NCATE ID: 10875 AACTE SID: 4900
Institution: Western Carolina University
Unit: College of Education and Allied Professions
How many candidates completed programs that prepared them to work in preschool through grade 12 settings in the 2011-
2012 academic year (September 1, 2011-August 31, 2012) ?
543
Include candidates who


 completed a program that made them eligible for a teaching license, are licensed teachers who completed a graduate program, and completed a program to work as a school administrator, school psychologist, school library media specialist, reading specialist, and other specialties in schools.
Include the candidates who have completed a bachelor's, post-bachelor's, master's, specialist, or doctoral program.
Programs may or may not be tied to a state license or credential.
Where is candidate performance data displayed on your institution's website?
College of Education and Allied Professions Assessment Reports: http://www.wcu.edu/academics/departments-schools-colleges/CEAP/about-the-college/ceap-office-of-assessment/ceapreports.asp
Have any of the following substantive changes occurred at your institution or unit during the 2011-2012 academic year?
1. Addition or removal of a preparation program at any level (e.g., a master degree).
No Change / Not Applicable
2. Changes in program delivery from traditional to distance learning programs in which more than 50 percent of the courses are not delivered face-to face.
No Change / Not Applicable
3. Change in control of institution. Please indicate any changes in control or ownership of the institution such as a merger with another institution, separation from an institution, purchase of an institution, etc.
No Change / Not Applicable
4. Increased in program offerings for education professionals at off-campus sites both within and outside the
United States.
No Change / Not Applicable
5. Significant changes as the result of a natural disaster or other unforeseen circumstances.
No Change / Not Applicable
6. Significant change (25 percent increase or decrease) in Delivery of a program in whole or in significant part by a non-profit or for-profit partner
No Change / Not Applicable
7. Significant change (25 percent increase or decrease) in Budget
No Change / Not Applicable
8. Significant change (25 percent increase or decrease) in Candidate enrollment
Degree/Concentration_Fall 2011_Fall 2012_% Increase/Decrease
BSED Physical Education_16_5_-68.75
BSED Spanish Education_14_6_-57.14
BSED Secondary Education Earth Sciences_6_8 _33.33

MAED Art Comprehensive Education, Art_2_1_-50.00
MAED Comprehensive Education, Behavioral Disorders_9_2_-77.78
MAED Comprehensive Education, Biology_0_1_100
MAED Comprehensive Education, Elementary Education_11_19_72.73
MAED English Comprehensive Education, English Education 4 1 -75.00
MAED Comprehensive Education, Learning Disabilities _41_19_-53.66
MAED Comprehensive Education, Math_7_5_-28.57
MAED Comprehensive Education, Mental Retardation_1_0_-100.00
MAED MG Math_8_5_-37.50
MAED MG Language Arts_3_2_-33.33
MAED Comprehensive Education, Mild-Moderate Disabilities_2_11_450.00
MAED Comprehensive Education, Music_3_0_-100.00
MAED Comprehensive Education, Physical Education_4_5_25.00
MAED Teaching English as A Second Language_5_2_-60.00
MAT Comprehensive Education, Art _6_4_-33.33
MAT Comprehensive Education, Behavioral Disorders_5_2_-60.00
MAT Comprehensive Education, Biology_9_2_-77.78
MAT Comprehensive Education, English_8_11_37.50
MAT Comprehensive Education, Special Education General Curriculum_10_18_80.00
MAT Learning and Mental Disabilities Special Education, Learning and Intellectual Disabilities_17_8_-52.94
MAT Comprehensive Education, Math_2_0_-100.00
MAT Comprehensive Education, Music_7_5 _-28.57
MAT Comprehensive Education, Severe and Profound Disabilities_4_0_-100.00
MAT Comprehensive Education, Social Sciences_7_4_-42.86
MAT Teaching English as a Second Language_13_8_-38.46
MAT Middle Grades Math_0_1_100.00
PB Middle Grades Science_9_7_-22.22
PB Middle Grades Social Sciences_3_4_33.33
MAT Middle Grades Language Arts _2_0_-100.00
PB Middle Grades Language Arts_4_6_50.00
Teacher Certification
Middle Grades Language Arts_7_2_-71.43
Middle Grades Math_5_0_-100.00
Middle Grades Science_7_0_-100.00
Middle Grades Social Sciences 4 1 -75.00
Comprehensive Education, Art (Distance)_2_1_-50.00
Comprehensive Education, Chemistry (Distance)_2_3_50.00
Comprehensive Education, English (Distance)_7_4_-42.86
Comprehensive Education, SpEd General Curriculum_10_26_160.00
Special Education, AIG/Gifted_5_0_-100.00
Birth-Kindergarten_57_0_-100.00
Special Education, Gifted (Distance)_8_11_37.50
Special Education, Learning and Intellectual Disabilities (Distance)_15_3_-80.00
Special Education, Behavioral Disorders (Distance)_7_3_-57.14
Special Education, Severe Profound Disorders (Distance)_1_0_-100.00
Special Education, General Curriculum (Distance) _4_3_-25.00
Special Education, Adaptive/General _1_0_-100.00
EDD Educational Leadership_36_26_-27.78
MAED Community College Educational Administration_7_1_-85.71
MAED Supervision Jamaican Program_International Studies_39_72_84.62
MS Human Resources_92_118_28.26
MA General Psychology_Clinical_23_15_-34.78
Regional Alt Lic (RALC2)_11_17_54.55
9. Significant change (25 percent increase or decrease) in Size of the full-time faculty
No Change / Not Applicable
Summarize activities, assessments and outcomes toward correcting AFI(s) cited in the last Accreditation Action
Report, if applicable.

1. Check the standard your unit has selected to move toward target level for your next onsite visit.
Std. 1 Std. 2 Std. 3 Std. 4 Std. 5 Std. 6
2. Summarize progress toward target level performance on the standard(s) selected.
The college continuously monitors its unit effectiveness by assessing unit operations annually in the spring through college committee surveys. Based on the feedback of committee members, committees are eliminated, added, or modified to improve unit effectiveness. The college uses the M5-336, a valid and reliable nationally known instrument, to assess our candidate dispositions.
In addition, the college has selected the Professional Educator Beliefs about Diversity Inventory, another valid and reliable instrument, to assess dispositions about diversity. Results from a pre/post Diversity Inventory show a significant gain in both male/female candidates from our programs and field experiences (2a). The Director of Assessment compiles performance data annually for programs inside/outside the college. For all performance data, data are disaggregated by location (off-campus vs. oncampus), gender, and race. Data are distributed to program coord's, as well as to the college Assess. Committee, Professional
Education Council, and Leadership Council for review. Recommendations are made by the Assess. Committee to the PEC and LC based on the results. Some data are also published on the college website for public review. Candidate performance data include
PRAXIS II test subscore data compared with our state test takers and national normed data. The Director also provides candidate performance data to programs from TaskStream including lesson planning, assessment of pupil work, differientiated lessons, leadership reflections, etc. The college reviews candidate dispositional data upon entrance to the program and again at the end of student teaching. Data are analyzed for score gains by gender, race, and program over the length of the teacher education program. The Director also provides early field experience survey data from the candidate as well as an evaluation by the cooperating teacher on the candidate. The college has a formal policy to address candidate complaints. The Directors of
Technology and Assessment review technologies periodically through webinars, virtual meetings, electronic listservs, blogs, and other means to review potential improvements to the assess. system. Recently, the dean and Directors of Technology and of
Assessment surveyed the state assessment system coordinators to determine what software colleges are using for their assessment systems and how that information might inform our college to improve our assessment system (2b). Program coord's are making changes to the TaskStream initial portfolio assignments to strengthen the relationship between the state and NCATE standards and our curriculum. Several programs have adjusted their content knowledge assignments as a result of information of candidate performance. As assignments are added/changed, program coord's continually review the progress of candidates to ensure curriculum changes are effective (2c).
3. Summarize data to demonstrate that the unit continues to meet Standard 2: Assessment System and Unit Evaluation in the area of unit operations. Submit sample data/evidence/exhibits, one or two samples.
*CEAP com. effectiveness surveys were sent/information was shared with the Assess. Com./ Leadership Council to address inefficiencies. Student satisfaction survey was sent. Transfer student input led to the development of a website for advisement, more content provided at orientations, and an update of the licensure website.
*College climate survey administered/results disseminated. Based on feedback, the Dean created a task force on space utilization.
The group will look at department/staff/faculty space to enhance unit operations/collaborations. Teaching and Learning is organizing into groups to study leadership structure, including assistant department heads/program coordinators. All programs in
CEAP are working to develop advisory boards of faculty/staff/student/community representation to provide input and direction. For the first annual Assessment Day, program change templates were created (data collected/action taken, results, and changes/revisions/improvements made). In addition, an Assessment Resource Workshop was added to highlight internal/external resources. CEAP is undergoing a strategic planning process, complete April 2013. A task force with representation from programs in/outside of CEAP, staff/students/school partners created a new conceptual framework and logo. Another group created a dispositional process to guide the growth/facilitation/assessment of student dispositions.
*CEAP added an advanced licensure piece to portfolios in order to meet state licensure requirements. The grad portfolio now includes a required tech-proficiency component. Task descriptions and rubrics for Electronic Evidences required by the state have been revised by several programs. CEAP will begin edTPA implementation Fall 2013.
*CEAP added the M5 and Diversity instruments to the Assessment System. Both are valid/reliable tools used as part of the teacher ed. admission process. These replaced the more subjective interview/autobiography admission component. Program revision of
EE #2 has allowed for closer alignment to standards/program curriculum/high quality artifacts from candidates. New assessments/addendums were added because of lack of quality data. Teacher Work Samples evaluated by multiple raters to ensure validity and reliability.
*Undergrad programs went to a year-long internship experience. In Teacher Recruitment, Advising, and Career Support, a new student organization/Living-Learning Community (Whee Teach) was created. TRACS has been working to integrate Whee Teach and the Teaching Fellows program (funding ends in two years). It is key to integrate these groups as we strive toward new recruits and to improve retention of candidates.
*A new program, based on the Model Clinical Program is being explored.
* Killian 102 classroom was renovated as a state-of-the-art digital classroom, a student commons was created, iPad carts and digital presentation stations were added, and the McKee Clinic was renovated for school psych/counselors.
Exhibits that support the narrative: CEAP UG Satisfaction Survey Results Fall 2012.xlsx Comparative Assessment of Commitee Operations Survey Results.xlsx

Name: Kim K. Ruebel
Phone: 828-227-3306
E-mail: kkruebel@wcu.edu