IHE Bachelor Performance Report
Shaw University
2004 - 2005
Overview of the Institution
Shaw University, which was founded in 1865, is the oldest, historically Black institution of the
South. The University is a private, coeducational, liberal arts university affiliated with the Baptist
church. Although Shaw University was established to provide education and training to formerly
enslaved persons, it never excluded any prospective student on the basis of race, creed, or ethnic
origin. Today, Shaw University remains committed to providing educational opportunities for all
segments of our society without regard to race, creed, or ethnic origin. The preparation of
teachers has been and remains a central part of the institution’s purpose. Currently, the
University confers Bachelor of Arts, Bachelor of Science, and graduate degrees on candidates
who successfully complete prescribed courses of study. A significant feature of Shaw
University’s core curriculum is the required courses in ethics and values. All students must take
nine credit hours in ethics as a part of the requirements for all bachelor’s degree programs.
Special Characteristics
Shaw University is an urban institution, which is located in the heart of downtown Raleigh,
North Carolina. The city of Raleigh, which is the capital of North Carolina, is located in one of
the fastest growing metropolitan areas of the United States. A major effort toward serving the
needs of the nontraditional student is the University’s Center for Alternative Programs of
Education (CAPE). CAPE provides selected courses leading towards the bachelor’s degree in
urban and rural localities throughout North Carolina. This undertaking is consistent with the
University’s long history of continuous efforts to provide educational opportunities for diverse
students in general and the underserved in particular. The Shaw University Department of
Education offers teacher preparation curricula that are accredited by NCATE (National Council
for Accreditation of Teacher Education) and the North Carolina Department of Public
Instruction. Admitted students include the traditional undergraduate Education majors as well as
certification only and lateral entry students.
Program Areas and Levels Offered
The Shaw University Department of Education offers the bachelor’s degree in the following
program areas: Birth through Kindergarten (B-K), Elementary Education (K-6), English
Education (9-12), Mathematics Education (9-12), and Special Education (K-12). The Birth
through Kindergarten program has temporary authorization.
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I. SCHOOL/COLLEGE/DEPARTMENT OF EDUCATION INITIATIVES
A. Identify the LEAs and/or individual schools with which you have
collaborative activities/partnerships. Provide a brief summary of these
activities/partnerships.
List of Schools with whom the Institution has collaborative activities.
The schools with which we have collaborative activities/partnerships are: Charles Bugg
Elementary School, Mary E. Phillips High School, Hunter Elementary School, Washington
Elementary School, Cary High School, and SPARC Academy.
Brief Summary of Activities.
In 2004-2005, the Department of Education maintained collaborative activities/partnerships with
Bugg Elementary School, Mary E. Phillips High School, SPARC Academy, Hunter Elementary
School, Cary High School, and Washington Elementary School. Representatives from these
schools served on the department's Teacher Education Council and assisted in interviewing
students for formal admission to Teacher Education. Some of the partnering schools have also
served as placement sites for our students in field experiences and clinical practice. For several
of our partners, the Department of Education provided professional development services such as
seminars or workshops to assist their staff. Faculty and cooperating teachers collaborate to
improve teaching, candidate learning, and the preparation of educators. The University has
formed a partnership with Communities in Schools of Wake County (CISWC) and is committed
to reaching out to the Wake County community to nurture and teach at risk students by working
one hour per week, one-on-one with small groups of students or in one of the school sites or
learning centers (new initiative).
B. Brief Summary of faculty service to the public schools.
Education faculty members offered an Activity Day at Heritage Park, part of the new partnership
between Shaw University and CISWC, to make presentations to students and faculty (new
initiative). Professional development was provided to center staff on the use of assessment tools
in instruction. Students from three elementary schools (Farmington Woods Elementary School,
Washington Elementary School, and Partnership Elementary School), eight middle schools
(West Cary Middle School, Carnage Middle School, Martin Middle School, Centennial Campus
Middle School, Ligon Middle School, Daniels Middle School, and Leesville Road Middle
School, and Moore Square Middle School), two high schools (Southeast Raleigh High School
and Green Hope High School), one special/optional school (Bridges Program), and one academy
(Torchlight Academy) participated in presentations on conflict resolution and peer mediation,
strategies for maintaining lessons learned with CISWC as they head into the summer and then
back into schools, personal accountability for behavior, and interview and self-awareness
techniques for job hunting and presenting themselves in a positive light to the public. A faculty
member mentored a football player in mathematics at Cary High School. In order to better serve
the student, she also worked with the student’s parents (new initiative). Three faculty members
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served as classroom volunteers at Conn Elementary School and one faculty member served in the
same capacity at Cary High School, assisting with reading, mathematics, and mentoring. Another
faculty member served as a member of the Wake County Public Schools Health Advisory
Committee and a mentor at Hunter Elementary School. One faculty member designed a
multicultural education workshop for teachers as a part of one of his classes and invited
beginning teachers from the public schools to participate as well as presented workshop sessions
to students at SPARC Academy (new initiative). Yet another provided mentoring to a preschool
exceptional children’s teacher at West Smithfield Elementary School for four hours each week;
she also visited preschool classrooms of her B-K students (CAD 485) to help them with using the
Preschool Environment Rating Scale and mentored a preschool teacher at the Upper Room
Preschool in Raleigh (new initiative). A faculty member directed the National Science
Foundation of Engineers and Teachers Working for Mathematics Success grant (new initiative).
This grant is a collaborative effort with Shaw University, North Carolina State University, and
Wake County Schools. Science and Mathematics undergraduates from Shaw were paired with
North Carolina State University students to assist teachers with classroom activities in five local
elementary schools (Combs Elementary School, Dillard Drive Elementary School, Fuller
Elementary School, Smith Elementary School, and Washington Elementary School) and two
local middle schools (Carnage Middle School and Centennial Campus Middle School).
C. Brief description of unit/institutional programs designed to support beginning
teachers.
The Department of Education continues to offer a Praxis II seminar for beginning teachers to
help to prepare them to take the Praxis II test. The seminar is offered to Shaw University alumni
who are beginning teachers, free of charge. The Department’s Web page, that includes
preparation materials, is available to beginning teachers who are graduates of Shaw University.
Further, the Curriculum and Materials Center continues to acquire the newest Praxis I and II
preparation materials. During 2004-2005, three alumnus participated in the seminar. Faculty
members who took the Praxis II test last year used information gathered to prepare beginning
teachers more adequately (new initiative). Students not only had more opportunities to
demonstrate factual knowledge. They used critical thinking and problem solving skills
(comprehension, synthesis, analysis, and application). All faculty members included test-taking
strategies in their syllabi and courses (i.e., the development of vocabulary and reading
comprehension). Faculty members offer professional development such as workshops, lectures,
and demonstrations to assist beginning teachers (new initiatives). A faculty member offered a
mini-workshop to three beginning kindergarten teachers at Conn Elementary School on
“Teaching Diverse Kindergarten Children.” Another faculty member made a presentation to
beginning teachers at Mary E. Phillips High School on “Differentiated Instruction”. Another
faculty member made a presentation to beginning teachers at Mary E. Phillips High School on
“Instructional Strategies”. The teachers at Cary High School who received instructional
technology assistance from one of our faculty members included beginning teachers. The
department schedules classes for its beginning teachers, in the evening and on Saturdays to make
it easier for them to attend. Beginning teachers who received professional development training
from Shaw University faculty reported that they learned useful strategies on how to work with
diverse learners and that they felt better prepared to develop lesson plans that included provisions
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for the “unique” learner. One beginning teacher reported that she was mentored in the use of
behavior management strategies. As a result, students spend more time on task.
D. Brief description of unit/institutional efforts to serve lateral entry teachers.
The Department provides opportunities for lateral entry teachers to pursue course requirements
leading to licensure in five specialty areas. The Lateral Entry/Certification-Only Program is
managed by a Program Coordinator. The Department engages in recruitment activities to attract
persons to the teaching profession via lateral entry. For instance, Department personnel
participated in two job fairs sponsored by Wake County Public Schools during the year to recruit
lateral entry teachers. As a result of recruitment efforts, 10 new lateral entry/certification-only
students enrolled. Scheduling is also done to facilitate the enrollment of lateral entry teachers
in its five teacher education programs. The Department has continued to offer many courses in
the evening and on Saturdays.
Some courses are also offered by independent study to
accommodate the schedules of lateral entry teachers. Further, the Department has begun offering
a few courses by videoconferencing so that lateral entry teachers in different parts of the state
where Shaw University has CAPE centers can take courses. The courses are taught by the
regular Education faculty from the main campus and offered through distance education to the
centers. Online instructional modules continue to be available for use by lateral entry teachers.
Departmental advisement also takes into account the needs of lateral entry teachers. All faculty
have extended their office hours for academic advising into the evening for this purpose. The
Coordinator of the Lateral Entry/Certification-Only Program, as well as other faculty members,
advise students, including lateral entry teachers, at least twice each semester during extended
office hours and by e-mail, phone, and videoconferencing. Faculty continue to evaluate lateral
entry students’ transcripts and plan a program of study for each student. The Coordinator of
Academic Advising and Volunteer Service presented a session to Education majors, including
lateral entry teachers, on “Academic Advising in the Department of Education” at Shaw
University once each semester to inform students of policies and procedures and to listen to
students’ concerns and particular needs in order to adjust planning, if necessary. The Coordinator
of Academic Advisement and Volunteer Service developed and administered a survey to
partnering schools to determine the needs of teachers, including lateral entry teachers (new
initiative). Based on an analysis of the data, he developed a Plan of Collaboration with the
Public Schools that was implemented in 2004-2005 (new initiative). An evaluation of the Plan
indicated that the unit was very successful in increasing services to and collaborating with the
public schools and pilot testing the instrument for assessing impact on student learning. Ongoing
professional development for lateral entry teacher is another service that the department
provides. Several faculty members provided professional development services such as
workshops, lectures, and demonstrations to assist lateral entry teachers (new initiatives) in
partnering schools. Faculty also provided professional development training for lateral entry
teachers on technology competencies for which they received CEUs. Lateral entry teachers who
participated in the “Differentiated Instruction” workshop reported that they were provided
insightful outlooks and techniques that were useful in planning for program improvement.
Another group of lateral entry teachers who attended a “Culturally Relevant” workshop reported
that they felt better able to provide learning experiences for all their students by learning to
accept and respect differences and conducting a continuous self-assessment regarding cultures.
The Department just completed two years of using LiveText in its courses. Training sessions for
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lateral entry teachers were conducted at a time convenient to them to teach them how to use the
software. The Department also offered a Praxis II test preparation seminar to lateral entry
teachers, free of charge. The Department’s Web page, that includes preparation materials, is
available to graduates of Shaw University, including lateral entry graduates. Education faculty
members offered an Activity Day at Heritage Park, part of the new partnership between Shaw
University and Communities In Schools of Wake County, to make presentations to students and
faculty (new initiative). Professional development was provided to center staff on the use of
assessment tools in instruction. One faculty member designed a multicultural education
workshop for teachers, including lateral entry teachers, as a part of one of his classes and invited
teachers from the public schools to participate (new initiative). Yet another provided mentoring
to a preschool exceptional children’s teacher, who was a lateral entry teacher, at West Smithfield
Elementary School for four hours each week; she also visited preschool classrooms of her B-K
students, including those who were lateral entry teachers (CAD 485) to help them with using the
Preschool Environment Rating Scale (new initiative). A faculty member directed the National
Science Foundation of Engineers and Teachers Working for Mathematics Success grant (new
initiative). This grant is a collaborative effort with Shaw University, North Carolina State
University, and Wake County Schools. Science and Mathematics undergraduates from Shaw
were paired with North Carolina State University students to assist teachers, including lateral
entry teachers, with classroom activities in five local elementary schools (Combs Elementary
School, Dillard Drive Elementary School, Fuller Elementary School, Smith Elementary School,
and Washington Elementary School) and two local middle schools (Carnage Middle School and
Centennial Campus Middle School). A faculty member assisted secondary teachers, including
lateral entry teachers, in providing tutoring to 9th through 12th graders, with an emphasis on ESL
students, on preparation for the Instructional Technology Competency Testing (new initiative).
A faculty member offered a mini-workshop to kindergarten teachers at Conn Elementary School
on “Teaching Diverse Kindergarten Children.” Another faculty member made a presentation to
teachers at Mary E. Phillips High School on “Differentiated Instruction”. Another faculty
member made a presentation to teachers at Mary E. Phillips High School on “Instructional
Strategies”. The teachers at Cary High School who received instructional technology assistance
from one of our faculty members included lateral entry teachers. Lateral entry teachers who
received professional development training from Shaw University faculty reported that they
learned useful strategies on how to work with diverse learners and that they felt better prepared
to develop lesson plans that included provisions for the “unique” learner. One teacher reported
that she was mentored in the use of behavior management strategies. As a result, students spend
more time on task. Faculty also provided classroom assistance by mentoring, reading, and
making presentations to support lateral entry teachers. One group of lateral entry teachers
reported that their students learned to use critical-thinking and problem-solving skills.
E. Brief description of unit/institutional programs designed to support career
teachers.
The Master of Science in Curriculum and Instruction with a concentration in Early Childhood
Education (B-K) is designed to support career teachers by providing candidates with advanced
academic and professional experiences in early childhood education that will enable them to
become creative contributors to the advancement of knowledge in the education of young
children and effective teachers of young children. One faculty member provided classroom
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assistance in tutoring to kindergarten teachers at Conn Elementary School. One faculty member
provided a culturally relevant workshop for teachers at SPARC Academy (new initiative). Other
faculty members provided support to career teachers through professional development
activities/workshops, classroom assistance in tutoring and reading, mentoring, and tutoring at
Cary High School and Conn Elementary School. A Mathematics education faculty member,
through a grant, assigned Mathematics undergraduate students to work with career teachers in
five local elementary schools and two middle schools (new initiative). Another faculty member
provided a presentation on “The Use of Assessment Tools in Instruction” to career teachers at
Heritage Park. Another faculty member offered technology training to teachers, some of whom
were career teachers, at Cary High School. One faculty member provided mentoring to a
preschool exceptional children’s teacher at West Smithfield Elementary School for four hours
each week (new initiative). Career teachers who participated in the “Assessment Tools and
Evaluation” workshop reported their understanding of the basics of true evaluation/assessments
had improved. Faculty also provided classroom assistance by mentoring, reading, and making
presentations to support career teachers. One group of career teachers reported that their students
learned to use critical-thinking and problem-solving skills.
F. Brief description of unit/institutional efforts to assist low-performing, at-risk,
and/or priority schools.
The Dean of the College of Graduate and Professional Studies serves on the Board of SPARC
Academy, and a faculty member from another department chairs the Board. They continue to
assist the charter school in carrying out its mission and give quarterly financial donations to the
school. (See G. re. efforts to promote SBE priorities.) Although Conn Elementary and Cary High
School are not low performing schools, the students that our faculty tutor and mentor at these
schools are “at risk.” One faculty received several e-mails from Conn Elementary School
thanking him for the impact he has made on one student’s learning and behavior (new initiative).
He was invited their Volunteer Breakfast so that the school could “thank you in person for being
a part of the Conn family. I do hope you will continue with us again next school year.” Two
other faculty members mentored individual students at Conn Elementary School and one faculty
mentored students in technology at Cary High School. Another evaluator from Conn Elementary
School reported that the faculty member’s work had “benefited so much from her help that he
will be promoted to the first grade.” Additionally, one faculty member has provided cultural
workshop sessions for the students at SPARC Academy. The institution continues to host the
Upward Bound Program providing academic classes, tutoring, and counseling to “at risk”
students from a variety of schools.
G. Brief description of unit/institutional efforts to promote SBE priorities.
As mentioned above, the Dean and another faculty member serve on the Board of SPARC
Academy. They focus on SBE priorities such as enhancing student performance, addressing
needed resources to improve end-of-grade test scores and the quality of teachers through
professional development; ensuring that the school environment is safe, orderly, and caring
through the policies that we approve and facilities upgrades; effective and efficient operations
whether budget, salaries, contracts, and so forth; and efforts to promote family and community
support for the school, including fundraising. Additionally, they address recruitment and public
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relations. Further, practically all of the departmental and institutional involvement with the
public schools (described earlier) whether it is tutoring or mentoring, serving on committees,
providing SAT preparation, offering academic summer camps, or providing community service
through the Freshman Seminar addresses closing the achievement gap. Workshops, seminars,
and courses for public school teachers (described earlier) have also been for the purpose of
improving the quality of teachers. A departmental representative has also served on the “Wake
County Public School System Coalition for a Successful Diverse Community” which focuses an
building strong support from different segments of the community, including the school system
and community leaders (new initiative). A departmental faculty member continues to serve on
the Wake County Public School System’s Health Advisory Council which promotes a safe
school environment, health education, staff wellness, health services, mental and social health,
nutrition services, and involvement of parents/ family.
H. Special Emphasis for the Year of Record (which of the above [if any] did you
put special emphasis on from the preceding year).
Special emphasis for the Year of Record was placed on preparing for the National Council for
Accreditation of Teacher Education (NCATE)/North Carolina Department of Public Instruction
(NCDPI) visits in November 2004 when the Birth through Kindergarten, Elementary Education,
English Education, and Mathematics Education programs were reviewed. The Department
prepared an institutional report for the NCATE team and four program reports for the NCDPI
team. Considerable time was spent on collecting evidence; analyzing data; readying the
Documents Room; and updating syllabi to include NCATE/NCDPI standards and indicators
(standards for core, diversity, technology, and specialty areas), the conceptual framework theme,
library component, and student classroom decorum. A unit assessment system, as well as one for
each of the four programs that were reviewed, were revised and updated to provide program
evaluation and focused on determining the extent to which the objectives of the unit/program had
been met, outcomes had been attained, specified activities had been implemented, and evaluation
data had been used to make unit/program improvements. The unit and the four programs that
were reviewed met all standards. Rejoinders to NCATE and NCDPI were submitted. After
review of the rejoinder, NCATE removed about half of the Areas of Needed Improvement that
were cited in the Exit Interview. The Department met with the State Evaluation Committee
(SEC) in April. The recommendation from the SEC that went to the State Board of Education for
the Board’s June meeting relative to Shaw University indicated full approval for the programs
reviewed through 2011-2012. The Department has begun preparation for an NCDPI visit, as
early as fall 2006, when NCDPI will review the Special Education: General Curriculum Program
and the Master of Science in Curriculum and Instruction with a concentration in Early Childhood
Education Program.
Supplemental Information (Optional)
I. Brief description of unit/institutional special efforts to improve NTE/Praxis
scores.
The Department updated Praxis II test preparation information for its Web site for undergraduate
programs. It continues to offer a Praxis II preparation seminar free to program completers and to
7
SPARC Academy teachers. Faculty members who took the Praxis II test last year used
information gathered to better prepare students to take Praxis II, thereby improving their scores
(new initiative). Preparation included more opportunities for students to demonstrate their
attainment of factual knowledge, their ability to use critical thinking and problem solving skills
(comprehension, synthesis, analysis, and application), and their use of exam questions
constructed in a format similar to those on the Praxis II test. All faculty members included testtaking strategies in their syllabi and courses (i.e., the development of vocabulary and reading
comprehension) (new initiative). With the endorsement of the Teacher Education Council,
Department of Education faculty, and Department Chairs and upon the recommendation of the
NCATE/NCDPI visiting teams, Dr. Joan Barrax, Dean of the College of Graduate and
Professional Studies and Dr. Elvira Williams, Dean of the College of Arts and Sciences
recommended to the Dean’s Council that the secondary programs (English and Mathematics) be
moved organizationally to the departments in which the content areas are housed (new initiative).
Secondary education programs were moved to the content area in an effort to have students work
closely with content area faculty who, in fact, deliver the content area. This organizational
arrangement also facilitates the collection and assessment of student work products and data in
the secondary programs, as required by NCATE and DPI. Each secondary program has an
assigned program coordinator in the content area. Departments in which the content disciplines
reside collaborate with the Department of Education in assigning licensed faculty who are based
in departments that deliver the content area to teach a methods course.
J. Brief description of unit/institutional special efforts to recruit students into
professional education programs leading to licensure.
During fall and spring semesters, six faculty members, including the Department Chair,
conducted academic advisement and recruitment activities at College of Adult and Professional
Education (CAPE) Centers in Rocky Mount, Greenville, and Ahoskie. CAPE directors and
students were involved in planning these meetings. Faculty members attended orientation
sessions during the fall semester to talk about Education programs with prospective students.
One faculty member prepared a PowerPoint presentation that was used in the Career Fair of
Majors, part of the Freshman Studies Program, in fall 2004 (new initiative). Transcript
evaluations continue to be done promptly to encourage students to come to Shaw University.
Three faculty members reported that they spoke to persons in the community about education
programs at Shaw University (new initiative). One faculty member attended the Recruitment Fair
for African American Males to attend Historically Minority Colleges and Universities (new
initiative). In an effort to promote retention of students, the Coordinator for Advisement and
Volunteer Service trained new faculty regarding student advisement procedures and held one
meeting each semester with students to ensure that they are aware of all expectations and to
disseminate programmatic information. He also monitored the advisement process and related
student records. All faculty are required to hold at least two advisement sessions each semester
with advisees and to counsel them by midterm, if midterm reports show that they are performing
unsatisfactorily in courses. The radio station, WSHA, has run ads to encourage traditional and
nontraditional students to major in a teacher education program at Shaw University. Faculty
members have participated in job fairs sponsored by the Wake County public schools to
encourage nontraditional students to come to Shaw University to major in Education. From these
recruitment efforts, at least 10 new students have enrolled in our program. One faculty member
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set up a recruitment booth at a state conference to attract prospective students to teacher
education programs at Shaw University (new initiative). Another faculty member, while
attending the Council for Exceptional Children Conference, spoke with prospective students
from the Bahamas about coming to Shaw University to pursue a degree in special education,
since a special education program is not offered in their country (new initiative). The Department
Chair continued to work with the advisor for undecided students and sent a letter to these
students encouraging them to major in Education. The University continues to make available
substantial scholarships to freshmen who declare Education as a major. The scholarships (for full
tuition, room, and board for four years) are made possible by funding from Bank of America.
K. Brief description of unit/institutional special efforts to encourage minority
students to pursue teacher licensure.
Department faculty engaged in recruitment trips to CAPE sites to encourage potential students to
enroll in teacher education programs. One departmental special effort to encourage minority
students to pursue teacher licensure is the offering of full scholarships to freshmen with a
minimum high school GPA of 3.0 and a 1,200 SAT score who major in Education. The
University’s Office of Admissions sponsors visits to several high schools throughout the state of
North Carolina and across the United States in an effort to recruit students from diverse
backgrounds. During recruitment visits, brochures and information concerning teacher education
programs are disseminated. Because of Shaw University’s affiliation with the Baptist Church,
many churches sponsor Shaw Day as an annual event to provide information about University
programs to potential students. The Office of Alumni Relations recruits minority students
through University alumni. Telecommunication outlets (videoconferencing) also are used for
minority recruitment.
L. Other (if applicable): Brief description of new initiatives (if any) not detailed
previously in the narrative section.
New initiatives are discussed in previous narrative sections.
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II. CHARACTERISTICS OF STUDENTS
A. Headcount of students formally admitted to and enrolled in programs leading
to licensure.
Full Time
Male
Female
Undergraduate American Indian/Alaskan Native
0 American Indian/Alaskan Native
0
Asian/Pacific Islander
0
Asian/Pacific Islander
0
Black, Not Hispanic Origin
2
Black, Not Hispanic Origin
5
Hispanic
0
Hispanic
0
White, Not Hispanic Origin
0
White, Not Hispanic Origin
1
Other
0
Other
0
Total
2
Total
6
Licensure-Only American Indian/Alaskan Native
0 American Indian/Alaskan Native
0
Asian/Pacific Islander
0
Asian/Pacific Islander
0
Black, Not Hispanic Origin
0
Black, Not Hispanic Origin
1
Hispanic
0
Hispanic
0
White, Not Hispanic Origin
0
White, Not Hispanic Origin
0
Other
0
Other
0
Total
0
Total
1
Part Time
Male
Female
Undergraduate American Indian/Alaskan Native
0 American Indian/Alaskan Native
0
Asian/Pacific Islander
0
Asian/Pacific Islander
0
Black, Not Hispanic Origin
0
Black, Not Hispanic Origin
1
Hispanic
0
Hispanic
0
White, Not Hispanic Origin
0
White, Not Hispanic Origin
0
Other
0
Other
0
Total
0
Total
1
Licensure-Only American Indian/Alaskan Native
0 American Indian/Alaskan Native
0
Asian/Pacific Islander
0
Asian/Pacific Islander
0
Black, Not Hispanic Origin
2
Black, Not Hispanic Origin
15
Hispanic
0
Hispanic
0
White, Not Hispanic Origin
0
White, Not Hispanic Origin
0
Other
0
Other
0
Total
2
Total
15
10
B. Lateral Entry/Provisionally Licensed Teachers
Refers to individuals employed by public schools on lateral entry or provisional
licenses.
Number of
Requesting
Program of Study
Leading to
Licensure
Program Area
Number
Number of Issued Enrolled in One
Program of Study
or More
Leading to
Courses
Licensure
Leading to
Licensure
Pre-Kindergarten (B-K)
2
2
2
Elementary (K-6)
9
9
9
2
2
2
3
3
3
16
16
16
Middle Grades (6-9)
Secondary (9-12)
Special Subject Areas (K-12)
Exceptional Children (K-12)
Vocational Education (7-12)
Special Service Personnel (K-12)
Other
Total
Comment or Explanation
The responses used in Table B are based on students who requested programs of study related to
admission to Teacher Education. In the future, this report will be based on all students who request
programs of study.
C. Quality of students admitted to programs during report year.
Baccalaureate
MEAN PPST-R
179
MEAN PPST-W
177
MEAN PPST-M
176
MEAN CBT-R
NA
MEAN CBT-W
NA
MEAN CBT-M
NA
MEAN GPA
3.46
Comment or Explanation
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D. Program Completers (reported by IHE).
Program Area
N= #Completing
NC=# Licensed in NC
Baccalaureate Degree
N
NC
Undergraduate Licensure
Only
N
NC
Pre-Kindergarten (B-K)
Elementary (K-6)
5
Middle Grades (6-9)
Secondary (9-12)
Special Subject Areas (K-12)
Exceptional Children (K-12)
Vocational Education (7-12)
Special Service Personnel
Total
5
Comment or Explanation
E. Scores of student teachers on professional and content area examinations.
2003 - 2004 Student Teacher Licensure Pass Rate
Specialty Area/Professional Knowledge
Number Taking Test
Percent Passing
Elementary Education
1
*
School Summary
1
*
* To protect confidentiality of student records, pass rates based on fewer than four test takers
were not printed.
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F. Time from admission into professional education program until program
completion.
Full Time
3 or fewer
semesters
4
semesters
5
semesters
6
semesters
7
semesters
8
semesters
1
4
7
semesters
8
semesters
Baccalaureate degree
U Licensure Only
Part Time
3 or fewer
semesters
4
semesters
5
semesters
6
semesters
Baccalaureate degree
U Licensure Only
Comment or Explanation
G. Undergraduate program completers in NC Schools within one year of
program completion.
2003-2004 Student Teachers Percent Licensed Percent Employed
Bachelor
State
2
100
100
3,241
91
69
H. Top10 LEAs employing teachers affiliated with this college/university.
Population from which this data is drawn represents teachers employed in NC in
2004 - 2005
LEA
Number of Teachers
Wake County Schools
56
Nash-Rocky Mount Schools
28
Halifax County Schools
23
Vance County Schools
21
Cumberland County Schools
20
Durham Public Schools
17
Charlotte-Mecklenburg Schools
17
Guilford County Schools
13
Harnett County Schools
11
Johnston County Schools
11
13
I. Satisfaction of program completers/employers with the program in general
and with specific aspects of the program, as rated on a 1 (lowest) to 4 (highest)
scale.
Program
Completers
Employer
Mentor
quality of teacher education program.
*
*
*
preparation to effectively manage the classroom.
*
*
*
preparation to use technology to enhance learning.
*
*
*
preparation to address the needs of diverse learners.
*
*
*
preparation to deliver curriculum content through a
variety of instructional approaches.
*
*
*
Number of Surveys Received
1
2
1
Number of Surveys Mailed
2
2
2
Satisfaction with...
Teacher Education Faculty
Appointed full-time in
professional education
Appointed part-time in
professional education, fulltime in institution
Appointed part-time in professional
education, not otherwise employed
by institution
6
2
1
14