MEd, Teacher Licensure

Master of Education—Teacher Licensure

The Master of Education in Teacher Licensure (MEd TL) Program at LMU is designed to attract degreed individuals who may be seeking to change careers and who have potential to become good teachers. This program provides an opportunity for candidates to earn a Master of Education (MEd) degree in addition to receiving teacher licensure. The MEd TL Program offers an accelerated, rigorous pathway to teacher licensure at the graduate level.

Admission Requirements

All applicants must fulfill the following MEd TL Program admission requirements and submit to the MEd TL office:

  1. An application and $50 non-refundable fee.
  2. Official transcript(s) of coursework taken at all post-secondary institutions.
  3. Transcript(s) must verify an earned bachelor’s degree and cumulative GPA of 2.75. Applicants who do not meet the minimum admission requirements may be admitted provisionally with a further review of his/her academic progress at the completion of the first semester of study.
  4. Complete Self-Directed Learning Readiness Survey and submit writing sample.
  5. In order to be considered for the MEd TL Program, applicants must complete a fingerprint background check. This must be completed even if you have recently submitted a TBI background check to a different institution or organization. Required paperwork includes official transcripts of all undergraduate coursework and an approved fingerprint background check (TBI-L1) before registration can be completed. The presence of an indication on the background check will require the applicant to provide written documentation explaining the indication. A written appeal to the Admissions Committee must also accompany the explanation and must be filed within 10 days of the notification from LMU of the background check indication. The applicant must sign an informed consent stating their agreement and understanding that school districts may not allow the applicant to be placed for clinical experiences in their school districts. The applicant understands and agrees that LMU has no control of acceptance by the school districts.
  6. Three completed and signed recommendation forms.
  7. Upon receipt of all required admissions documents listed above, a transcript analysis will be completed by the Director of Licensure and Testing. The Tennessee State Department of Education requires the MEd TL Program to conduct a transcript evaluation for each candidate upon entry to identify any course discrepancies at the undergraduate level to ensure the attainment of knowledge and skills required in general education, professional education, and the teaching field academic major. Candidates may complete these course requirements through LMU or any other fully accredited college or university. The evaluated transcript analysis/program of study will be provided to the applicant indicating any coursework or testing deficiencies. Any coursework deficiencies must be completed before enrollment in Enhanced Clinical Experience (Student Teaching/Job Embedded practicum). Any testing deficiencies must be completed before enrolling in EDUC 571.
  8. The applicant will participate in an admission interview and will be notified of acceptance/non-acceptance to the program.

The applicant who does not meet the 2.75 GPA requirement, when informed they do not meet the requirements for normal entry to the post­baccalaureate program, must file an appeal letter stating their explanation for not meeting the 2.75 GPA requirement as well as a supportive statement for why they believe they can be successful in the program. Upon receipt of this documentation, the Director of the MEd TL program in consultation with program faculty, will review the submitted appeal and decide on conditional acceptance or refusal of the appeal. In addition to the required admissions writing sample, appealing applicants will submit a writing sample to a specific prompt. If the appeal and writing sample are accepted, the prospective candidate signs an agreement of conditional acceptance into the program and is allowed to enroll on condition. The applicant is required to maintain a 3.0 GPA during their first semester (Transition I) as well as score satisfactory on their dispositional assessment before being allowed to continue to Transition II. Conditionally accepted candidates are followed in their classes each semester and faculty are required to inform the Director of any areas of concern regarding the probability of success for the student. Candidates who are not on track to be successful are either not allowed to register for the next semester or placed on a developmental plan which addresses each area of concern and what the candidate must do to continue in the program.

Initial licensure programs are offered in:

  • Elementary Education (K-5)
  • Secondary Education (6-12) Business, Biology, Chemistry, English, History, Mathematics, Physics
  • Physical Education, Visual Art (K-12)
  • Special Education (K-12 Comprehensive; K-8 SPED Interventionist and 6-12 SPED Interventionist) add-on licensure available also.

Once accepted into the program, candidates will enroll in these core courses: EDUC 570, Introduction to Teaching and Learning, in the Fall/Spring semester; EDUC 571, Extending and Refining Knowledge of Teaching and Learning, in the Fall/Spring semester; and EDUC 591 Enhanced Student Teaching, which must be completed within two years after finishing the EDUC 571 course. Candidates seeking licensure in subject areas such as Secondary Mathematics, English, Business, History, Physical Education, Visual Art, Biology, Chemistry, and Physics may apply to become Job Embedded candidates, which results in two consecutive semesters of EDUC 593 in lieu of EDUC 591. All courses are offered in a hybrid format consisting of face-to-face meetings and online modules. EDUC 570 and EDUC 571 are six (6)- credit hour courses. All candidates will complete 18 hours of professional core classes and additional methods courses as outlined in their programs of study. Successful completion of Transition II is a requirement for consideration for the Job Embedded Program.

Clinical Experiences

Clinical experiences are only permitted in school districts holding state- approved collaborative partnerships with LMU. Clinical experiences begin in Transition I (EDUC 570) with a minimum number of hours as defined in the MEd TL Program Handbook. Clinical experiences continue in greater breadth and depth in Transition II (EDUC 571) with a placement for the prescribed number of hours noted in the program handbook. In Transition III, if possible, the Enhanced Student Teaching (EDUC 591) will be the same placement assigned for the clinical experience in Transition II. One of two clinical placements must be in a diverse setting. An electronic showcase, or e-portfolio, documents evidence of achievement in meeting the 10 INTASC Standards. The development of the e-portfolio will begin in Transition I, refined in Transition II, and submitted by the end of Transition III.

Prior to Transition III, the candidate must submit passing scores of all required PRAXIS® examinations for licensure in the content area.

edTPA Requirement

edTPA is a national teacher performance assessment that assesses pedagogical knowledge. Candidates who enroll in student teaching EDUC 591 will complete edTPA for licensure as stated by the Tennessee Department of Education. Candidates enrolled in EDUC 591 will submit an edTPA portfolio to Pearson for national scoring ( Candidates in state mandated areas of study must meet or exceed the state required cut score to be licensed to teach in Tennessee along through clinical placement and course requirements for Transition III (EDUC 591). LMU will provide guidance and support, but ultimately it is the responsibility of the candidate to successfully complete the edTPA portfolio to achieve licensure. LMU will provide support on completing the video components, portfolio submission, and preparing the candidate to complete and understand the rubrics associated with the candidate’s licensure area in all three tasks. Candidates who successfully complete program and licensure requirements may apply for initial teacher licensure in the state of Tennessee. If a candidate must resubmit their edTPA documents for review, the candidate has six weeks to do so. Any resubmission costs are at the expense of the candidate.

The MEd ITL Program is divided into four distinct transitions:

Full descriptions of the transitions are in the Master of Education Initial Teacher Licensure Program Handbook. To progress to the next transition, a candidate must achieve a grade of B or better in all professional core courses and meet disposition requirements as determined by faculty.

The Master of Education Professional Core Coursework

All candidates (Elementary, Secondary, and Special Education) complete the following professional coursework:

Transition I

Semester One (Fall/Spring) Credit Hours

EDUC 570 Introduction to Teaching and Learning 6

Develop electronic showcase or e-portfolio

Must complete Practice PRAXIS exam in content area before entering Transition II.


Transition II

Semester Two (Fall/Spring)

EDUC 571 Extending and Refining Knowledge of Teaching and Learning 6

Refine e-portfolio


Transition III

Semester Three (Fall/Spring) Within two years of completion of EDUC 571

EDUC 591 Enhanced Student Teaching* 3 or 6

Submit e-portfolio

*Candidates who delay the Enhanced Clinical Experience requirement after completing EDUC 570 and EDUC 571 are required to take a graduate-level course each semester until the semester that they begin student teaching.


Transition IV

To achieve the Master of Education degree, the candidate must complete 42-45 approved credit hours (48-51 with possible add- on licensure) including EDUC 504: American Education: History, Law, and Foundations or SPED 530: Special Education Law and EDUC 511 Research and Statistics with a grade of B or better. Candidates must also pass a comprehensive examination.


Degrees and Certificates


EDUC-504: American Education: History, Law, and Foundations

Credits 3

This is a masters-level course that provides education candidates with an overview of the historical, legal, and foundational characteristics of the American education system. Candidates will examine the basic legal and ethical issues in education and includes a survey of case law dealing with the rights, obligations, and responsibilities of educators. Through critical analysis and evaluation, students will develop the skills needed to engage in informed discussions about the future of education in America.