dp=1&key=5107392-3024ef0f4d9006d310e6a3df039d63ad&start=112&end=261","https://assets.pipeline.soar.com/5107392-3024ef0f4d9006d310e6a3df039d63ad/thumbnail_112000.jpg","/articles/6521339/Tennessee/State-board-phases-out-edTPA-requires-four-formal-clinical-observations-for-licensure","https://secure.pipeline.soar.com/6521339-2232ad7790afada8c304194485221619/orig.mp4?Expires=1770517062&Signature=InqIuDeUfXlHYym8k-RQ0hSld1UIH7iweDw5KUn6A9Uh~CZJPLJ1v1QHMayi9Le00uv1tO-GUkMsk~-im1WcZlaeIWcZhR8RuFQ2c2e~eWo8w3suCOnk3lWUI79pIkVsmRUJHJqiz4IKbv451n2JqyMLsHP54CACKJdrpUFctXWCcu3MtcayO4nPorQBBR0QINyROi~Os5vN8luQmL0lnAcA7eO0Nyn7u4sF4QrDv~1Oe76rQFvTCuHq6ccUTJ2omZxnW99Hp1ZFoh2h4jCvsRS0m2KS9d4w7MhJzld4CJ0HOD8wTaSV9IUelFAB5je7ucGK5hatUSSTa-JXf9ia2Q__&Key-Pair-Id=KUT5TJCACFTXG","The State Board of Education's Educator Licensure Review Committee heard that the edTPA pedagogical assessment will be phased out beginning July 1, 2026, and that stronger clinical-practice requirements will take its place.

Michael Durnlein, deputy executive director of policy and research with the State Board of Education, said, \"the edTPA will be phased out beginning on 07/01/2026. In place of this pedagogical assessment requirement, we are setting stronger requirements for clinical practice.\" He told committee members the approved changes require that candidates be observed \"4 times during clinical practice using an observation tool that is either approved for use in our educator evaluation policy or reviewed and approved for use by the Tennessee Department of Education.\"

Why this matters: The edTPA has been a statewide pedagogical assessment used in educator preparation. The board's change replaces that single summative product with repeated, formally observed clinical practice intended to provide actionable feedback to candidates and preparation programs.

Key details and implementation steps

- Observation requirement: The approved policy language sets a minimum of four formal observations during clinical practice. Durnlein said those observations must use an approved observation tool.

- Job-embedded observations allowed with safeguards: The policy allows district supervisor evaluations to count toward the minimum four observations when certain conditions are met. Durnlein said EPPs and districts must have \"a formal data sharing agreement in place or the candidate must provide written consent to share that data with the EPP, and data must be shared at the indicator level.\" The department emphasized indicator-level data (not only overall ratings) so preparation programs can use the detail for continuous improvement.

- EPP submission timeline and review: Jennifer Nelson, senior director of educator preparation at the Tennessee Department of Education, said the department hosted a webinar on June 17 and opened a submission window July 1. She said, \"July 1 opens the window for submissions\" and that the department will review submissions between July 1 and Sept. 1 and provide \"notification within 60 days of submission.\" Nelson added that the department expects some programs to submit revised models later and will work with EPPs on second submissions.

- Department support and expectations: Officials told the committee they will work to ensure EPPs and licensing staff have the tools and training to implement the changes before any rollout.

Context and stakeholder reaction

Representatives from educator preparation programs on the call generally welcomed the change as restoring job-embedded evaluation and usable feedback. One participant who described themself as an early edTPA advocate said the new approach would bring \"a lot more of that...authenticity\" and provide \"meaningful feedback to the candidates on their preparation journey.\" Other EPP representatives thanked the department for the webinar and the timeline, saying the approach and deadlines felt intentional and practical.

What the committee directed or decided

This meeting was informational and implementation-focused. The board previously approved the policy changes (discussed as approved in May). At this meeting the department laid out the implementation timeline and technical requirements for EPPs.

Ending

Committee members asked the department to continue stakeholder outreach and to ensure vendor and platform changes are completed before implementation. The department said it will accept EPP observation model submissions beginning July 1, will review initial requests through Sept. 1, and will notify programs within 60 days of each submission.","The State Board of Education approved phasing out the edTPA and replacing it with stronger clinical-practice requirements, including a minimum of four formal observations during clinical practice and a submission window for educator preparation programs to gain department approval for observation tools.","actionData","errors"]

Article not found

Committee debates whether to drop state standardized-test requirement for teacher-preparation admissions

Tennessee panel reviews Praxis, Pearson and alternate assessment options and vendor challenges

State board phases out edTPA; requires four formal clinical observations for licensure