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2017-2018
IHE Bachelor Performance Report
Winston-Salem State University
Overview of the Institution
Winston-Salem State University, a constituent institution of the University of North Carolina
System, is a historically black university and recognized regional institution offering
baccalaureate and graduate programs to a diverse student population. The Wall Street Journal
recognized WSSU in 2016 as Number 1 among Historically Black College and Universities
(HBCU) in North Carolina. The U.S. News and World Report recognized the institution in
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2016, 2017, and 2018 as one of the Top Historically Black Colleges and Universities, and in
2017 Diverse Issues in Higher Education ranked WSSU as Number 1 in North Carolina for
graduating Black students in the field of education.
Winston-Salem State University was founded in 1892 as Slater Industrial Academy by Simon
Green Atkins and was chartered in 1899 as the Slater Industrial and State Normal School. In
1925, the General Assembly of North Carolina recognized the school’s curriculum above high
school and changed the name of the institution to Winston-Salem Teachers College, and the
college was empowered under authority of the State Board of Education to confer appropriate
degrees. Thus, Winston-Salem Teachers College became the first black institution in the United
States to grant degrees for teaching elementary grades. In response to a growing medical
community emerging in the Winston-Salem area, the School of Nursing was established in 1953,
awarding graduates the degree of Bachelor of Science. In recognition of the university’s growing
curriculum and expanding role, the North Carolina General Assembly of 1963 authorized
changing the name from Winston-Salem Teachers College to Winston-Salem State College. The
state legislature authorized the renaming of the institution as Winston-Salem State University in
1969, and in 1972, Winston-Salem State University became one of the 16 constituent institutions
of the University of North Carolina, subject to the control of a Board of Governors.
Winston-Salem State University continues its ongoing commitment to academic excellence and
equity through its focus on providing a comprehensive liberal arts education and building upon
the success of its graduate and professional programs and by rooting its strategic plan in the
principle of equity. The University recognizes that the impact of cumulative disadvantages of
historical race and class inequities that limit the ability of its students, who are disproportionately
minority and low income, to engage and persist in their education. Thus, the University embraces
equity beliefs and practices that support success for its population of students. The University
strives to develop graduates who thrive in a dynamic and global society and become leaders who
advance social justice by serving the world with compassion and commitment. The University
mission states:
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“Winston-Salem State University is a comprehensive, historically Black university offering
innovative undergraduate programs and exceptional graduate programs grounded in the tradition
of liberal education. Students engage in active and experiential learning offered through flexible
delivery modes. The university is dedicated to the holistic development of students by faculty
dedicated to excellence in teaching, research, and service. As a constituent institution of the
University of North Carolina, Winston-Salem State University contributes to the social, cultural,
intellectual and economic growth of North Carolina, the region, and beyond.”
The 2016-2021 University Strategic Plan advances the mission of the university through focus on
the five goals of 1) strengthening liberal education, 2) enhancing the quality of graduate and
professional programs, 3) building commitment to social justice through enhanced community
engagement, 4) enhancing revenue and stewardship of resources, and 5) enhancing the quality of
physical and operational infrastructure.
The academic programs, which are aligned to the University mission and supported by the
strategic plan, are situated within two academic units, The College of Arts, Sciences, Business
and Education (The College), and the School of Health Sciences. The University College and
Lifelong Learning academic unit provides oversight of the liberal education grounded general
education curriculum and supplies academic support for freshman and other students at the pre-
program admission level. The College encompasses the largest segment of academic programs at
the University and provides the broad liberal arts foundation that underpins the academic and
professional development of students and as well offers the professional programs in business
and education. The programs of The College are contained within departments residing within
five faculties, 1) the Faculty of Arts and Humanities, 2) the Faculty of Business, 3) the Faculty of
Education, 4) the Faculty of Natural and Physical Sciences, and 5) the Faculty of Social Science.
The programs of the School of Health Sciences, which educate diverse health professionals, are
contained within seven departments. The University’s programs include 39 bachelor’s degree
programs, 7 master’s degree programs, 2 doctoral degree programs, and 2 post – master’s
certificate programs.
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In Fall 2017, WSSU enrolled 5098 students of whom 92% were undergraduate students and 8%
graduate students. Full-time students accounted for 85% of enrollment and part-time students
were 15% of enrollment. Females were 72% of enrolled students and males were 28%. Reported
ethnicities of enrolled students were 73% African American, 15% White, 4% Hispanic/Latino,
1% Asian, 3% two or more races, 2% race and ethnicity unknown, and 2% non-resident alien.
Special Characteristics
The programs offered at Winston – Salem State University are grounded in a liberal arts
education foundation intended to provide students with a comprehensive array of essential
intellectual and leadership skills needed for success in the 21st century global community.
Students completing studies at Winston-Salem State University are required to take a minimum
of sixty (60) hours of General Education courses outside of their major field of study. In the
general education, students complete coursework that address seven areas of knowledge, seven
learning outcomes, and six curricular themes. The areas of knowledge include literature,
historical studies, social/behavioral sciences, natural sciences, mathematics and quantitative
logic, fine arts, and foreign language and culture. The seven student learning outcomes are
critical thinking, critical reading, written communication, oral communication, scientific literacy,
quantitative literacy, and information literacy. The curricular themes encompass globalization,
diversity, sustainability, civic engagement, moral and ethical reasoning, and healthy living.
Students also participate in liberal learning seminars that place strong emphasis on critical
inquiry, reading, writing and collaborative learning.
Underpinning student success in the general education curriculum are the components of the
general education advisement provided by general education faculty from all academic programs
and the services available in the Student Success Center (SSC). General education advisors guide
students in selecting general education courses that address the areas of knowledge, learning
outcomes, and curricular themes while meeting pre-requisite requirements for entry into their
major programs. General education advisors also assist students in identifying developmental
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needs through the GradesFirst Student Support System and refer them to additional academic
advising and support available through the SSC. Services provided in the “one stop shop”
environment of SSC include writing and quantitative skills centers, tutoring services,
technological support, and the offices of career development and international programs.
Program Areas and Levels Offered
Administrative oversight of the Educator Preparation Program resides within the Faculty of
Education and is the responsibility of the Chair of the Department of Education with oversight by
the Dean of The College of Arts, Science, Business and Education. Educator preparation
programs are hosted within the Faculty of Education, the Faculty of Arts and Humanities and the
Faculty of Natural and Physical Sciences.
Within the Faculty of Education, programs in the Department of Education include the B.S. in
Birth through Kindergarten Education with concentrations in Birth-Kindergarten Licensure,
Administration and Leadership, and Early Intervention and Preschool; the B.S. in Elementary
Education; the B.S. in Teaching with teacher licensure concentrations in Secondary English
Education, Secondary Mathematics Education, Middle Grades Education, and Special Education;
and the Master of Arts in Teaching with concentrations in Middle Grades Education and Special
Education. Faculty in the Department of English in the Faculty of Arts and Humanities, and
faculty in the Department of Mathematics in the Faculty of Natural and Physical Sciences liaise
with faculty in the Department of Education to offer the B.S. in Teaching concentrations in
Secondary English and Secondary Mathematics Education. The B.S. in Teaching concentration
in Middle Grades Education includes licensure options in Language Arts, Mathematics, Science,
and Social Studies. The Master of Arts in Teaching (MAT) includes Middle Grades licensure
options in Language Arts, Mathematics, and Science. The Department of Education also offers a
distance education program in the Post-Baccalaureate Certificate in English as a Second
Language.
The Department of Health, Physical Education and Sports Studies in the Faculty of Education
hosts the Bachelor of Science in Physical Education with Teacher Licensure. The Department of
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Fine Arts within the Faculty of Arts and Humanities hosts the Bachelor of Arts in Music with
concentration in Music Education Licensure. In addition to the degree program offerings, the
Educator Preparation Program also serves individuals possessing a bachelor’s degree who wish
to complete coursework and clinical experiences to qualify for initial licensure. Individuals
possessing a bachelor’s degree, who do not wish to enroll in the MAT, may complete licensure
requirements in the undergraduate licensure-only option by completing the undergraduate
coursework and experiences required for licensure.
All educator preparation programs are coordinated by the Professional Education Council (PEC).
The PEC is the advisory and governance structure for development and implementation of
policies and procedures that impact P-12 educator preparation. The Educator Preparation
Program is accredited by the National Council for Accreditation of Teacher Education (NCATE)
which has been incorporated into the Council for Accreditation of Educator Preparation (CAEP).
All educator preparation programs are approved by the North Carolina State Board of Education.
Pathways Offered (Place an ‘X’ under each of the options listed below that your IHE
Provides)
Traditional RALC Lateral Entry
X X
Brief description of unit/institutional efforts to promote SBE priorities.
For the 2017-18 report, briefly describe your current efforts or future plans to respond to the
recent legislative provisions below.
All candidates are prepared to use digital and other instructional technologies to provide
high-quality, integrated digital teaching and learning to all students.
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Undergraduate teacher education candidates demonstrate their ability to use and effectively
integrate technology in their professional practices (inside and outside the classroom) through
successful completion of a sophomore/senior-level technology course, EDU 4339: Integrating
Media and Technology in P-12 Settings. The course emphasizes actual integration of information
and communication technology in typical P-12 settings from a teacher's perspective. Teacher
candidates in this course are taught to use the Technology Integration Planning (TIP) model, a
research-based and well accepted model for planning and integrating technology in P-12
curriculum and instruction, which includes assessing technological pedagogical knowledge,
determining relative advantages, deciding on objectives and assessments, designing integration
strategies, preparing for instruction, and evaluating and revising integration strategies. Several
assignments replicating real-life practices require students to use different kinds of software,
hardware, and Internet-based resources to design, modify, evaluate, and integrate technology into
instruction in ways that positively impact P-12 students' performances. They are also required to
collect data relating to instruction, review and analyze data on students' performance, and make
formal presentations based on the results or findings from the data review and analysis. A
spreadsheet project requires candidates to create and manage a grade book for a hypothetical
classroom of at least 25 students. Candidates also analyze data from a hypothetical grade book,
and data from a sample test. Additionally, candidates create a database of student and parent
information, from which they design a classroom newsletter. Candidates also create and infuse
concept maps into a specific content area; design a lesson plan that integrates technology aligned
with Common Core standards and the National Educational Technology Standards (NETS) for
teachers; and design a multimedia presentation, which may include Web 2.0 tools, to be used in a
micro-teaching and/or presentation situation.
Use of technology is also integrated into coursework across the teacher preparation curriculum.
Students are introduced to and use technologies such as PowerPoint, Prezi, Blackboard,
Taskstream, video and audio equipment and software, and Web 2.0 software tools for
presentations and instruction. Methods courses require that candidates incorporate instructional
technology tools in their lesson plans as one of the teaching modes. The Impact on Student
Learning (ISL) project in the Educational Psychology course, the ISL signature assignment
completed during the student teaching semester, require that candidates use technology to
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collect, analyze, and report their assessment data on P-12 students for whom they provide
instruction. Student teachers use technology to summarize their data appropriately so that they
can reflect on the assessment results, evaluate their impact on student learning, and plan
appropriate modifications to their instruction to ensure a positive impact on student learning.
Elementary Education students and students from programs transitioning to the edTPA
Assessment are required to videotape and evaluate their instruction in the edTPA Task 2 and
then to appropriately assess and modify instruction based on their evaluation of their
performance in the videotape.
Students are also expected to use technology to aggregate and disaggregate assessment data from
student work samples to use in assessing the success of whole class and individual student
learning. Student teachers are also exposed to the use of assessment technology platforms by the
cooperating teachers in the classrooms in which they student teach. Further, students receive
instruction in the use of technology appropriate for their discipline areas. For example, students
with mathematics related concentrations receive instruction in use of the Geometer Sketchpad,
MyMathLab, the graphing calculator and PowerTools. Students in Music Education licensure
take MUS 3342: Technology in Music Education. This course provides training in the use of the
computer for producing publication-quality music arrangements, transcriptions, and original
compositions and surveys various tutorial programs and multimedia study modules for theory,
keyboard skills, and music history instruction.
Students in Physical Education use content specific technologies such as pedometers and other
activity tracking devices as well exercise software such as the Nintendo Wii Fit exercise video
game. Prospective teachers in the Master of Arts in Teaching program take the EDU 5300 -
Introduction to Computers and Technology in the Classroom or EDU 6302 - Media, Technology,
and Diversity which contains content that builds on knowledge and skill that undergraduates in
the EDU 4339 course must demonstrate. Content in the courses includes more complex topics
and skills, among which are extended use of spreadsheets for collection, analysis, and
visualization of data; and use of databases to manage collection, analysis, and dissemination of
student assessment data.
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Assess elementary and special education: general curriculum candidates prior to licensure
to determine that they possess the requisite knowledge in scientifically based reading and
mathematics instruction that is aligned with the State Board's expectations. Describe your
efforts for ensuring candidates are prepared for the new Foundations of Reading and
General Curriculum licensure exams effective October 1, 2014.
Beginning with candidates who complete programs in Spring 2019, all candidates must pass
licensure tests prior to admission to full-time student teaching. In addition to this rigorous
requirement, candidates in the Elementary Education program complete three courses in reading
instruction in preparation for teaching reading in elementary schools. Two courses, RED 3309
Teaching Reading in Elementary School (K-2) and RED 3310 Teaching Reading in Elementary
School (3-6), provide instruction on methods and materials of teaching reading to students in the
respective course grade ranges. The courses emphasize methods and materials for the individual
student and their appropriate selection, development, and utilization of materials to promote
reading development including strategies to address the foundational methods of reading and
reading comprehension development tested in the NC-TEL Foundations of Reading test. The
third course, RED 4312 Reading Assessment and Remediation, develops facility in identifying
reading disability factors and in planning effective treatment programs. Elementary Education
candidates in the language arts methods course receive field experience in the I-RISE (Initiative
of Reading Improvement for Students Everywhere) Literacy Academy where they provide
tutoring at selected community-based sites to assist students in grades Pre-K through 5 in
developing reading skills. Tutoring processes in I-RISE include use of diagnostic tools to
identify areas in which program participants need improvement, implementation of
developmental strategies, and assessment of student progress.
In addition to the three required reading courses, Elementary Education candidates, who take the
optional 18-hour English as a Second Language second course of study, may elect to take ESL
3308 Strategies for English Language Learners which introduces strategies for developing
second language learners’ reading and writing skill, academic language, and vocabulary.
Candidates opting to complete the second course of study in Special Education may elect to take
SPE 3336 Methods of Enhancing Reading Skills for Students with Special Needs. Undergraduate
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candidates in Special Education also take the reading course RED 3309 Teaching Reading in
Elementary School (K-2) or RED 3310 Teaching Reading in Elementary School (3-6) as well as
SPE 3336 Methods of Enhancing Literacy Development in Language, Reading, and Writing for
Exceptional Students.
Undergraduate candidates must complete at least one mathematics/quantitative literacy course
during completion of the General Education requirements. Additionally, Education majors in all
undergraduate programs, except the Secondary Mathematics Education concentration in the
Bachelor of Science in Teaching, complete the course MAT 1325 Principles of Mathematics I.
MAT 1325 which provides instruction in the mathematics content required primarily of
elementary and middle school teachers. The course is the first course in the fundamental
sequence for most education programs. Birth-Kindergarten Education, Elementary Education,
and Special Education majors also take the second course in the sequence, MAT 1326 Principles
of Mathematics II. The course sequence covers content included on the Praxis Core test and the
NC-TEL General Curriculum Mathematics subtest. During the 2017 – 2018 academic year, both
courses were realigned to the Praxis Core test objectives to ensure close alignment of course
instruction with the depth, breadth, and rigor of the Praxis Core test.
Elementary Education candidates also complete the mathematics methods course, ELE 4335
Concepts and Assessment in Teaching Math, and Special Education candidates complete SPE
3320 Methods and Materials of Teaching Math. Additionally, candidates pursuing the second
course of study in Math, Science and Technology must successfully complete two mathematics
courses beyond College Algebra. Candidates pursuing the second course of study in Special
Education may take SPE 3320 Methods and Materials for Teaching Math.
Candidates in the Special Education concentration of the Master of Arts in Teaching (MAT)
program receive instruction on teaching reading in RED 6315 Literacy, Diagnosis and
Remediation for Exceptional Students. The course includes and extends the content addressed in
the SPE 3336 course. Candidates complete several assessments in reading instruction courses to
demonstrate their acquisition of scientifically-based reading instruction. Candidates in the
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Special Education option of the Master of Arts in Teaching take the methods course SPE 5320
Methods for Teaching Mathematics to Students with Special Needs.
In addition to the coursework of the curriculum, prospective education candidates optionally
enrolled in EDU 1303 Praxis I, a course that assists students in identifying strengths and
weaknesses in areas of reading, writing, and mathematics and provides review and strengthening
to enhance the learning process to support success on the Praxis Core tests. Students may also
participate in Praxis Core Boot Camp sessions taught by in-service high school teachers. The
boot camps focus on test-taking strategies and refreshing of content covered on Praxis Core tests.
The Department of Education also offered test preparation workshops for students preparing for
the NC-TEL Foundations of Reading test and General Curriculum Mathematics subtest. The
WSSU Licensure website was also revised to include more explicit information on testing
requirements, links to materials on test provider websites, and a link to the Foundations of
Reading and General Curriculum Mathematics Subtest professional development modules on the
North Carolina Online Professional Development Modules website. Elementary Education and
Special Education program faculty also took action to improve candidate preparation for
licensure tests by taking the licensure tests and subsequently re-aligning course content with the
test objectives. Additionally, faculty administered practice tests to candidates to familiarize them
with the test formats and content and to allow students to identify areas of weakness and
implement study plans to improve their knowledge and test performance.
Candidates (preparing to teach in elementary schools) are prepared to apply formative and
summative assessments within the school and classroom setting through technology-based
assessment systems available in North Carolina schools that measure and predict expected
student improvement.
Students enrolled in the Elementary Education licensure program and students in the Bachelor of
Science in Teaching (which includes the concentration in Special Education) take EDU 3315
Instructional Design, Curricula, and Assessment. This course introduces prospective teachers to
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a variety of formative assessment strategies for planning and modifying instruction to achieve
student learning and instructs prospective teachers on the use of multiple summative assessment
methods for the culminating evaluation of student learning. All undergraduate teacher
preparation candidates take EDU 3338 Psychological Foundations of Education in which they
develop knowledge of theories of educational psychology as well as develop additional
proficiency in using formative and summative assessment while completing the Impact on
Student Learning Project. For this project, candidates complete a field experience during which
they provide instruction to an individual student or a small group of students from one of the.
Pre-K through 12th grades. Candidates conduct pre-assessment, plan instruction for the
student(s), monitor student progress during instruction, conduct a summative assessment of
student learning, and finally, reflect upon their instruction and the impact on the student(s) they
taught. Additional instruction on formative and summative assessment practices specific to
content areas occurs in methods courses. All candidates engage in a supervised Preclinical
Experience mentored by cooperating teachers in the public schools with whom, in most cases,
they will complete their student teaching the following semester. Candidates in the preclinical
experience and student teaching also receive instruction from their cooperating teachers on the
technology-based assessment systems in use in their host school sites.
Elementary Education candidates complete a class-embedded teacher performance assignment,
during the semester prior to full-time student teaching, in which they must include use of data to
plan instruction, examples of formative assessment used during instruction, a summative
assessment of student learning and a reflection of the impact of their teaching on students’
learning. Elementary Education candidates have completed the standards-aligned edTPA teacher
performance assessment since Fall 2012. Candidates in Special Education and Music Education
Licensure programs completed the edTPA in Spring 2018. The edTPA includes formative and
summative assessment of student learning as well as candidates’ reflection on the effectiveness
of their instruction on P-12 student learning as indicated by their assessment results. In
completing the edTPA, candidates must demonstrate the knowledge and skills to provide
effective instruction that achieves learning for all students in a real classroom. In completing the
edTPA, candidate demonstrate the ability to plan learning tasks and the associated assessments
13
for evaluating students’ learning, provide instruction that engages students in the learning
process, and use formative and summative assessment to determine the effectiveness of
instruction and make appropriate modifications to enhance student learning. All licensure
program areas will complete edTPA during the 2018-2019 academic year.
Candidates (preparing to teach in elementary schools) are prepared to integrate arts
education across the curriculum.
Candidates in Elementary Education complete the course MUS 3211 Music Activities in
Elementary Schools. Arts integration is the core of MUS 3211. Activities include construction
and teaching of arts-integrated lesson plans across the curriculum, developing familiarity with
the arts integration research base, making connections between Essential Standards of Music and
Core Curriculum Standards, development of basic musicianship skills, and attendance at
children’s symphony concerts.
Explain how your program(s) and unit conduct self-study.
The Winston-Salem State University (WSSU) educator preparation program has a
comprehensive assessment system that is used to 1) assure the quality of students who are
formally admitted to candidacy into WSSU educator preparation programs, 2) provide ongoing
monitoring and formative feedback to candidates on their development of the knowledge, skills,
and attitudes required of effective educators, 3) provide summative assessment of program
completers’ achievement of required proficiencies, and 4) provide continuous assessment and
improvement of program quality and program operations. The components of the assessment
system are aligned to the competencies outlined in the North Carolina Professional Teaching
Standards, the 2013 InTASC Learning Progressions for Teachers, the 2013 CAEP Standards, the
WSSU Educator Preparation Program Conceptual Frameworks, and other national professional
standards, as well as the WSSU general education student learning outcomes.
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The assessment system consists of multiple internal and external assessments for both
undergraduate and graduate programs. Assessments are collected at multiple data points
throughout the program progression, and are analyzed and used to evaluate and improve the
performance of candidates, the educator preparation program, and its constituent licensure
programs. Data for undergraduate initial licensure programs are collected at Program Entry, the
Midpoint/Preclinical, Program Completion, and Follow-up after program completion.
Assessments at Program Entry for undergraduates include a minimum 2.7 GPA; passing scores on
the Praxis Core tests of pre-professional skills (or alternative SAT or ACT scores); minimum grade
of “C” in quantitative literacy, oral communication, written communication, and professional
education courses; an essay, and interview, references, and a dispositions self-assessment. The
Midpoint/Preclinical assessments include a minimum grade of C in all professional courses, field
experience evaluations, dispositions assessment, and key course-embedded assignments. Beginning
in Fall 2018, the Midpoint/Preclinical assessment point will include the requirement for candidates to
pass all licensure tests prior to admission to full-time student teaching. Program Completion includes
evaluation of all signature assignments or completion of the edTPA Assessment, a minimum 2.7
GPA, at least a “C” in student teaching and the Student Teaching Seminar, the WSSU program exit
survey, and verification of eligibility for licensure. Induction and Follow-Up measures include new
teacher and employer surveys, number of licensed completers, the North Carolina Report on
Institutions of Higher Education, and the NCDPI IHE Report Card measures of teacher effectiveness
and impact on P-12 student learning and continuing follow-up on licensure test performance. In
graduate initial licensure programs, Entry assessments include GRE/MAT scores, minimum 2.75
undergraduate GPA, a writing sample, and letters of recommendation. Mid-Point assessments
include a minimum 3.0 GPA, minimum of two “C”s, and completion of core and all Phase I courses.
Program Completion assessments include the action research, the teacher work sample, minimum 3.0
GPA, and internship evaluations for candidates completing the internship. Beginning in 2018 – 2019
all MAT programs will complete the edTPA Assessment. Induction/Follow-Up includes the
performance on licensure tests, UNC Recent Graduate and Employer Surveys, North Carolina Report
on Institutions of Higher Education, and the NCDPI IHE Report Card measures of teacher
effectiveness.
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Operational data on program admissions, candidate enrollment, program completions, faculty
qualifications, and budgets are reviewed annually to inform strategic planning and operations
improvement by department chairs and the Dean of the College of Arts, Sciences, Business, and
Education. These data, along with data on candidate performance, are collected using various
electronic software systems, such as Banner, Taskstream, Microsoft Excel, and Nuventive
Improve. The data are summarized, reported, and acted upon in the appropriate functional
meetings of the EPP, which include program coordinator meetings, program meetings,
department meetings, Professional Education Council meetings, and EPP assessment meetings.
Faculty and staff of the EPP collaborate within the Faculty of Education as well as with other
faculties of the College of Arts, Sciences, Business and Education and the division of University
College and Lifelong Learning to develop and implement actions to address areas for
improvement identified during review of the data. Improvements that require curriculum or
policy changes are voted upon and approved by department faculty and the Professional
Education Council. Program assessment plans and assessment review results related to student
learning outcomes are entered into the University’s Nuventive Improve Assessment Monitoring
Software. Other results are included in reports that are shared with faculty and staff through a
shared network drive and on a collaborative site on Microsoft OneDrive.
During 2017-2018 the EPP conducted extensive review of Praxis Core and licensure test
performance. Findings of low performance have resulted in the implementation of several action
steps to improve performance on these tests. Some actions taken included:
(1) requiring the passing of all licensure tests prior to full-time student teaching,
(2) providing multiple opportunities for Elementary Education and Special Education
candidates to take pre-tests for the Reading Foundations and General Curriculum
licensure tests,
(3) offering an optional test preparation class on Foundations of Reading,
(4) having faculty take the licensure tests for their program areas,
(5) aligning courses with relevant test objectives,
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(6) revising the Department of Education website with more visible information on
program entry, program completion, and licensure requirements;
(7) providing a checklist for students to follow for guidance on program progression from
preparing for program entry through program completion and licensure;
(8) including information on program entry and testing requirements in education course
syllabi;
(9) developing a handbook focused on testing requirements and preparation which
students received at the Education Majors Meeting;
(10) offering a Praxis Core preparation course and providing Praxis Core Boot Camp test
preparation workshops to assist students with preparing to pass the required entry tests;
(11) updating the content of the Principles of Mathematics I and II courses required of
Education students to ensure alignment to the Praxis Core Mathematics test content; and
(12) obtaining faculty commitment to infuse Praxis Core test taking skills along with
Praxis Core test practice in early Education core coursework.
The EPP also participates in comprehensive national educator preparation accreditation review.
WSSU completed its last cycle of educator preparation with NCATE in spring 2015 and was
approved for re-accreditation with no areas for improvement.
Provide a description of field experiences to occur every semester including a full semester
in a low performing school prior to student teaching.
Early Field Experience is an integral part of the Winston-Salem State University’s educator
preparation program through which candidates integrate the various elements of basic studies and
professional education into application in the “real world” setting of a teacher. During the early
field experience, prospective teachers synthesize and apply theoretical knowledge from courses
in realistic, planned, professional settings by observing effective, licensed teachers; by examining
the organization and operation of the school; and by demonstrating practices to improve student
learning in a variety of pre-kindergarten to twelfth grade (P-12) education settings with culturally
17
and socio-economically diverse student populations. Early field experiences are aligned with the
content of the course to which they are connected; hence, students are expected to demonstrate
the competencies identified in each course. Prospective teachers are also expected to demonstrate
appropriate dispositions and their ability to have a positive impact on student learning. These
experiences are intended to provide opportunities for teacher education majors to develop the
skills, knowledge, and disposition required for success in full-time teaching in public schools.
The early field experience has two phases.
• Early Field Experience I (EFE I):
In EFE I prospective teachers achieve familiarity with the processes, procedures,
interactions, and expectations of school environments and communities. They
observe and reflect on various school settings and assist their cooperating teacher by
working with P-12 students in one-on-one or small groups settings. These experiences
generally occur during the freshman and sophomore years. Courses in the
Professional Education Core which include EFE I experiences are EDU 2334
Education, Culture and Society and EDU 2322 Promoting Social Justice through
Education. Programs also include major-specific courses containing the targeted
experiences of EFE I.
• Early Field Experience II (EFE II):
In EFE II prospective teachers implement instructional and assessment methods they
have learned in education classes or apply research-supported processes in carrying
out long-term, intensive assignments such as service learning projects, case studies, or
Impact on Student Learning projects. Among the Professional Education breadth
courses that include EFE II experiences are EDU 3315 Curriculum, Instructional
Planning and Assessment and EDU 3338 Psychological Foundations, a course
required of prospective teachers in the second half of the junior year or the first
semester of the senior year. Additional EFE II experiences are completed in major-
specific courses during the junior and senior years.
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The early field experience hours range from 10 to 30 hours per course and vary according to the
licensure area. Prospective teachers can expect to complete at least 100 early field experience
hours prior to the Preclinical experience/practicum. Prospective teachers are expected to
complete an early field experience in a Title I school or low-performing school and in a non-Title
I school.
The development of rigorous and coherent field experiences is informed by collaboration
between EPP faculty and school partners. Faculty in EPP programs develop field experiences
that are aligned to course content, state and national standards and assessments (NCPTS,
InTASC, specialty area standards, edTPA, etc.) and informed by collaboration with cooperating
teachers and curriculum facilitators. In addition, the Clinical Experience Advisory Committee, a
sub-committee of the Professional Education Council, is responsible for designing field
experience expectations, developing recommendations for field experience procedures and
policies, reviewing field experience alignment with coursework and with state and national
standards, reviewing field experience assessments and rubrics, and developing field experience
policy and procedure recommendations. The Clinical Experience Advisory Committee includes
WSSU EPP faculty and staff representation and school partners from the district and school
level. Both EPP faculty and the Clinical Experience Advisory Committee are currently engaged
in revising field experiences to ensure that field experiences progressively build upon each other
and that experiences are closely interwoven with the course content in order to ensure
prospective teachers opportunity to observe and practice the theory and skills expected of
effective teachers.
How many weeks are required at your institution for clinical student teaching?
Candidates spend on average an equivalent of 17 weeks in supervised clinical experiences during
the senior year. During the part-time Preclinical experience, candidates spend one (1) day-a-week
to 2 days-per-week in Preclinical placements in the semester prior to student teaching depending
upon the requirements of the specific licensure program. Students spend 15 weeks in a full-time
student teaching experience during the final semester of the licensure program.
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How will student teaching be scheduled to allow for experiences to occur at both the
beginning and end of the school year?
Teacher candidates in the undergraduate initial licensure programs at Winston-Salem State
University complete a two-part supervised clinical experience in the public schools. The first part
of the supervised clinical experience is the “Preclinical Experience”. The Preclinical is a 15-week
part-time clinical experience occurring the semester prior to full-time supervised student
teaching. In most cases, candidates in the Preclinical are placed in the same classrooms in which
they complete their student teaching. Preclinical students in Elementary Education and Physical
Education are at their placements sites for a full two days a week. Candidates in other programs
attend their placement sites for a full day one day a week experience. Preclinical and student
teaching candidates begin their experiences with their mentor teachers on the first reporting day
for teachers at their placement sites for the semester of their placement. This placement allows
undergraduate initial licensure candidates to experience both the beginning and latter end of the
school year. Teacher candidates in the initial licensure programs in the Master of Arts in
Teaching, who are not teachers of record in their own public Pre-K through 12th grade
classrooms, complete the 15-week supervised internship experience beginning on the first
reporting day for their mentor teacher for the semester of their placement. MAT candidates
currently have a semester-long experience with their mentor teachers. Clinical experiences for
MAT programs are being revised to allow for a supervised Preclinical experience in the semester
prior to the full-time internship.
Does your program require teacher candidates to pass all tests required by the North
Carolina State Board of Education before recommendation for licensure?
Currently, Winston-Salem State University requires candidates to pass only those tests required
by the North Carolina State Board of Education for initial licensure and to submit all required
documentation for application for initial licensure in order to be recommended for licensure.
Beginning with candidates entering student teaching in Spring 2019, candidates must pass all
required licensure tests prior to admission to full-time student teaching.
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I. SCHOOL/COLLEGE/DEPARTMENT OF EDUCATION (SCDE)
INITIATIVES
A. Direct and Ongoing Involvement with/and Service to the Public Schools LEAs/Schools with whom the Institution Has Formal Collaborative Plans
Students of Winston-Salem Forsyth County Schools-Cook Literacy Model School/North Hills Elementary/Brunson Elementary/Konnoak Elementary
Start and End Dates 1) Fall STEM Day held on November 11, 2017, 2) Spring STEM Mini-Camp held April 5 - 6, 2018, 3) Summer 2017 RaMS-C Camp held June 19th through June 30th.
Priorities Identified in Collaboration with LEAs/Schools
To build children’s reading fluency, reading comprehension, and writing skills, enhance children’s critical thinking, problem-solving, and basic math skills, and increase children’s exposure to Science, Technology, Engineering, and Math (STEM) activities and reduce summer regression in skills and knowledge.
Number of Participants Fall 2017 STEM Day (35 elementary school students); Spring 2018 STEM Mini-Camp (45 elementary school students); Summer 2017 RaMS-C Camp (55 elementary school students)
Activities and/or Programs Implemented to Address the Priorities
RaMS-C - Fall STEM Day, Spring RaMS-C Mini-Camp, Summr 2017 RaMS-C Camp
Summary of the Outcome of the Activities and/or Programs
WSSU teacher candidates and Elementary Education faculty engaged 1st through 4th grade students in hands-on STEM activities designed to enhance their knowledge and interest on STEM topics. Learning activities for the Fall STEM Day centered around the theme "Investigations & Discoveries". The Spring Mini-Camp activities focused on the theme "The Science of Food." The two-week Summer Camp provided enrichment to strengthen students' knowledge and skill levels in reading, mathematics, and science. Surveys conducted at completion of STEM Day, STEM Mini-Camp, and Summer Camp affirmed students' learning, their enjoyment of the experiences, and increased interest levels in the topics covered.
LEAs/Schools with whom the Institution Has Formal Collaborative Plans
Winston-Salem/Forsyth County Schools, Wake Forest Innovation Quarter, Winston-Salem State University
Start and End Dates Summer 2017 Camp (June 19th - 30th), Fall 2017 Mini-Camp (November 11th), Spring Mini-Camp (April 5th-6th)
Priorities Identified in Collaboration with LEAs/Schools
SciTech Institute is an annual STEM experience which provides enrichment in science, math and technology for students in grades 4 through 8 in Winston-Salem and Forsyth County. The Institute is a collaborative effort between the Wake Forest Innovation Quarter, Winston-Salem State University, and the Winston-Salem Forsyth County Schools. The SciTech Director is a Middle Grades Education faculty member of Winston-Salem State University.
Number of Participants Approximately 100 fourth through eighth grade students
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Activities and/or Programs Implemented to Address the Priorities
SciTech Summer 2017 Camp, Fall 2017 Mini-Camp, Spring 2018 Mini-Camp
Summary of the Outcome of the Activities and/or Programs
SciTech Summer 2017 Camp - Students in grades 4 through 8 participated in daily STEM enrichment activities, which included speakers who discussed STEM applications and field trips to educational institutions and business sites where students observed or participated in hands-on STEM activities. Fall 2017 STEM Day - SciTech provided enrichment to engage students in STEM applications. The Spring Mini-Camp occurred during the month of the NC Science Festival and included exposure to STEM experiments.
LEAs/Schools with whom the Institution Has Formal Collaborative Plans
Family Services Head Start Child Development Center at Winston-Salem State University
Start and End Dates 1) Holiday Book Drive (December 2017), 2) Black History Month Read-in (Feb. 22nd - 28th from 10 am to 11 am), 3) Dr. Seuss Day (March 2nd 10 am -11:30 am) 4) 4) Kindergarten Readiness Workshop with Parents (March 7th 1:00 pm-2:30 pm)
Priorities Identified in Collaboration with LEAs/Schools
Support social, emotional, and literacy development of pre-kindergarten age children.
Number of Participants Over 100 students at the Family Services Child Development Center were provided enrichment through the Holiday Book Drive, the Black History Month Read-in, and the Dr. Seuss Day Celebration. Thirty-four (34) parents participated in the Kindergarten Readiness Workshop.
Activities and/or Programs Implemented to Address the Priorities
1) Holiday Book Drive for book donations to children at the child development center, 2) Black History Month Read-in, 3) Dr. Seuss Day 4) Kindergarten Readiness Workshop with Parents.
Summary of the Outcome of the Activities and/or Programs
1) Holiday Book Drive - over 125 books were collected from WSSU faculty, staff, and students and donated to children at the child development center, 2) Black History Month Read-in - 11 members of the WSSU Educator Preparation faculty, staff, and students read stories to pre-kindergarten students at the child development Center to commemorate Black History Month, 3) Dr. Seuss Day-members of the WSSU Educator Preparation faculty, staff, and students read stories to pre-kindergarten students at the child development Center to commemorate Dr. Seuss week. 4) Kindergarten Readiness Workshop with Parents-1 faculty member and 1 staff member facilitated a 2 - hour Kindergarten Readiness Workshop for parents whose children attend the Family Services Head Start Child Development Center at Winston-Salem State University.
LEAs/Schools with whom the Institution Has Formal Collaborative Plans
Winston-Salem Forsyth County Schools - Cook Literacy Model School (Elementary); also included one tutee each from Speas Elementary School and Mineral Springs Middle School.
Start and End Dates Fall 2017 dates were September 28th-Nov. 30th Spring 2018 dates were February 15th-April 19th Tutoring occurred weekly on Thursday.
Priorities Identified in Collaboration with LEAs/Schools
• Students needing additional literacy assistance • Parent Involvement for home/school connection & literacy strategies to assist IRISE tutees
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Number of Participants Fall 2017 • University Tutors-12 • Elementary Tutees-15 • Parent Participants-7 Spring 2018 • University Tutors-4 • Elementary Tutees-8 • Parent Participants-8
Activities and/or Programs Implemented to Address the Priorities
The I-RISE (Institute of Reading Improvement for Students Everywhere) Literacy Academy is a weekly tutoring program during the school year that uses a collaborative approach to help elementary students in the community who desire to improve their literacy skills to become confident readers. I-RISE consists of 9-weeks of diagnostic one-on-one tutoring for developing readers in kindergarten through sixth grade. The weekly sessions consists of one-on-one tutoring, which includes pre- and post-assessments in word recognition, spelling, reading comprehension and fluency. These specific areas are the key components of literacy development identified by the National Reading Panel report.
Summary of the Outcome of the Activities and/or Programs
I-RISE Literacy Academy was held at St Mark Lutheran Church during both semesters. The church is in walking distance within the community for many of the Cook Elementary students, which was convenient for parents/guardians who may not have transportation. • The I-RISE tutees reported that they love to read and I-RISE made it fun. Parents indicated report card improvement and awards day recipients of Most Improved and Honor Roll certificates in reading. • Cook Literacy Model School continues to seek the I-RISE Program for their students in this community, as they see a difference in the students’ willingness, confidence, and abilities in reading. • The parents boast of student improvements and having a safe place in the evening that allows their children to make academic progress.
LEAs/Schools with whom the Institution Has Formal Collaborative Plans
Winston-Salem Forsyth County Schools - Wiley Middle School
Start and End Dates Held every first and third Friday from 7:45 to 9:00 am Priorities Identified in Collaboration with LEAs/Schools
Provide STEAM enrichment education for middle school students participating in the in-school STEAM Club.
Number of Participants Activities and/or Programs Implemented to Address the Priorities
Wiley Middle School STEAM Club
Summary of the Outcome of the Activities and/or Programs
Students experienced hands-on applications of STEM activities using materials and technology to common in the classroom setting.
LEAs/Schools with whom the Institution Has Formal Collaborative Plans
Winston-Salem Forsyth County Schools
Start and End Dates April 12, 2018
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Priorities Identified in Collaboration with LEAs/Schools
Promote the interest and confidence of high school students in Piedmont Triad schools mathematics knowledge and skills.
Number of Participants 109 high school students, organized by two Mathematics Department faculty members who advise Mathematics Education licensure candidates.
Activities and/or Programs Implemented to Address the Priorities
15th Annual Mathematics Faceoff - North Carolina Science sanctioned high school mathematics competition.
Summary of the Outcome of the Activities and/or Programs
High school students competed in a state sanctioned Level III and Comprehensive Math contest to advance to the state finals mathematics competition. Participating high schools were from the following counties: Forsyth, Guilford, Wake, Orange, Davidson, Cabarrus, and Burke.
LEAs/Schools with whom the Institution Has Formal Collaborative Plans
Students from Winston-Salem/Forsyth County Schools
Start and End Dates December 8, 2017 from 10 am to 2 pm Priorities Identified in Collaboration with LEAs/Schools
Increasing participation of females in the science, technology, engineering and mathematics professions.
Number of Participants Approximately 20 students Activities and/or Programs Implemented to Address the Priorities
Hidden No More: STEM Women of Color Conference- the conference program focused on "female firsts" - exploring the successes and challenges of women who were first in their fields.
Summary of the Outcome of the Activities and/or Programs
The conference consisted of three sessions and a hands-on component for school-age girls. Panelists Ann Vaughan Hammond and Peggy Vaughan, the daughter and daughter-in-law of Dorothy Vaughan, Langley Research Center's first African American manager, Dr. Jamilla Simpson, Assistant Dean for Academic Programs, Student Diversity and Engagement for the College of Sciences at N.C. State University, and Dr. Stephani Page, biochemist/biophysicist in the Department of Pharmacology at the University of North Carolina at Chapel Hill spoke on experiences of being a leader in their fields and how individuals can help to expand diversity in STEM education.
LEAs/Schools with whom the Institution Has Formal Collaborative Plans
Ashley Academy for Cultural & Global Studies
Start and End Dates 8/21/2017 – 11/30/2017 & 1/11/2018 – 4/30/2018 Priorities Identified in Collaboration with LEAs/Schools
Low-performing school
Number of Participants 39 fall + 40 spring = 79 WSSU students Activities and/or Programs Implemented to Address the Priorities
Radical Academic and Mentoring Service (RAMS) Program
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Summary of the Outcome of the Activities and/or Programs
The RAMS Program is a community service program that is designed to help bring about radical change in the academic and social success of children of color in Winston-Salem/Forsyth County Schools. As part of the partnership with Ashley Elementary, each student enrolled in EDU 2301: Advancing the Academic Success of Black Males are paired with fourth or fifth grade male students to provide individual and small group social, emotional, and academic support. The target group is the fourth and fifth grade males. The objective is to engage the young men with activities that will positively impact the academic, behavior, and community of the young men. The Rams Mentors visit Ashley Academy every other week. This partnership takes place during the fall and spring semesters from the start to the end of the semester. There is a Closing Celebration to celebrate the partnership at the end of the semester.
LEAs/Schools with whom the Institution Has Formal Collaborative Plans
Winston-Salem Forsyth County Schools
Start and End Dates October 14th - 25th, January 24th Priorities Identified in Collaboration with LEAs/Schools
Equip staff to support struggling students
Number of Participants 1 WSFCS Special Education Teacher and 1 WSSU Special Education faculty member
Activities and/or Programs Implemented to Address the Priorities
Mentoring support for a special education teacher
Summary of the Outcome of the Activities and/or Programs
The Special Education faculty member observed the Special Education teacher in her resource classroom for 4 1/2 hours. On the second day the faculty member met with the teacher to debrief on findings of the observation and to offer recommendations for strategies to improve student engagement and learning. The faculty member followed-up in January with a repeat observation and additional recommendations.
LEAs/Schools with whom the Institution Has Formal Collaborative Plans
Carter G. Woodson Charter School
Start and End Dates December 18th, January 22nd, February 7th, February 28th, April 25th. Priorities Identified in Collaboration with LEAs/Schools
Carter G. Woodson expressed a need for Winston-Salem State University to provide Professional Development Workshops to K-12 classroom teachers at Carter G. Woodson. The Interim Dean of the WSSU College of Arts, Sciences, Business, and Education signed a Professional Development Agreement with the charter school.
Number of Participants Thirty-three (33) persons including teachers and administrators. Three WSSU faculty members provided the workshops.
Activities and/or Programs Implemented to Address the Priorities
Three 2-hour professional development sessions on differentiated instruction, one workshop on creative literacy engagement, and one workshop on working with African-American and Latino males were provided to charter school administrators and teachers.
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Summary of the Outcome of the Activities and/or Programs
Differentiation workshops addressed understanding what differentiated instruction is and how it impacts student learning, strategies for providing an enriching learning environment for all students, and incorporating differentiated instruction into classroom practice. The workshop on creative literacy practices was designed to give teachers creative ideas to incorporate literacy through acting, singing, and dramatic productions as a means of motivating students who may struggle with reading. The workshop on working with boys of color highlighted and demonstrated specific strategies for enhancing the academic and social success of Black and Brown make students.. Teachers and staff present had the opportunity to discuss strategies to help school leadership and teachers, alike, effect change in the pedagogy and overall school culture.
LEAs/Schools with whom the Institution Has Formal Collaborative Plans
Winston-Salem Forsyth County Schools
Start and End Dates April 7,2018 Priorities Identified in Collaboration with LEAs/Schools
Promote the interest and confidence of elementary school students in Piedmont Triad schools mathematics knowledge and skills.
Number of Participants 28 elementary students and 22 adults participated in the Elementary Mathematics Invitational (EMI) created by two WSSU Mathematics Department faculty members.
Activities and/or Programs Implemented to Address the Priorities
The Elementary Mathematics Invitational is a mathematics competition designed to stimulate early STEM engagement in elementary school students.
Summary of the Outcome of the Activities and/or Programs
The 28 elementary school students participated in a mathematics competition and were awarded prizes for the top three performances. Parents and students also received tips on learning mathematics. Participating elementary students were from Forsyth and Guilford counties.
II. CHARACTERISTICS OF STUDENTS A. Number of Students Who Applied to the Educator Prep Program
Gender Number Male 5 Female 16
Race/Ethnicity Number Asian/Pacific Islander African American 17 Hispanic American Indian/Alaskan White 4 Other
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B. Headcount of students formally admitted to and enrolled in programs leading to licensure.
Full-Time Male Female
Undergraduate Am Indian/Alaskan Native 0 Am Indian/Alaskan Native 0 Asian / Pacific Islander 0 Asian / Pacific Islander 0 Black, Not Hispanic Origin 2 Black, Not Hispanic Origin 16 Hispanic 0 Hispanic 0 White, Not Hispanic Origin 3 White, Not Hispanic Origin 8 Other 0 Other 1 Total 5 Total 25 Licensure-Only Am Indian/Alaskan Native 0 Am Indian/Alaskan Native Asian / Pacific Islander 0 Asian / Pacific Islander Black, Not Hispanic Origin 0 Black, Not Hispanic Origin Hispanic 0 Hispanic White, Not Hispanic Origin 1 White, Not Hispanic Origin Other 0 Other Total 1 Total
Part-Time
Male Female
Licensure-Only Am Indian/Alaskan Native Am Indian/Alaskan Native 0 Asian / Pacific Islander Asian / Pacific Islander 0 Black, Not Hispanic Origin Black, Not Hispanic Origin 1 Hispanic Hispanic 0 White, Not Hispanic Origin White, Not Hispanic Origin 0 Other Other 0 Total Total 1
C. Program Completers and Licensed Completers (reported by IHE).
Program Area Baccalaureate Degree
Undergraduate Licensure Only
PC Completed program but has not applied for or is not eligible to apply for a license LC Completed program and applied for license
PC LC PC LC
Prekindergarten 1 1 Elementary 10 MG 2 Secondary Special Subjects 4 EC 1
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VocEd Special Services Total 18 0 1 0
D. Undergraduate program completers in NC Schools within one year of program
completion. 2016-2017 Student Teachers Percent Licensed Percent Employed
Bachelor WSSU 27 85 70 Bachelor State 3083 83 65
E. Top10 LEAs employing teachers affiliated with this college/university. Population
from which this data is drawn represents teachers employed in NC in 2017-2018. LEA Number of Teachers
Winston Salem/Forsyth County Schools 412 Charlotte-Mecklenburg Schools 135 Guilford County Schools 129 Wake County Schools 65 Davie County Schools 36 Stokes County Schools 28 Durham Public Schools 24 Surry County Schools 24 Lexington City Schools 21 Cumberland County Schools 20
F. Quality of students admitted to programs during report year.
Measure Baccalaureate MEAN SAT Total N/A MEAN SAT-Math N/A MEAN SAT-Verbal * MEAN ACT Composite N/A MEAN ACT-Math N/A MEAN ACT-English N/A MEAN PPST-Combined N/A MEAN PPST-Reading N/A MEAN PPST-Writing N/A MEAN PPST-Math N/A MEAN CORE-Combined 481.80 MEAN CORE-Reading 178.44 MEAN CORE-Writing 173.56 MEAN CORE-Math 162.00 MEAN GPA 3.29 Comment or Explanation:
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* Less than five scores reported
G. Scores of student teachers on professional and content area examinations.
Specialty Area/Professional Knowledge
2016-2017 Student Teacher Licensure Pass Rate Number Taking Test Percent Passing
Elementary (grades K 6) 12 . M.G. Language Arts 2 * M.G. Math 1 * Music 3 * Spec Ed: General Curriculum 4 * Institution Summary 22 18 * To protect confidentiality of student records, mean scores based on fewer than five test takers were not printed.
H. Lateral Entry/Provisionally Licensed Teachers: Refers to individuals employed by public schools on lateral entry or provisional licenses.
Program Area Number of Issued Program of Study Leading to Licensure
Number Enrolled in One or More Courses Leading to Licensure
Prekindergarten (B-K) 0 0 Elementary (K-6) 0 0 Middle Grades (6-9) 0 0 Secondary (9-12) 0 0 Special Subject Areas (K-12) 0 0 Exceptional Children (K-12) 0 0 Total 0 0
Comment or Explanation:
I. Time from admission into professional teacher education program until program
completion Full Time
3 or fewer semesters 4 semesters 5 semesters 6 semesters 7 semesters 8 semesters
Baccalaureate degree 14 3 1
U Licensure Only 1
Part Time
3 or fewer semesters 4 semesters 5 semesters 6 semesters 7 semesters 8 semesters
Baccalaureate degree
U Licensure Only
Comment or Explanation:
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J. Teacher Education Faculty Appointed full-time in professional education
Appointed part-time in professional education, full-time
in institution
Appointed part-time in professional education, not
otherwise employed by institution 14 4 25
K. Teacher Effectiveness Teacher Effectiveness
This section includes a summary of data collected through the North Carolina Educator Evaluation System (NCEES) for beginning teachers prepared by this institution. North Carolina defines a beginning teacher as one who is in the first three years of teaching and holds a Standard Professional 1 license. The evaluation standards identify the knowledge, skills, and dispositions expected of teachers. School administrators rate the level at which teachers meet standards 1-5 as they move from ratings of “developing” to “distinguished.” Effective 2010–2011, at the end of their third year beginning teachers must be rated “proficient” on standards 1-5 on the most recent Teacher Summary Rating Form in order to be eligible for the Standard Professional 2 License. Performance on standard 6 is determined by a student growth value as calculated by the statewide growth model for educator effectiveness. The ratings for standard 6 are “does not met expected growth”, “meets expected growth”, and “exceeds expected growth.” New teachers are more likely to be rated lower on the evaluation standards as they are still learning and developing new skills and knowledge. Additional information about the North Carolina Educator Evaluation System is available at http://www.ncpublicschools.org/effectiveness-model/ncees/ . Institutions with fewer than five beginning teachers evaluated during the 2016-2017 school year are reported as N/A. Additional information about Educator Effectiveness is available at: http://www.ncpublicschools.org/effectiveness-model/ncees/
Standard One: Teachers Demonstrate Leadership Not Demonstrated Developing Proficient Accomplished Distinguished Sample Size Inst. Level: State Level:
Standard Two: Teachers Establish a Respectful Environment for a Diverse Population of Students Not Demonstrated Developing Proficient Accomplished Distinguished Sample Size Inst. Level: State Level:
Standard Three: Teachers Know the Content They Teach Not Demonstrated Developing Proficient Accomplished Distinguished Sample Size Inst. Level: State Level:
Standard Four: Teachers Facilitate Learning for Their Students Not Demonstrated Developing Proficient Accomplished Distinguished Sample Size Inst. Level: State Level:
Standard Five: Teachers Reflect on Their Practice Not Demonstrated Developing Proficient Accomplished Distinguished Sample Size Inst. Level: State Level:
Standard Six: Teachers Contribute to the Academic Success of Students Does Not Meet
Expected Growth
Meets Expected Growth
Exceeds Expected Growth
Sample Size
Inst. Level: State Level:
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