• LMU - Initial Teacher Licensure Undergraduate

  • Evaluation of Program

  • Directions

    The InTASC standards drive the outcomes for all our initial teacher licensure programs. Referencing the following scale, please rate the Lincoln Memorial University’s Initial Teacher Licensure Undergraduate program as it developed the candidate’s readiness to teach against the InTASC Standards by choosing the appropriate number below beside each standard.
  • Standard 1 Learner Development 
    The candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
  • Standard 2 Learning Differences
    The candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  • Standard 3 Learning Environments
    The candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
  • Standard 4 Content Knowledge
    The candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
  • Standard 5 Application of Content
    The candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. 
  • Standard 6 Assessment
    The candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. 
  • Standard 7 Planning for Instruction
    The candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
  • Standard 8 Instructional Strategies
    The candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. 
  • Standard 9 Professional Learning and Ethical Practice
    The engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. 
  • Standard 10 Leadership and Collaboration
    The candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. 

  • The following items are for LMU candidates only. If you are a Cooperating Teacher or Faculty, please scroll to the bottom of this page to submit.

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