Undergraduate Teacher
Education Programs
2010-2011
1
UNDERGRADUATE TEACHER EDUCATION PROGRAMS
Preservice Teacher Education
Preservice teachers, like all students enrolled in the college/university, complete a series of General Education
courses which typically include mathematics, science, English, history, social science, and fine arts. In addition,
preservice teachers complete a sequence of Professional Studies courses which typically include foundations of
education, educational psychology, developmental psychology, reading/writing in the content areas, exceptional
children, and a sequence of Specialty Studies courses which are related to the specific licensure area (e.g.,
prospective math teachers complete courses in trigonometry, calculus, linear algebra, etc.; prospective social
studies teachers complete courses in history, economics, political science, geography, etc.). Additional elective
hours may be required to fulfill semester-hour graduation requirements.
Throughout their professional studies and specialty studies sequences preservice teachers complete supervised
field experiences in public school settings, culminating in a 10-week minimum student teaching experience.
Quality of Students Entering the Programs
Colleges and universities with approved teacher education programs seek to recruit and retain quality students who
reflect the diversity of the state and nation. They work closely with their college/university admission offices to
promote teacher education programs. Brochures and other promotional materials are routinely distributed. Teacher
education faculty regularly participate in career days, open houses, and other recruitment activities for prospective
students. Some institutions have developed specific programs to recruit teacher assistants into teacher education
programs. A growing number of institutions offer off-campus programs designed to bring teacher education
programs to prospective students. Some have earmarked special scholarships for teacher education majors in
addition to the Teaching Fellows Scholarships and Prospective Teacher Scholarship Loans available from the State.
Information on institution-specific efforts to recruit students into teacher education programs and to recruit minority
teacher education candidates is contained in the individual Institutional Reports on the NCDPI website.
Undergraduate Teacher Education Program Admission Requirements
To be admitted to an approved teacher education program, prospective teachers must:
¾
have a 2.5 (on a 4.0 scale) grade point average;
¾
satisfactorily complete the Preprofessional Skills Tests (PPST) in Reading, Writing, and Mathematics [Praxis
I exams]; and
¾
satisfy institution specific requirements such as an interview, speech proficiency screening, completion of
prescribed courses with designated grades (e.g., usually a grade of "C" or better is required in a foundations of
education course)
Per State Board of Education policy, undergraduate degree-seeking students must earn at least the following scores
on the Pre-Professional Skills Test (PPST) exams to be admitted to teacher education:
2
TEST
PPST Reading
PPST Math
PPST Writing
CBT Reading
CBT Math
CBT Writing
REQUIRED SCORE
176
173
173
323
318
319
*Note: Educational Testing Service (ETS) has rescaled the scores candidates earn on the computerized versions of the PPST to match the
scale used on the paper version of the exams, and the same scores (176, 173, 173) are now required on both formats of the exams. However,
individuals may be admitted to the program under the previous CBT scoring scale.
In January 2006, the Board approved the use of the SAT or ACT in lieu of Praxis I as follows:
Individuals with a total SAT score of 1100 are exempt from Praxis I testing requirements for teacher education
program admission.
Individuals with a total SAT score of less than 1100, but a score of at least 550 on the Verbal test are exempt from
the Preprofessional Skills Tests in Reading and Writing for teacher education program admission.
Individuals with a total SAT score of less than 1100, but a score of at least 550 on the Math test are exempt from the
Preprofessional Skills Test in Mathematics for teacher education program admission.
Individuals with a composite ACT score of 24 are exempt from Praxis I testing requirements for teacher education
program admission.
Individuals with a composite ACT score of less than 24, but with a score of at least 24 on the English test are
exempt from the Preprofessional Skills Tests in Reading and Writing for teacher education program admission.
Individuals with a composite ACT score of less than 24, but a score of at least 24 on the Math test are exempt from
the Preprofessional Skills Test in Mathematics for teacher education program admission.
In May 2007, the SBE approved a composite score of 522 to satisfy Praxis I testing requirements.
Candidates must be admitted to the teacher education program at least one semester prior to student teaching.
Table VI summarizes the Fall 2010 enrollment in teacher education programs, including full-time undergraduate
teacher candidates as well as licensure-only, by minority enrollment and total enrollment. This data was provided by
the institution. Table VII summarizes admission test results, including the average GPA. This data was provided by
the institutions for the teacher candidates reported as admitted to their programs.
3
Table VI: Enrollment in Undergraduate Teacher Education Programs Fall 2010
M=Minority, T=Total
Appalachian State University
Barton College
Belmont Abbey College
Bennett College
Brevard College
Campbell University
Catawba College
Chowan University
Duke University
East Carolina University
Elizabeth City State University
Elon University
Fayetteville State University
Gardner-Webb University
Greensboro College
Guilford College
High Point University
Johnson C Smith University
Lees-McRae College
Lenoir-Rhyne University
Livingstone College
Mars Hill College
Meredith College
Methodist University
Montreat College
Mount Olive College
NC A&T State University
NC Central University
NC State University
NC Wesleyan College
Peace College
Pfeiffer University
Queens University
Salem College
Shaw University
St Andrews Presbyterian College
St Augustines College
UNC-Asheville
UNC-Chapel Hill
UNC-Charlotte
UNC-Greensboro
UNC-Pembroke
UNC-Wilmington
Wake Forest University
Western Carolina University
Wingate University
Winston-Salem State University
Totals
Full-Time
Undergraduate
Licensure-Only
M
T
M
T
90
1,196
*
16
7
65
*
14
70
8
8
*
33
*
6
114
10
41
*
74
7
22
*
29
9
33
176
1,339
26
121
143
390
31
53
12
185
*
68
119
31
43
7
122
*
8
77
9
41
12
56
7
28
18
206
*
11
6
6
*
145
*
99
*
*
*
70
*
11
131
*
7
32
*
16
*
18
69
86
82
110
55
72
64
614
*
24
*
*
25
45
26
96
5
7
39
62
201
10
10
*
*
*
*
*
*
10
163
10
98
39
224
17
117
704
17
49
147
862
22
128
70
250
19
42
84
850
9
92
*
48
42
584
*
20
6
89
88
114
*
5
1,463
9,570
315
* Less than five students. Results not reported.
4
1,105
Part-Time
Undergraduate
Licensure-Only
M
T
M
T
6
138
*
19
12
24
10
18
*
*
25
*
35
*
24
238
7
244
196
5
911
311
32
21
26
*
26
58
8
11
17
14
24
*
*
5
5
*
160
256
6
103
53
*
*
*
*
28
6
*
*
*
*
5
28
*
6
72
10
6
12
*
288
32
24
63
311
54
91
24
10
1,211
166
248
145
6
63
30
312
7
6
9
1,016
1,180
3,952
*
211
*
5
9
5
13
6
Table VII: Admission Test Data for Undergraduate Programs, Fall 2010
State Average
Institution
Appalachian State University
Barton College
Belmont Abbey College
Bennett College
Brevard College
Campbell University
Catawba College
Chowan University
Duke University
East Carolina University
Elizabeth City State University
Elon University
Fayetteville State University
Gardner-Webb University
Greensboro College
Guilford College
High Point University
Johnson C Smith University
Lees-McRae College
Lenoir-Rhyne University
Livingstone College
Mars Hill College
Meredith College
Methodist University
Montreat College
Mount Olive College
NC A&T State University
NC Central University
NC State University
NC Wesleyan College
Peace College
Pfeiffer University
Queens University
Salem College
Shaw University
St Andrews Presbyterian College
St Augustines College
UNC-Asheville
UNC-Chapel Hill
UNC-Charlotte
UNC-Greensboro
UNC-Pembroke
UNC-Wilmington
Wake Forest University
Western Carolina University
Wingate University
Winston-Salem State University
178
PPST - R
180
172
179
176
177
PPST - W
PPST - M
177
170
176
*
177
179
179
177
178
178
*
*
CBT - M
*
*
178
178
452
*
321
567
*
557
*
*
175
178
176
177
176
173
175
177
178
176
178
177
176
175
178
179
*
176
177
178
178
178
173
179
177
178
179
177
178
178
175
175
177
176
175
175
177
177
180
179
176
177
121
*
*
*
*
*
*
*
*
*
*
*
*
*
179
181
*
*
180
*
*
177
177
178
176
*
178
178
177
*
177
180
180
179
179
180
179
180
179
*
333
324
347
*
175
175
* Less than five students with data. Results not reported.
*
*
175
*
3.32
3.24
3.49
2.58
3.46
3.39
3.30
3.32
3.36
3.30
3.37
3.43
3.28
3.37
3.63
3.30
3.36
3.23
3.77
3.51
*
179
178
*
3.32
GPA
*
*
*
CBT - W
424
*
175
175
178
178
180
179
179
177
178
178
379
179
179
178
175
*
*
CBT - R
180
171
177
174
175
176
174
*
371
179
179
*
*
*
22
*
*
3.29
3.26
3.27
3.52
3.27
3.37
3.37
3.30
3.48
3.54
3.49
3.58
3.03
3.41
3.43
3.55
3.37
3.27
3.21
3.26
3.27
3.44
3.25
3.45
3.35
3.22
Table VII: Admission Test Data for Undergraduate Programs, Fall 2010
State Average
Institution
Appalachian State University
Barton College
Belmont Abbey College
Bennett College
Brevard College
Campbell University
Catawba College
Chowan University
Duke University
East Carolina University
Elizabeth City State University
Elon University
Fayetteville State University
Gardner-Webb University
Greensboro College
Guilford College
High Point University
Johnson C Smith University
Lees-McRae College
Lenoir-Rhyne University
Livingstone College
Mars Hill College
Meredith College
Methodist University
Montreat College
Mount Olive College
NC A&T State University
NC Central University
NC State University
NC Wesleyan College
Peace College
Pfeiffer University
Queens University
Salem College
Shaw University
St Andrews Presbyterian College
St Augustines College
UNC-Asheville
UNC-Chapel Hill
UNC-Charlotte
UNC-Greensboro
UNC-Pembroke
UNC-Wilmington
Wake Forest University
Western Carolina University
Wingate University
Winston-Salem State University
1,203
SAT Total
1,195
1,101
1,160
1,201
1,224
1,195
*
1,415
1,178
1,151
1,248
1,206
1,213
*
1,182
1,174
583
584
SAT
Verbal
SAT Math
573
ACT
Composite
572
*
46
594
604
614
*
25
*
*
*
*
*
*
*
*
*
*
25
*
*
*
26
604
578
574
556
1,162
1,183
*
1,177
1,185
*
*
*
1,090
1,229
1,206
*
*
1,139
1,220
1,217
1,259
1,362
584
594
578
584
1,234
1,275
1,181
1,194
1,144
1,181
1,319
1,193
1,219
1,133
578
*
*
578
*
*
*
25
3.32
GPA
*
29
25
569
553
*
*
*
*
*
*
*
*
565
596
ACT
English
*
*
*
66
ACT Math
25
*
556
69
25
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
3.32
3.24
3.49
2.58
3.46
3.39
3.30
3.32
3.36
3.30
3.37
3.43
3.28
3.37
3.63
3.30
3.36
3.23
3.77
3.51
*
*
*
580
559
25
*
*
*
558
608
576
615
569
*
*
26
27
26
*
*
*
554
*
*
*
*
26
183
*
179
*
182
*
*
*
*
563
563
581
569
649
568
596
567
572
578
569
670
565
593
*
*
*
*
*
24
25
*
25
29
26
*
23
27
24
28
25
25
30
*
*
*
*
*
*
3.29
3.26
3.27
3.52
3.27
3.37
3.37
3.30
3.48
3.54
3.49
3.58
3.03
3.41
3.43
3.55
3.37
3.27
3.21
3.26
3.27
3.44
3.25
3.45
3.35
3.22
QUALITY OF STUDENTS COMPLETING TEACHER EDUCATION PROGRAMS
Teacher Education Programs are designed to provide preservice teachers with the knowledge, skills, and
dispositions that will allow them to effectively meet the needs of diverse learners in the public school setting.
Colleges and universities take seriously their responsibility to recommend individuals for licensure. For this reason,
the progress of students in completing program requirements is monitored and the competence of students is
assessed throughout the program of study. As appropriate, students may be advised to consider alternative majors.
Licensure Recommendations
In addition to satisfying all program/course requirements, to be recommended for a Standard Professional 1 License
upon program completion prospective teachers must:
»
»
have the recommendation of the college/university; and
»
satisfy Praxis testing requirements if required by No Child Left Behind
have the recommendation of the LEA in which student teaching was completed;
Beginning Teacher Support Program
After completion of a Teacher Education Program, preservice teachers are issued a Standard Professional 1
License. Upon employment with an LEA, they participate in the Beginning Teacher Support Program. This threeyear program is designed to provide continued support and assistance to the beginning teacher. During this time,
the novice teacher is observed at least three times annually by the principal or principal's designee and at least once
annually by a teacher. During the first two years of teaching the novice teacher is provided a mentor.
The success of individuals recommended for licensure by each approved teacher education program in converting a
Standard Professional 1 License to a Standard Professional 2 License is monitored by the Department of Public
Instruction.
Efforts to Assist Students in Satisfying Praxis Testing Requirements
Institutions utilize a variety of means to assist students in satisfying Praxis testing requirements. Information on
Praxis testing examination requirements is distributed to students early in their programs of study. Study materials,
including those published by the ETS, are made available to students. Most institutions have purchased computerbased programs from ETS to assist students preparing to take the PPST. In some cases, use of this program is tied
to specific courses; in other cases its use is optional. Faculty at a number of institutions have actually taken the
Praxis II Specialty Area exams so that they are familiar with the format and scope of the exams. They have used this
experience to restructure courses to assure better alignment of course and exam contents. The format of exams
used in some university courses has been modified to prepare students for the types of questions they will
encounter on the Praxis II Specialty Area exams. Some institutions have brought external consultants, including
individuals from ETS, to campus to conduct workshops for faculty and students. Some institutions indicate that they
provide tutoring for individuals experiencing difficulty with the exams. Efforts of individual institutions to assist
students in satisfying Praxis testing requirements are detailed in the individual institutional reports.
24
Table VIII summarizes information provided by the institutions on the length of time taken by students to complete
the teacher education program from the time of formal admission.
Table IX provides summary information on the performance of program completers on the Praxis II exams for
elementary education, special education: general curriculum and special education: adapted curriculum (those
required by No Child Left Behind). The data in Table IX were generated by comparing those individuals identified by
the institution as having student taught in 2010-2011 to the Praxis database available to the Department of Public
Instruction. Institutions were provided the opportunity to verify the scores. It should be noted that if less than five
students took an exam pass rates have not been reported.
Praxis testing requirements, required test number and score that were in effect for the 2010-2011 year are as
follows:
AREA OF LICENSURE
Elementary (K-6)
Sp Ed: Adapted Curriculum
Sp. Ed: General Curriculum
REQUIRED TESTS
0011 and 0012
5015 (effective September 1, 2011)
0511
0545*
0511
0543*
REQUIRED SCORE
313 (0011 and 0012)
161 (5015)
148 (0511)
158 (0545)
148 (0511)
158 (0543)
* The change in testing requirements was effective September 1, 2010
25
Table VIII: Length of Time to Program Completion (Undergraduate Students)
Number of Semesters
Appalachian State University
Barton College
Belmont Abbey College
Bennett College
Brevard College
Campbell University
Catawba College
Chowan University
Duke University
East Carolina University
Elizabeth City State University
Elon University
Fayetteville State University
Gardner-Webb University
Greensboro College
Guilford College
High Point University
Johnson C Smith University
Lees-McRae College
Lenoir-Rhyne University
Livingstone College
Mars Hill College
Meredith College
Methodist College
Montreat College
Mount Olive College
NC A&T State University
NC Central University
NC State University
NC Wesleyan College
Peace College
Pfeiffer University
Queens University
Salem College
Shaw University
St Augustines College
St. Andrews Presbyterian College
UNC-Asheville
UNC-Chapel Hill
UNC-Charlotte
UNC-Greensboro
UNC-Pembroke
UNC-Wilmington
Wake Forest University
Western Carolina University
Wingate University
Winston-Salem State University
Totals
1-3
42
13
23
8
20
17
5
5
96
60
5
31
19
11
30
6
5
57
17
1
23
14
16
Full-Time Students
4
5
6
117
4
10
181
8
10
4
18
4
2
175
4
11
2
1
3
91
31
15
21
10
4
49
1
29
4
20
3
8
5
9
1
10
1
12
17
8
2
6
11
14
7
8
1-3
61
1
38
8
6
1
2
27
3
6
1
1
2
2
4
Part-Time Students
5
6
7
3
7
1
7
1
9
11
15
20
2
1
1
2
8
23
2
1
1
2
1
8
1
2
2
6
10
2
1
1
11
39
11
244
11
8
8
1
4
30
1
6
1
11
3
8
1
16
4
1
2
1
4
6
2
1
2
1
1
1
1
2
5
3
1
1
1
3
3
2
1
11
1
1
3
1
1
2
1
1
1
45
15
33
1
1
21
63
2
21
28
29
132
23
46
13
93
73
37
7
90
49
1,234
50
16
2
8
1
46
5
31
1
1
61
4
10
78
151
6
35
1
56
11
8
1
1
2
2
952
781
231
26
2
13
5
2
7
39
1
31
5
1
4
1
1
62
66
2
113
84
63
Table VIII: Length of Time to Program Completion (Undergraduate Licensure-Only Students)
Appalachian State University
Barton College
Belmont Abbey College
Bennett College
Brevard College
Campbell University
Catawba College
Chowan University
Duke University
East Carolina University
Elizabeth City State University
Elon University
Fayetteville State University
Gardner-Webb University
Greensboro College
Guilford College
High Point University
Johnson C Smith University
Lees-McRae College
Lenoir-Rhyne University
Livingstone College
Mars Hill College
Meredith College
Methodist College
Montreat College
Mount Olive College
NC A&T State University
NC Central University
NC State University
NC Wesleyan College
Peace College
Pfeiffer University
Queens University
Salem College
Shaw University
St Augustine’s College
St. Andrews Presbyterian College
UNC-Asheville
UNC-Chapel Hill
UNC-Charlotte
UNC-Greensboro
UNC-Pembroke
UNC-Wilmington
Wake Forest University
Western Carolina University
Wingate University
Winston-Salem State University
Totals
1-3
2
Full-Time Students
4
5
6
7
1
1
1
1
3
18
1
4
1
1
10
12
6
2
8
1
1-3
1
3
Part-Time Students
4
5
6
7
1
1
1
1
1
8
3
1
1
2
4
1
5
7
1
25
3
48
10
2
123
20
1
1
28
1
2
2
2
14
8
2
9
2
2
1
1
14
4
3
10
4
1
3
36
38
4
11
3
2
1
3
1
4
1
1
1
27
4
1
2
11
1
11
3
1
1
7
2
18
2
10
2
1
17
1
6
3
1
3
1
7
2
5
13
8
23
4
7
7
1
4
8
1
1
1
9
1
6
1
2
3
1
1
188
12
69
20
101
7
2
6
66
10
61
13
11
2
173
66
28
27
26
5
7
520
1
291
118
62
26
42
Table IX: Praxis Performance of Undergraduate Program Completers
Institution
Appalachian State University
Barton College
Belmont Abbey College
Bennett College
Brevard College
Campbell University
Catawba College
Chowan University
Duke University
East Carolina University
Elizabeth City State University
Elon University
Fayetteville State University
Gardner-Webb University
Greensboro College
Guilford College
High Point University
Johnson C Smith University
Lees-McRae College
Lenoir-Rhyne University
Livingstone College
Mars Hill College
Meredith College
Methodist University
Montreat College
NC A&T State University
NC Central University
NC State University
NC Wesleyan College
Peace College
Pfeiffer University
Queens University
Salem College
Shaw University
St. Andrews Presbyterian
College
St. Augustines College
UNC-Asheville
UNC-Chapel Hill
UNC-Charlotte
UNC-Greensboro
UNC-Pembroke
UNC-Wilmington
Wake Forest University
Western Carolina University
Wingate University
Winston-Salem State University
State Totals and Pass Rates
Overall Pass
Rate
N
%
289
99
25
92
32
100
2
*
7
100
30
97
9
100
14
79
6
100
371
98
4
*
61
100
47
91
22
95
35
97
20
100
46
96
3
*
79
95
21
100
2
*
32
94
24
100
11
100
7
86
102
99
43
84
95
99
3
*
36
97
23
100
13
85
41
98
1
*
Elementary
Ed
N
%
256
98
22
91
32
100
2
*
7
100
30
97
9
100
14
79
6
100
291
98
4
*
54
100
47
91
22
95
28
96
20
100
39
95
3
*
79
95
21
100
2
*
28
93
24
100
8
100
7
86
90
99
37
86
95
99
3
*
18
100
20
100
13
85
33
97
1
*
24
2
23
71
313
205
71
245
16
134
28
20
96
*
96
100
100
100
100
98
100
98
93
65
24
2
23
69
254
160
62
214
16
88
28
19
96
*
96
100
100
100
100
98
100
97
93
63
2,708
98
2,324
97
* Pass Rates not reported if less than five test takers.
28
Special Education
Adapted
General
Curriculum
Curriculum
N
%
N
%
19
100
14
100
3
*
12
2
1
100
*
*
67
100
7
100
5
100
7
100
4
100
3
*
11
6
100
67
18
3
94
*
8
100
*
100
100
100
100
7
100
2
37
44
9
24
14
100
32
100
1
*
305
99
22
77
100
100
Learning
Disabled
N
%
1
*
1
*
2
*
EMPLOYMENT AND PROGRAM SATISFACTION
To determine the percent of individuals completing initial licensure programs at each institution who actually were
licensed and employed in the public schools of North Carolina one year after program completion, a search of the
DPI Licensure and the Salary Administration databases was conducted using the names of individuals provided by
the institutions.
To determine the satisfaction with Teacher Education Programs of individuals who have completed the programs
and their employers, historically, a survey was distributed to recent undergraduate program completers employed in
the public schools of North Carolina, their mentors, and their principals. Respondents were asked to rate their
satisfaction with the teacher education program in general, the beginning teacher's preparation for managing the
classroom, his/her preparation for using technology as an instructional tool, his/her preparation for meeting the
needs of diverse learners, and his/her preparation in curriculum content and delivery strategies. A copy of the
surveys is included at the end of this section of the Summary Report.
Due to the historical low response rate on program satisfaction, and current budget constraints the survey
of program completers was not completed for the 2010-2011 school year.
Table X provides information on the number of individuals completing undergraduate teacher education programs
who were licensed and employed in the public schools of North Carolina within one year of program completion.
29
Table X: Percentage of Student Teachers Licensed/Employed within 1 Year of Program Completion
Institution
Appalachian State University
Barton College
Belmont Abbey College
Bennett College
Brevard College
Campbell University
Catawba College
Chowan University
Duke University
East Carolina University
Elizabeth City State University
Elon University
Fayetteville State University
Gardner-Webb University
Greensboro College
Guilford College
High Point University
Johnson C Smith University
Lees-McRae College
Lenoir-Rhyne University
Livingstone College
Mars Hill College
Meredith College
Methodist University
Montreat College
NC A&T State University
NC Central University
NC State University
NC Wesleyan College
Peace College
Pfeiffer University
Queens University
Salem College
Shaw University
St. Andrews Presbyterian College
St. Augustines College
UNC-Asheville
UNC-Chapel Hill
UNC-Charlotte
UNC-Greensboro
UNC-Pembroke
UNC-Wilmington
Wake Forest University
Warren Wilson College
Western Carolina University
Wingate University
Winston-Salem State University
State Summary
Number of
Student
Teachers
556
43
34
8
19
54
45
20
17
736
178
95
110
54
97
26
59
4
87
33
2
60
66
11
10
231
81
538
4
18
33
22
56
6
27
2
87
108
571
443
140
368
22
10
282
46
50
5,569
* Less than five student teachers. Percent licensed and employed not shown.
√ SSNs not provided by institution. Unable to determine licensed/employed data.
30
Percent
Licensed
98
95
94
25
79
94
100
55
100
95
Percent Employed
53
58
65
25
32
65
42
20
18
67
√
92
77
91
98
88
93
√
37
56
41
45
42
46
*
87
85
*
26
48
*
85
95
100
*
33
61
82
√
88
88
89
√
51
53
64
*
100
97
82
98
50
89
*
67
42
50
55
50
52
*
√
99
*
√
65
√
√
96
96
95
100
100
95
93
74
63
76
47
14
20
48
57
46
80
48
REWARDS AND SANCTIONS
Undergraduate Programs
If schools are to succeed, they must be staffed with quality professionals. The quality of teacher
education programs is a significant factor in determining the quality of the teaching profession.
Because of this, programs should be assessed on a regular basis.
Historical State Approval Process
Formerly, this process required on-site reviews of teacher education programs by trained teams
of professionals at least every seven years. To assist in carrying out this process and in
assessing the on-going quality of teacher preparation, a Performance Report was issued for
each North Carolina college or university with an approved teacher education program. Data
from the program approval process and the IHE Performance Report was used to reward and
sanction programs.
Undergraduate teacher education programs must:
(a) Maintain annually a passing rate of at least 70% on Praxis II exams
(b) Receive annually positive ratings (3 or 4) from at least 70 of graduates and
employers responding to surveys.
(c) Exhibit direct and ongoing involvement with the public schools.
.
;
%
An undergraduate teacher education program was designated as "Low Performing" if:
(a) It does not meet 2 of the above 3 criteria in a single year; or
(b) It does not meet the same 1 of the above 3 criteria twice in three years; or
(c) It does not meet any 1 of the above 3 criteria for 3 consecutive years.
The public disclosure of the IHE Performance Reports serves as a means of rewards/sanctions
itself, as institutions seek to attract students and garner alumni support. Further sanctions are
described below.
For any criterion that the institution does not meet, it will be required to submit a written plan to the
NCDPI detailing the actions that will be taken to correct the deficiency(ies); technical assistance
will be available through the Teacher Education Section. The reports will be reviewed by the SEC,
which may recommend further action (e.g., sending a team to campus; requiring additional
information, etc.) If an institution is designated "Low-Performing," on two consecutive
assessments, the Department will conduct an on-site review of the program. The results of this
review will be reported to the SSE and may result in closure of the licensure program.
A "rule of 5" will be applied to Praxis II and survey data; Le., data with an "N" fewer than 5 will not
be reported. Data will be banked until a minimum of 5 scores or responses are recorded and then
reported.
Current State Approval Process
In January 2008, the State Board of Education (SBE) approved in concept a new program
approval process, focusing on candidate’s outcomes rather than inputs, eliminating barriers to
quality, and allowing greater institutional flexibility. By July 2009, IHEs were required to submit to
the SBE “blueprints” of proposed programs revisioned to align with the new professional teaching
standards for teachers and school executives. All revisioned programs were required to be
implemented with the incoming cohort of Fall 2010.
31
Beginning in summer 2012, a statewide pilot will be conducted to review teacher candidate’s
electronic evidences as artifacts of candidate’s proficiencies under the revisioned programs. A
program approval process to demonstrate implementation of the IHE blueprint, review electronic
evidences, involvement with public school partners, and other relevant data is under development.
32