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2016-2017
IHE Bachelor Performance Report Fayetteville State University
Overview of the Institution
Founded in 1867 as the Howard School by seven black men for the purpose of educating black
children, Fayetteville State University (FSU) is a public comprehensive regional Historically
Black University (HBCU) that promotes the educational, social, cultural, and economic
transformation of southeastern North Carolina (NC) and beyond. FSU is a member of the 16-
campus University of North Carolina System. The primary mission of FSU is to provide students
with the exemplary learning experiences that will produce global citizens and leaders as change
agents for shaping the future of the state. FSU is North Carolina’s oldest teacher preparation
institution and second oldest state-supported institution of higher education. FSU has a tradition
of excellence in teacher education. FSU provides services and learning opportunities to eleven-
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counties in the Sandhills Region of North Carolina and strives to fulfill its vision of providing
diverse experiences that will prepare learned and responsible global citizens. FSU has a
longstanding record of community partnerships and offers an extensive array of outreach
programs.
FSU is the largest comprehensive university in North Carolina’s Sandhills Region, serving 6,223
students, and is fully accredited by SACS as a Level V doctoral granting institution. The
institution is organized into three major academic units (the College of Arts and Sciences [CAS],
the School of Business and Economics [SBE], and the School of Education [SOE]) managed by
Deans. University College is a support unit that is also managed by a Dean. Baccalaureate
degrees are offered in 36 program areas (BA, BS, BSW, and BSN) including Elementary, Middle
Grades (Math, Social Studies, Language Arts and Science), Secondary (Math, Biology &
English). Master’s degrees (M.A., M.A.T., M.B.A., M.Ed., M.S., M.S.A. and M.S.W.) are
offered in over 20 programs including elementary education, mathematics, middle grades
education [language arts, mathematics, science, and social studies], psychology, reading
education, school administration, and special education. A Master of Arts in Teaching degree is
offered in secondary education [math, biology and sociology], special education, and middle
grades education [language arts, mathematics, and science]. FSU offers an Ed. D. in Educational
Leadership with two tracks: P-12 (leading to Superintendent Licensure) and higher education.
The guiding documents of Fayetteville State University were developed through shared
governance and a collaboration that involved participants from the faculty, staff, students,
community, administrators, and Board of Trustees. The 2015-2020 Strategic Plan for the
Institution, was approved by the FSU Board of Trustees in spring 2015 for fall 2015
implementation. All units developed strategic priorities that are guided by this strategic plan.
On FSU’s campus, the SOE/Educator Preparation Provider (EPP) prepares highly qualified
teachers and other school personnel through the development, administration, supervision, and
evaluation of the programs offered. On October 27, 2015, FSU received full and continuous
accreditation by NCATE and is one of only seven institutions in North Carolina that is on the
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July 1, 1954 list of first NCATE Accredited Institutions. The SOE celebrated 62 years of
accreditation and has a proud history of preparing professionals who are sensitive and responsive
to the diverse needs of students, parents, and the community. The SOE has successful established
partnerships with 14 school systems and seven (7) community colleges in its service area.
Special Characteristics
FSU is North Carolina’s oldest teacher training institution and second oldest state-supported
institution of higher education. The campus is located on 156 acres with a total of 38
buildings. The new Science and Technology Building was opened in spring 2013. New
residence halls were also constructed to accommodate 336 students. In addition, the renovation
of the Rudolph Jones Student Center was completed. The close proximity of Fayetteville State
University to Fort Bragg and Pope Air Force Base allows military personnel accessibility to
university programs and provides a diverse population of students. FSU has one of the largest
percentages (21%) of military affiliated students in the UNC system.
As incoming freshman or transfer students, candidates complete early courses across programs
with the opportunity to interact with a diverse population of peers in CAS, SBE, and SOE. Of the
6,223 (5,543 undergraduate) enrollees 32.2% are males, 67.8% are females, and 49.9% are over
24 years of age. Ninety –six percent (96%) are NC residents. Over twenty percent (20.6%) are
White; 61.9% African-American; 2.9% American Indian; 1.9% Asian; 6.5% Hispanics; and 6.2%
other races, two or more races, or race unknown. This diversity provides great interactions and
learning as enrollees become familiar with different cultures, nationalities, and races. Within the
SOE, 81.3% of the 75 faculty, staff, and administrators are females while 88.5% are of color
including Africans and other nationalities. The majority of the 6,223 main campus and distance
education students enrolled at FSU are first-generation college enrollees.
The SOE is led by a Dean who reports to the Provost and Vice Chancellor for Academic Affairs.
The Dean is assisted by the Associate Dean, department chairpersons, and program directors in
fulfilling the administrative responsibilities of the SOE. The Administrative Leadership Team
and the Teacher Education Committee (TEC) constitute the EPP’s collaborative governance. The
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TEC has the responsibility to review, approve, recommend, and implement curricular policies
and general administrative decisions that involve the preparation of teachers, educational
administrators, and supervisory personnel based on programs offered by the unit. The TEC
ensures adherence to state, regional, and national standards. The TEC includes representatives
from across the university (including CAS and University College); Local Education Agencies
(LEAs), community college partners; recent graduates; retired alumni; and graduate and
undergraduate candidates. The Dean chairs the TEC and serves as liaison to the University of
North Carolina General Administration Council of Education Deans, the Sandhills Regional
Education Consortium of Superintendents, the Academic Affairs Leadership Team, the Deans’
Council, and other groups that warrant SOE representation. The Associate Dean serves as the
liaison to the Personnel Administrators of North Carolina (PANC) Committee, Sandhills Region
and FSU Principals’ Advisory Board.
The vision of the SOE is predicated upon the belief in preparing knowledgeable, reflective, and
caring professionals for teaching and leadership roles in a global society. The Conceptual
Framework (CF) builds on the SOE’s vision and mission statements with the intent to prepare
Facilitators of Learning. Candidates complete programs of study and are knowledgeable about
their subject matter, experienced in the teaching process, prepared to use their knowledge, skills,
and abilities to help students succeed academically, and ready to strengthen family support of
education in a technological and global society. The knowledge, skills, and dispositions represent
and are organized around the philosophical and theoretical underpinnings of the seven key
themes of the CF: Caring Dispositions and Ethical Responsibility; Communication;
Knowledgeable and Reflective Professionals; Research and Leadership; Respect for Diversity
and Individual Worth; Technological Competence and Educational Applications; and Working
with Families and Communities.
Candidates develop proficiencies as they work with faculty who are experts in their field. A
Strategic Plan guides the EPP’s activities. Goals, strategies, findings, including Student Learning
Outcomes (SLOs) are reported annually through an Operational Plan and Assessment Record
(OPAR) developed and evaluated in the Accountability Management System (AMS) Platform of
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Taskstream data system, and reviewed by an Academic Affairs OPAR Committee using a
predetermined rubric.
The SOE collaborates with 14 school systems in the design, delivery, and evaluation of its field
experiences and clinical practices through the University-School Teacher Education Partnership
(USTEP)/Professional Development School (PDS) Coordinator (Coordinator). Educational
Partnership Agreements (EPA), designed by the SOE and school partners, delineate the roles and
responsibilities for candidates, faculty, school partners, and all other parties were revised to
include more collaboration regarding the placement process. The EPAs include specific
assignments and experiences to help candidates at the initial and advanced levels develop
content, professional, and pedagogical knowledge, skills, and professional dispositions
delineated in the conceptual framework and aligned with state and national standards. These PDS
sites are selected to provide support to schools with a high percentage of low performing P-12
students. Most of the school systems are located in urban settings and the remaining are in rural
settings. The average racial makeup of these 14 school systems is 27.96% African American,
4.92% American Indian, 0.81% Asian, 8.39% Hispanic, and 59.47% White.
FSU houses two early college high schools on our campus: Cross Creek Early College High
School and Cumberland International Early College High School. The SOE provides health and
physical education courses for both early college high schools which assist their students in
satisfying their health and physical education requirements. The SOE continues its relationship
with Cross Creek Early College High School (CCECHS) and the Cumberland International Early
College (CIEC). The CCECHS is a New Schools Project High School located in the Butler
School of Education Building and the CEIC is located in the Science Building. The CCECHS
was selected as a Learning Laboratory Initiative (LLI) site and was a partner in a funded New
School Project Research and Engagement Grant with the SOE.
In order to facilitate easy and seamless access to higher education opportunities, the SOE has
increased the number of signed dual degree agreements with additional community colleges.
Revised dual degree agreements with existing community college partners now include areas of
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elementary education, middle grades education, and health and physical education, in addition to
the existing birth through kindergarten agreements.
The SOE is supported by the Dean’s Advisory Board, established in 2011. Membership includes
FSU/SOE alumni, business leaders, school superintendents, and faith-based representatives. The
Board provides support to the EPP, its program, candidates, and faculty. Board members advise
the dean in the overall development of the School, serve as role models for candidates and pre-
candidates, assists the dean in fundraising, and promotes a positive image of the SOE. A
fundraising event is held every other November as a capstone activity to the American Education
Week series of activities. Funds raised are used to supplement Praxis CASE scholarships,
sponsor Praxis CASE workshops and offer student teaching scholarships.
The SOE has extended its support of military dependent children. The SOE has membership with
the Military Child Education Coalition (MCEC) and partner with the Coalition to offer PD to
faculty, teachers, and in-service teachers to address the needs children of military families bring
to the classroom. These strategies are infused into program curriculum.
Fayetteville State University’s Noyce Scholarship Program consisted of two Noyce Scholars and
nine Noyce Fellows. Noyce participants’ areas of specialization were Secondary Mathematics
Education, Secondary Mathematics Education Licensure Only, Middle Grades Math Licensure
Only, Secondary Biology Education, Biology Licensure Only, and MAT Middle Grades Science.
During the 2016-2017 academic year 7 experienced middle school and high school math and
science teachers from Cumberland County and Hoke County Schools served as Noyce Mentors.
The Noyce Mentors opened their classrooms to Noyce Scholars, offering guidance, support and
supervision during the Noyce Scholars’ field-based and clinical experiences. The Noyce
Scholars, Fellows and Mentors attended monthly seminars focused on (a) Middle Grades,
Secondary and Specialized Subjects Alumni Focus Group Discussion, (b) Project STEAM and
Noyce PrEP Mini-Conference (c) From IEP (Individualized Education Plan) to ILP
(Individualized Learning Plan) and (d) Co-Teaching Questions, Research, & Recommendations
for Mathematics & Science Instruction. In the Middle Grades, Secondary and Specialized
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Subjects (MSSS) Alumni Focus Group Discussion MSSS faculty conducted focus group sessions
regarding MSSS Alumni experiences, preparedness for the classroom they are currently teaching
in and FSU’s teacher preparation program. The Project STEAM and Noyce PrEP Mini-
Conference focused on Fortifying Support for Unique STEM Opportunities for Everyone. Noyce
Scholars, Fellows and Mentors learned about STEM opportunities for high school students here
at FSU and participated in a panel discussion regarding first year classroom experiences. From
IEP (Individualized Education Plan) to ILP (Individualized Learning Plan) Seminar, Noyce
Scholars and Mentors were given the history of the IEP and its effects on education. Moreover,
fellows and mentors discussed the transition from IEP to the new ILP and how it would impact
instructional design. In the Co-Teaching Questions, Research, & Recommendations for
Mathematics & Science Instruction Seminar, Noyce Scholars, Fellows and Mentors addressed
questions surrounding the instructional strategy known as co-teaching such as: what it is, what it
isn’t, and how it came to be. Research was discussed regarding the efficacy of co-teaching on
student academic outcomes and recommendations made for continued exploration and
implementation. Noyce Scholars, Fellows and Mentors attended and presented at the 2016
American Education Week events and 2017 SOE Excellence in Teaching Conference. During
the 2016-2017 academic year the Noyce grant was in a No-Cost Extension phase and will end on
August 31, 2017.
The Department of Education Science, Technology, Engineering, Advocacy and Mathematics
(STEAM) Grant also known as Project STEAM was funded in October 2014. Project STEAM is
designed to equip post-secondary and college-level students with diagnosed disabilities (i.e.
students identified as disabled Veterans, wounded service members, and those from other under-
represented gender and minority groups) with the necessary skills and advocacy strategies
required to compete favorably with non-disabled or non-minority workers in STEM related
career fields or graduate programs, including those related to defense and homeland security.
Project STEAM provides an enhanced learning environment through better trained STEM
faculty in areas like differentiated instruction, transition support for students with exceptional
learning needs and their families, as well as mentoring and learning community engagement for
students who might be considered non-competitive on a customary STEM career path. The
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Noyce grant partnered with Project STEAM (Science Technology Advocacy and Mathematics)
to sponsor a 2016 Pre-College Summer Camp. The 2016 STEAM Summer Program provided
STEM related summer enrichment sessions for 41 high school students, including those with
exceptional learning needs in the areas of mathematics and science education, computer science,
biology, forensic science, self-advocacy, networking, goal-setting, disability and transition
issues, and study skills.
Program Areas and Levels Offered
The School of Education is organized into three departments: Educational Leadership;
Elementary Education; and Middle Grades, Secondary, and Specialized Subjects. These
departments offer initial, including Licensure Only, and advanced programs. Support service
units include the Curriculum Learning Resource Laboratory, Office of School Services, Office of
Teacher Education, Early Childhood Learning Center, Office of Research Initiatives, and the
SOE Academic Advisement and Recruitment Center (SOEAARC). Programs offered by the SOE
are:
Bachelor of Science Degree Master’s Degree Doctoral Degree
Birth–Kindergarten * Master of Arts in Teaching - Middle
Grades, Secondary Education, Special
Education)
Educational
Leadership
Elementary Education * Master of Education – Reading,
Elementary Education, Special
Education, Middle Grades, Secondary
Education
Middle Grades (Language Arts,
Science, Social Studies,
Mathematics) *
Master of School Administration
Secondary Education (English,
Biology,
Mathematics) *
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Specialized Subjects (Art, Music,
Health/Physical Education)
* Also Includes Licensure Only
In April 2017, FSU submitted educator preparation program proposals to the NC Department of
Public Instruction to be reviewed for alignment with recent NC legislated requirements for
teacher and school executive preparation programs.
Pathways Offered (Place an ‘X’ under each of the options listed below that your IHE
Provides)
Traditional RALC Lateral Entry EESLPD
X X X X
Effective July 1, 2017, the School of Education will become the College of Education.
Brief description of unit/institutional efforts to promote SBE priorities.
For the 2016-2017 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.
Teachers must employ a variety of presentation techniques in their instruction; one is the use of
digital technology to facilitate learning. Digital technology allows the teachers to bring
experiences in the classroom that they otherwise could not, and it creates an engaging and
relevant learning experience for students. Therefore, as SOE prepares candidates to become the
nation’s teachers for 21st century students, the candidates are engaged in various digital learning
requirements, such as developing skills to make web pages, power point presentations,
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interactive white board lessons, and digital textbooks. In EDUC 210 Technology Applications
for Teachers students are exposed to the NC Digital Learning competencies for teachers. EDUC
331 Instructional Design and Assessment of Learning, continues to provide updated strategies for
analyzing data, designing and implementing assessment in the classroom, and providing
instruction based on results. Faculty across the SOE provide instruction designed to guide
candidates to flip their classrooms and to use Smart Technologies including iPods and iPads.
Teacher education majors also learn to use blogs, Wikis, Twitter, ScreenCast, Adobe Creative
Cloud, Google Docs, Illuminate, Digital Scripts, as well as a variety of applications for
instruction. As a result, our candidates are poised to promote instruction and student participation
in the classroom. Candidates are also presented information about Home Base, which enables
them to select developmentally appropriate lessons and other instructional resources. The SOE
has invited DPI and partnership school representatives to support candidates’ knowledge of the
North Carolina Standard Course of Study (NCSCS), NC Digital Learning strategy and the Home
Base data/assessment system.
In methods courses, candidates are required to apply technology to develop daily lesson plans
and unit plans that incorporate the use of technologies such as the interactive white board and
blogs. Candidates create various types of Digital Learning activities, including podcasts,
multimedia projects, Digital Scripts, Webquests, vocabulary games and activities, power point,
and video presentations. Candidates use technology to improve teaching and learning by
connecting parents and the community to the classroom through social technologies. They create
web pages and use software to create online and hardcopy newsletters to inform parents and the
community of classroom activities.
Candidates also attend conferences, workshops, and other opportunities provided by the SOE and
LEAs with whom the SOE has partnerships to learn about and apply technology across the
curriculum. Faculty members in the Department of Elementary Education are trained in the
effective use of the Reading 3D assessment and interpretation of data. Candidates in elementary
education are prepared to use iPads as part of the mClass and Reading 3D assessment required by
the state for K-3 students. Candidates are involved in using 3D technology resources to assist in
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the enhancement of reading instruction. Interactive white boards have been installed in
classrooms where methods instruction occurs. Candidates are required to demonstrate use of
these resources as they present in-class activities. Candidates use technology to manage and
analyze teaching and learning by creating digital portfolio activities, use software to create cloze
procedures, and use readability estimators to select appropriate grade level reading materials.
Candidates use an electronic grade book for record keeping and the electronic portfolio to assess
and report their progress as well as document K-12 students’ progress. They also identify online
assessment tools and use word processing to produce tests and assessment activities. For
example, in elementary education and middle grades education, emphasis is placed on
strengthening and enhancing the candidates’ technological competence and skill in using Digital
Learning. Candidates are instructed and trained to use a variety of educationally useful
technologies to include productivity tools (Power Point presentation software, PREZI), the
Internet, web page construction, the Elmo projector, e-mail, on-line course applications, grade
book, video camera, instructional websites, and the interactive white boards. At the end of the
internship, candidates are required to submit an e-portfolio of their teaching experience. The e-
portfolio, submitted to Task Stream Assessment System Learning Achievement Tools (LAT)
platform, must include, with explanation, the use of multiple types of technological resources. A
candidate must be fully capable of using technology before employing it in the classroom. New
websites, programs, software, and hardware should be tested prior to using with children so that
its appropriateness and usability can be understood. To help with this task, candidates are
afforded professional development workshops to further understand new technologies, how they
can be used, and what benefits they have in the classroom. The candidates must ensure that any
technology that is used is supporting current classroom objectives.
The methods curriculum strategies for differentiation of instruction are included. Candidates
attend professional development workshops and in class activities with a variety of experts from
the field, focusing on differentiated instruction and meeting the needs of diverse learners.
Candidates develop lesson plans that address a variety of abilities including learning and physical
needs. The Madeline Hunter Six Point Lesson Plan has been adapted to include a component to
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provide for learning that is achieved by means of flexible curricular materials and activities that
provide alternatives for students with differing abilities. Strategies to enhance reflection have
been implemented and reflection is a required component of each area of the e-portfolio. These
alternatives are built into the instructional design and operating systems of educational materials-
they are not added on after-the-fact.
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.
Considerable special education (SPED) resources are dedicated to meeting the needs of area
alternative licensure lateral entry teachers who are seeking their actual licenses through the
Regional Alternative Licensure Centers but are taking multiple courses through our programs. In
addition, School of Education undergraduate candidates from the areas of elementary and middle
grades education may opt to select special education as a concentration area and take 18 hours of
course work in SPED. Approximately 30-40 % of special education resources are spent on the
above programs, and student credit hours generated are given to special education for the
graduates or licensure completers, but not degree-completion credit. The department has worked
toward establishing a more efficient system to track potential student applications, admissions,
enrollments and completions. In addition, students in SPED licensure only and concentration
courses participate in SPED courses designed to assist students in acquiring the content,
including reading and mathematics, and other activities designed to assist them in being
successful on the licensure examinations, as described below for Special Education.
Our programs prepare general education teachers to teach students with disabilities effectively,
including providing training related to participation as a member of individualized education
program teams, as defined in section 614(d) (1) (B) of the Individuals with Disabilities Education
Act, and to teach students who are limited English proficient effectively. Candidates enrolled in
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an undergraduate education degree program are required to complete at least one comprehensive
course in Special Education. The School of Education at Fayetteville State University does not
offer a BS in Special Education program but offers a post baccalaureate licensure only program,
as well as MAT and M. Ed programs in Special Education. Candidates in the B.S. programs in
Elementary Education and Middle Grades Education may also select Special Education as an
area of concentration. The required and concentration courses, at the undergraduate and graduate
levels for both general education and special education teachers, provide content and behavior
management information and hands-on and field-based experiences to help pre-service and in-
service teachers enhance their skills to instruct and manage all students in general, inclusive, and
self-contained educational settings effectively, as appropriate to their licensure area(s).
In these special education courses offered to general educators, candidates are expected to: (a)
discuss the history and special forces that shape special education in the U.S., and specifically the
IEP; (b) discuss high-incidence exceptionalities; (c) discuss low-incidence exceptionalities; (d)
identify the principles of inclusion in the general education curriculum for children with
exceptionalities; (e) discuss the concept of least restrictive environment for children with
exceptionalities; and (f) analyze policy decisions related to children with exceptionalities, and
specifically Response to Intervention. The Council for Exceptional Children (CEC) standards are
interwoven in these courses as candidates complete activities that are aligned to the CEC
standards, NCDPI Professional Teaching Standards, and the Unit’s Conceptual Framework
Themes.
Some courses offered by the SOE focus on providing a broad range of content for all candidates
on the importance of Special Education services. This training informs pre-service teachers on
best practices for instruction, assessment, behavior management, and collaboration between
general and special educators, as well as updates on the laws regarding the education of all
students in the least-restrictive environment and utilizing multidisciplinary team processes. They
provide opportunities for class members to engage in projects that are centered on helping them
to problem solve education issues related to today’s schools and communities. The courses
provide training on how to teach all types of students with diversities, including those who are
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limited English proficient (LEP), effectively by infused content, differentiated learning activities,
and use of research validated practices. The training is often provided by both a special education
professor and a general education professor to model the collaborative teaching process
recommended by individualized education program teams to meet the needs of students with
disabilities in today’s schools according to IDEA (2004).
To prepare candidates for the new licensing exams requirements for elementary education,
several strategies were employed. Members of the department collaborated with neighboring
Institutions of Higher Education to develop plans for meeting the needs of candidates and
implemented those plans collaboratively. The department planned and presented multiple test
preparation professional development sessions for our candidates, usually on Saturdays. These
sessions were presented by department faculty and included description of the tests; the specific
content (objectives) covered, test taking strategies, and practice tests. Additionally, candidates
are given strategies on the best way to respond to the open-ended questions. During methods
courses, faculty infused activities focusing on strategies for responding to the open-ended test
questions. The department has placed study resources, helpful links, a link to the DPI
Foundations of Reading support course and other supportive materials on a Canvas Site for
elementary education candidates. All methods candidates are entered into the site and have
access to all of the materials. The Foundations of Reading Practice Test was given as a pre-test in
ELEM 400, Teaching Communication Skills in K-6 course, to assess candidates’ knowledge in
this area. A glossary of terms for reading has been given to all candidates in ELEM 400. In
addition, methods candidates are encouraged to take the Foundations of Reading Test soon after
they complete the methods. A meeting was held with all adjunct faculty who teach undergraduate
reading courses for the concentration in reading. The adjunct faculty were given a copy of a
practice test and test objectives and they participated in a discussion focused on the importance
of infusing the terms and practicing open-ended questions into the courses. Several items from
the mathematics subtest of the General Curriculum test is being used as a pre-posttest in ELEM
335- Mathematics for the 21st Century Teacher. Additional math instruction is given in the math
methods course.
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In the Department of Middle Grades, Secondary and Specialized Subjects, candidates who are
seeking initial licensure in special education via the post-baccalaureate licensure only program or
the MAT program in SPED: General Curriculum or are pursuing a concentration in special
education as part of the elementary education or middle grades education majors take specific
courses that promote their acquisition of knowledge in planning and implementing the use of
evidence-based methods and strategies for teaching reading, mathematics, and content area
subject matter to students with exceptionalities, as well as understanding their disabilities and
managing their behaviors. SPED 415 Teaching Reading Skills to Students with Disabilities and
SPED 418 Teaching Mathematics and Writing Skills to Students with Disabilities in the special
education concentration are dedicated specifically to teaching candidates research based
strategies for teaching reading, mathematics and writing. SPED 515 Teaching Reading to
Students with Disabilities and 518 Teaching Mathematics and Writing to Students with
Disabilities in the SPED post baccalaureate licensure only program and the SPED MAT program
are also dedicated specifically to teaching candidates research based strategies for teaching
reading, mathematics and writing. The reading courses were modeled after seminal research on
teaching reading to students with disabilities that is now offered to all interested teachers by the
state through the Foundations of Reading training. In addition, SPED 465 Meeting the
Instructional Needs of Students with Disabilities in the concentration and SPED 631 Teaching
Students with Mild to Moderate Disabilities (Academic Methods) in the SPED licensure only
program and the SPED MAT program provide preparation and practical experience with
planning for instruction that is evidence based.
To prepare initial licensure candidates further for the two new and one existing licensure
examination requirements for special education: general curriculum, members of the Department
of Middle Grades, Secondary, and Specialized Subjects engaged in the following specific
licensure assessment activities during the 2016-2017 academic year: (a) revised and disseminated
an information sheet for candidates about recent licensure assessment changes and requirements;
(b) prepared and presented three candidate workshops dedicated to preparation for the new and
existing licensure examinations along with providing extensive training and practice information
about the tests, what they cover and how they are graded; (c) updated and expanded an extensive
16
list of online and other training resources readily available and accessible to candidates for
preparing for specific sub-areas of the Foundations of Reading and General Curriculum tests and
also resources for the PRAXIS II test. During fall and spring workshops, candidates engaged in
practice test activities. The workshops were open to candidates from special education as well as
those from elementary and middle grades education who were interested in special education
licensure.
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.
For elementary education (K-6) candidates, EDUC 331-Instructional Design and Assessment is a
required course. This course provides an exploration of instructional design and assessment
principles and their application to the problems of teaching and learning, including the design of
instruction, task analysis, curriculum development, instructional match, and assessment of
learning, types of assessment, and the alignment of curriculum, teaching, and assessment. This
course is taken prior to admission to teacher education.
Once admitted to teacher education, the elementary education candidates complete methods
courses. In ELEM 400- Teaching Communication Skills in K-6, candidates are trained on the
state literacy assessment for K-3- Reading 3-D, which includes the DIBELS (Dynamic Indicators
of Basic Early Literacy Skills) assessment. They receive training on the use of iPads for
assessment and interpretation of assessment data. This training takes place during the fall and
spring semesters. The elementary education candidates also have been involved in fall and spring
workshops that focus on flipping the classroom. Faculty presented educational applications and
useful, appropriate websites for classroom implementation. Candidates become familiar with
both formative and summative evaluation during their field work. Candidates are involved in
working with students in the classroom and identify strengths and weaknesses and target areas
that need work. Candidates work with classroom teachers to address identified problems and
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select strategies to help with remediation. Candidates also are involved in summative assessment
while in the field by understanding school improvements plans, looking at and assessing student
learning.
Once the candidates enter student teaching, they are required to complete a case study during
their student teaching in ELEM 491- Student Internship. The case study is one of the major
evaluations/assignments for this class. The candidate, in collaboration with the cooperating
teacher, selects a student who is struggling in reading, math, or a behavioral area. The candidate
uses school student assessment data and a pre-test to determine the student’s areas of strengths
and weakness. The candidate plans lessons and works with the identified student for at least 10
hours of one-on-one instruction. The teacher candidate administers a post-test, analyzes the
results and completes the case study. A teacher candidate must make a rating of three which
means “Proficient” on the each measure of the evaluation rubric in order to satisfy completion of
this evidence. The candidates submit a reflective summary of the case study results, also.
The Birth-Kindergarten program provides the courses EDUC 308 - Observation and Assessment
of the Young Child and EDUC 303 - Teaching Young Children with Special Needs. Both courses
provide instruction on formal observation, formative, and summative assessments within early
childhood classroom, and field work that allows candidates to engage in assessing young
children through a case study and a content project.
Candidates (preparing to teach in elementary schools) are prepared to integrate arts
education across the curriculum.
Elementary education (K-6) candidates are provided instruction to integrate arts education into
curriculum development through their methods course ELEM 402: Social Studies and the Arts;
Music, Dance and Visual Art in the Elementary School and as the evidence unit plan is required.
It is theme based and interdisciplinary; includes activities that require cooperative learning
strategies and technology, addresses content from a global perspective and exemplifies
multicultural education, and includes a description a variety of inter-disciplinary teaching
strategies and a variety of materials. The best form of differentiation is through arts integration
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and candidates incorporate a variety of visual arts into their lesson plans. During 2016-2017
candidates taught two lessons from their ten-lesson unit plan, which incorporated the arts, music,
and visual arts. The lessons demonstrated meaningful and developmentally appropriate
activities.
Candidates preparing to teach in birth-kindergarten environments are provided instruction to
integrate the arts into curriculum development through methods courses, EDUC- 309 Infant and
Toddler Curriculum Development and Field Study and EDUC 314 - Preschool/Kindergarten
Curriculum Development and Field Study. Candidates develop lessons which incorporate music,
puppetry, drama, and movement into their curriculum design and lesson plans.
Explain how your program(s) and unit conduct self-study.
The EPP conducts self-study of the unit by following the procedural guidelines and standards of
the Council for the Accreditation of Educator Preparation and the North Carolina Department of
Public Instruction program approval process. Data related to the standards are collected annually
and submitted in an Institutional Report to CAEP every seven years. Also during the seven-year
cycle, the EPP submits examples of candidate performance on key evidence assignments for
which descriptions and rubrics have been approved by NDCPI. NCDPI approved each licensure
program in 2014. A visiting team from NCATE/CAEP, which includes representatives from
NCDPI, reviews the NCDPI program approval report and interviews faculty, public school
personnel and candidates to triangulate the data submitted. The site visit team makes a report to
the CAEP Commission which recommends accreditation and, if needed, areas for improvement.
The results of the April 2015 visit revealed all standards were met with one area for
improvement. A subsequent annual report to CAEP addresses the EPP’s progress toward
ensuring that all candidates have early clinical experiences in which pedagogical skills are
assessed. In April 2017, FSU submitted educator preparation program proposals to the NC
Department of Public Instruction to be reviewed for alignment with recent NC legislated
requirements for teacher and school executive preparation programs.
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On an annual basis the EPP and each department submit an Operational Plan and Assessment
Report (OPAR) to the Provost and Vice Chancellor for Academic Affairs. The OPAR includes
the mission of the unit or department, the vision and goals for the department or unit, the learning
outcomes, key personnel, key services, assessment plan, assessment findings, strategies for
improving the findings, and a status report on implementation of the strategies. The Provost and
Assistant Vice Chancellor meet with representatives of the unit and departments to discuss the
results and how they are being used to enhance the programs offered. The annual evaluation data
are embedded in the seven year self-study reports.
Provide a description of field experiences to occur every semester including a full semester
in a low performing school prior to student teaching.
Field experiences occur in a number of our professional education courses which are completed by all
teacher candidates. Sophomore year requires 15 hours of field experiences included in EDUC 211.
Candidates are expected to observe and reflect on observations in a school and classrooms within the
school. Individual tutoring occurs as requested by the clinical educator. During the first semester of the
junior year, candidates complete ten hours in EDUC 330 and 10 hours in EDUC 331. Candidates are
expected to visit a variety of school related activities: school board meetings, PTA meetings, after school
functions, and observe in classrooms where they complete a case study on an individual. During the
second semester of the junior year, candidates complete READ 320 (10 hours), SPED 320 (20 hours), and
other methods courses required by the major. The field experiences focus on observing teachers working
with diverse populations, becoming sensitized to the needs of these populations, and planning lessons for
diverse students. The first semester of the senior year includes the remaining methods courses and for the
secondary candidates the methods of middle grades and secondary teaching techniques as well as
strategies for teaching in the specific discipline. Students are expected to plan and teach lessons, unit
plans, assess student learning, build subsequent lessons based on assessment data, and incorporate
technology in teaching and recordkeeping. The clock hours vary for these experiences by major. All
students are required to participate in field and clinical experiences in our partner school districts. Several
partner schools are low-performing, and the EPP seeks to provide every student with a placement within a
low-performing school for at least one semester. In addition, most clinical educators teach classes that
have students with multiple levels and needs. Classroom settings provide the candidates with the
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opportunity to work with students from various backgrounds, on differing academic and performing skill
levels, and with multiple needs. During the final semester of the senior year, the clinical internship is
completed for 15 weeks.
How many weeks are required at your institution for clinical student teaching?
Clinical student teaching requires 15 weeks in a school setting. Elementary education candidates spend
twelve days in their assigned school the semester preceding student teaching and 15 weeks during their
student teaching semester.
How will student teaching be scheduled to allow for experiences to occur at both the
beginning and end of the school year?
Discussions for scheduling student teaching to allow experiences at the beginning and the end to the
school year are in progress. At this point, we are considering sending the elementary methods candidates
out three weeks prior to student teaching, one week early in the semester so they can get to know their
cooperating teacher and their students and two weeks later in the semester, Following this, the candidates
return to the same classroom for their full semester of student teaching. We will encourage candidates to
volunteer to be in their respective schools when public school session ends, but that is beyond the
semester system at the university. The secondary and middle grades programs depend heavily on the
course scheduling of the College of Arts and Sciences. We cannot foretell if methods courses will be the
only courses a candidate has to take in the fall semester. However, beginning fall of 2017, secondary and
middle grades candidates will complete clinical practice/student teaching over two semesters to ensure
candidates experience both the beginning and end of the school year. During the methods courses,
candidates will complete 40 hours in a classroom with a clinical educator. Time in the classroom must be
completed during three increments over the given semester (initial, middle, and end), so that candidates
experience the beginning of the academic year and subsequent aspects of a nine-weeks marking period
within the partner school calendar. The initial week-long clinical experience is followed by a 15-week
clinical experience in a partner school with a Clinical Educator (P-12) to complete the clinical experience.
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Does your program require teacher candidates to pass all tests required by the North
Carolina State Board of Education before recommendation for licensure?
Up until the change of the law last year, our program required teacher candidates to pass all tests required
by the NC State Board of Education before recommendation for licensure. Currently, we are encouraging
candidates to complete the Foundations of Reading Test as soon as they complete the reading methods
course. Starting in the fall of 2017 all candidates enrolled in methods courses will be required to take the
PRAXIS II and the Pearson licensure exams.
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 Cumberland County Schools - Westover High Priorities Identified in Collaboration with LEAs/Schools
Closing the Achievement Gap; Increasing Achievement of All Students; Reading/Literacy; Teacher Recruitment/Retention
Activities and/or Programs Implemented to Address the Priorities
Black Men Teaching (BMT) Committee Members meet with BMT Students for Monthly Wellness Checks; SAT and ACT reviews; Q&A Sessions
Start and End Dates October 25, 2016; February 9, 2017; March 9, 2017; April 13, 2017; May 11, 2017
Number of Participants FSU Faculty: 7; Public School Teachers: 6; Public School Students: 14; Principals and Administrators: 2
Summary of the Outcome of the Activities and/or Programs Ongoing meetings; Strengthening relationships with students and school LEAs/Schools with whom the Institution Has Formal Collaborative Plans
Cumberland County Schools - Pine Forest Middle; W.T. Brown Elementary; Luther Nick Jeralds Middle Durham Public Schools - Lakewood Montessori Middle
Priorities Identified in Collaboration with LEAs/Schools Reading/Literacy; Other (Partnership: Civic Oration Judge) Activities and/or Programs Implemented to Address the Priorities Judged students' speeches - Topic: "What does it mean to be a hero?"
Start and End Dates February 2, 2017; February 8, 2017; February 24, 2017; March 9, 2017; March 10, 2017
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Number of Participants FSU Faculty: 4; Public School Teachers: 25; Public School Students: 334; Principals and Administrators: 17; Other: 20
Summary of the Outcome of the Activities and/or Programs Three winners chosen at each school; 2 will compete at district level LEAs/Schools with whom the Institution Has Formal Collaborative Plans Cumberland County Schools - Westover High Priorities Identified in Collaboration with LEAs/Schools Increasing Achievement of All Students; Teacher Recruitment/Retention Activities and/or Programs Implemented to Address the Priorities Parent Workshop Start and End Dates March 23, 2017; May 25, 2017
Number of Participants FSU Students: 1; FSU Faculty: 6; Public School Teachers: 2; Public School Students: 3; Principals and Administrators: 1; Other: 6
Summary of the Outcome of the Activities and/or Programs Q&A session on financial aid and information provided on campus life LEAs/Schools with whom the Institution Has Formal Collaborative Plans Cumberland County Schools - Westarea Elementary Priorities Identified in Collaboration with LEAs/Schools Reading/Literacy Activities and/or Programs Implemented to Address the Priorities Read Across America Start and End Dates 2-Mar-17
Number of Participants FSU Students: 10; FSU Faculty: 4; Public School Teachers: 8; Public School Students: 81; Principals and Administrators: 2
Summary of the Outcome of the Activities and/or Programs
Student appreciation and respect for reading. Community partnership strengthened.
LEAs/Schools with whom the Institution Has Formal Collaborative Plans Cumberland County Schools - Westover High Priorities Identified in Collaboration with LEAs/Schools
Closing the Achievement Gap; Increasing Achievement of All Students; Reading/Literacy; Teacher Recruitment/Retention
Activities and/or Programs Implemented to Address the Priorities BMT Campus Field Trip (FSU Tour) Start and End Dates 18-May-17 Number of Participants FSU Faculty: 5; Public School Teachers: 2; Public School Students: 9;
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Summary of the Outcome of the Activities and/or Programs Preparing students for college life as a Bronco LEAs/Schools with whom the Institution Has Formal Collaborative Plans
Cumberland County Schools - Ferguson-Easley Elementary Harnett County Schools - Western Harnett Middle
Priorities Identified in Collaboration with LEAs/Schools Other: Volunteer Activities and/or Programs Implemented to Address the Priorities Proctored End-of-Grade assessments Start and End Dates May 16, 2017 - June 1, 2017
Number of Participants Public School Teachers: 3; Public School Students: 52; Principals and Administrators: 4
Summary of the Outcome of the Activities and/or Programs Strengthened partnership between PK-12 and IHE LEAs/Schools with whom the Institution Has Formal Collaborative Plans Swansboro Model Elementary (Richmond, USA) Priorities Identified in Collaboration with LEAs/Schools Increasing Achievement of All Students Activities and/or Programs Implemented to Address the Priorities Workshop Start and End Dates October 13, 2016 - October 14, 2016 Number of Participants Public School Teachers: 27; Principals and Administrators:5
Summary of the Outcome of the Activities and/or Programs
Research-based practices, including a rigorous aligned curriculum, common assessments, focused instruction, and data-driven decisions, were presented to the Richmond City Local School District in Virginia.
LEAs/Schools with whom the Institution Has Formal Collaborative Plans Cumberland County Schools - JW Seabrook Priorities Identified in Collaboration with LEAs/Schools LEA/SOE Collaboration Activities and/or Programs Implemented to Address the Priorities Recognition of Black History Month Start and End Dates 1-Feb-17
Number of Participants FSU Students: 2; FSU Faculty: 2; Public School Teachers: 20; Public School Students: 50
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Summary of the Outcome of the Activities and/or Programs Students demonstrated a deeper appreciation for Black History. LEAs/Schools with whom the Institution Has Formal Collaborative Plans Cumberland County Schools - Reid Ross Classical Middle/High Priorities Identified in Collaboration with LEAs/Schools Other: Collaboration with Principal Activities and/or Programs Implemented to Address the Priorities Engagement Speaking and Leadership Development/Manual Start and End Dates September 20, 2016 - April 30, 2017
Number of Participants Public School Teachers:1; Public School Students: 20; Principals and Administrators: 1
Summary of the Outcome of the Activities and/or Programs
Speaking engagment with leadership/student government, as well as ongoing leadership development and collaboration with the principal.
LEAs/Schools with whom the Institution Has Formal Collaborative Plans Cumberland County Schools Priorities Identified in Collaboration with LEAs/Schools LEA/SOE Collaboration Activities and/or Programs Implemented to Address the Priorities i-ready Tutoring Carnival Start and End Dates 4-May-17 Number of Participants FSU Students: 4; FSU Faculty: 3; Public School Students: 12 Summary of the Outcome of the Activities and/or Programs
A fair was held for the students enrolled in EDUC 211 who utilized the i-ready program in their early field course.
LEAs/Schools with whom the Institution Has Formal Collaborative Plans DODEA - Gordon Elementary Priorities Identified in Collaboration with LEAs/Schools LEA/SOE Collaboration Activities and/or Programs Implemented to Address the Priorities Reading/Literacy Start and End Dates 17-Feb-17
Number of Participants FSU Students: 3; FSU Faculty: 1; Public School Students: 100; Principals and Administrators: 2
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Summary of the Outcome of the Activities and/or Programs
Faculty and students served as guest readers for the 6th Annual African-American Read-In at the school. Students were afforded the opportunity to hear stories through read-aloud and ask questions.
LEAs/Schools with whom the Institution Has Formal Collaborative Plans Cumberland County Schools - TC Berrien Priorities Identified in Collaboration with LEAs/Schools Other: Engagement in Science Activities, Lesson Plans by Students Activities and/or Programs Implemented to Address the Priorities Method Students' Presentations of Science Experiments Start and End Dates 9-Mar-17
Number of Participants FSU Students: 11; FSU Faculty: 1; Public School Teachers: 6; Public School Students: 120; Principals and Administrators: 2
Summary of the Outcome of the Activities and/or Programs
Elementary students were exposed to various science lesson. Partnership with school and IHE was strengthened.
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 1 American Indian/Alaskan Native 0
Asian/Pacific Islander 0 Asian/Pacific Islander 0 Black, Not Hispanic Origin 8 Black, Not Hispanic Origin 22 Hispanic 0 Hispanic 0 White, Not Hispanic Origin 9 White, Not Hispanic Origin 40 Other 0 Other 1 Total 18 Total 63 Licensure-Only American Indian/Alaskan Native 0 American Indian/Alaskan
Native 0
Asian/Pacific Islander 0 Asian/Pacific Islander 1 Black, Not Hispanic Origin 8 Black, Not Hispanic Origin 40 Hispanic 0 Hispanic 8 White, Not Hispanic Origin 5 White, Not Hispanic Origin 16 Other 0 Other 3 Total 13 Total 68
Part-Time Male Female
Undergraduate American Indian/Alaskan Native 0 American Indian/Alaskan Native
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Asian/Pacific Islander 0 Asian/Pacific Islander Black, Not Hispanic Origin 0 Black, Not Hispanic Origin Hispanic 0 Hispanic White, Not Hispanic Origin 2 White, Not Hispanic Origin Other 0 Other Total 2 Total 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 7 Hispanic 1 Hispanic 3 White, Not Hispanic Origin 1 White, Not Hispanic Origin 2 Other 0 Other 1 Total 4 Total 13
B. Program Completers and License 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 Elementary 17 5 7 1 MG 2 4 1 1 Secondary . . . . Special Subjects 1 5 2 1 EC 1 1 1 . VocEd . . . . Special Services . . . . Total 21 15 11 4
C. Undergraduate program completers in NC Schools within one year of program
completion. 2015-2016 Student Teachers Percent Licensed Percent Employed
Bachelor FSU 47 83 66 Bachelor State 3,276 84 63
D. Top10 LEAs employing teachers affiliated with this college/university. Population
from which this data is drawn represents teachers employed in NC in 2016-2017. LEA Number of Teachers
Cumberland County Schools 949 Public Schools of Robeson County 116 Harnett County Schools 112 Hoke County Schools 102
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Sampson County Schools 86 Wake County Schools 79 Charlotte-Mecklenburg Schools 68 Bladen County Schools 39 Durham Public Schools 32 Guilford County Schools 30 Johnston County Schools 30 Lee County Schools 30
E. Quality of students admitted to programs during report year.
Measure Baccalaureate MEAN SAT Total 1,255 MEAN SAT-Math * MEAN SAT-Verbal * MEAN ACT Composite * MEAN ACT-Math N/A MEAN ACT-English N/A MEAN PPST-Combined 531.70 MEAN PPST-Reading 179.50 MEAN PPST-Writing 170.93 MEAN PPST-Math 174.07 MEAN CORE-Combined 539.33 MEAN CORE-Reading 174.76 MEAN CORE-Writing 166.30 MEAN CORE-Math 160.32 MEAN GPA 3.36 Comment or Explanation: * Less than five scores reported
F. Scores of student teachers on professional and content area examinations.
Specialty Area/Professional Knowledge
2015-2016 Student Teacher Licensure Pass Rate Number Taking Test Percent Passing
Art 1 * Biology 2 * Elementary (grades K-6) 6 33 English 1 * M.G. Language Arts 1 * M.G. Math 2 * M.G. Science 1 * Math 2 * Spec Ed: General Curriculum 2 * Institution Summary 18 50 * To protect confidentiality of student records, mean scores based on fewer than five test takers were not printed.
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G. 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) 19 8 Elementary (K-6) 0 0 Middle Grades (6-9) 6 6 Secondary (9-12) 5 5 Special Subject Areas (K-12) 10 10 Exceptional Children (K-12) 5 5 Total 45 34
Comment or Explanation: The numbers in columns 2 and 3 for Prekindergarten (B-K) indicate the number of EESLPD students who currently have EESLPD plans of study on file in the ELEM department and were enrolled in one or more courses during the 2016-2017 academic year. The numbers in columns 2 and 3 for Middle Grades, Secondary, Special Subjects and Exceptional Children indicate the number of RALC students who currently have FSU RALC plans of study on file in the MSSS department and were enrolled in one or more courses during the 2016-2017 academic year.
H. 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 30 2 1 1
U Licensure Only 5 4 1
Part Time
3 or fewer semesters 4 semesters 5 semesters 6 semesters 7 semesters 8 semesters
Baccalaureate degree 1
U Licensure Only 4
Comment or Explanation: ULO represents Licensure Only completers for the 2016-2017 academic year. The Baccalaureate degree represents the BS/BA graduates for the 2016-2017 academic year
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I. 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
Dr. Charlotte Boger Dr. Catherine Barrett Dr. Peter Eley Dr. Peggy Green Dr. Chandrika Johnson Mrs. Reeshemah Johnson Mrs. Portia Kershaw Dr. Cathy Kosterman Ms. Christina Lockamy Dr. Nosa Obanor Dr. Cynthia Shamberger Dr. LaDelle Olion Dr. Charletta Barringer-Brown Dr. Marilyn Lanier Dr. Brian Phillips
Dr. Tanya Hudson
Mrs. Jenny Washington Mr. Tyrone Jones Mr. Duane Taylor Dr. Erin White Dr. Virginia Dickens Dr. Kimberly Smith Burton Mrs. Jocelyn Smith-Gray Dr. Beverlyn Cain Dr. Beatrice Carroll Dr. Ashley Holder (Spring 2017)
Mrs. Sarah Gray Mrs. Shirley Johnson Mrs. Tiffany Huggins-White Mrs. Shonette Simmons Dr. Gerold Jarmon Dr. Vikki Armstrong Dr. Marlina Duncan Dr. Melissa Haithcox-Dennis Mr. Matthew Wynne Mrs. Gena Mattocks Dr. Earlyn Jordon Mrs. Gloria Peuster Mrs. Sarah Gray
Dr. Ashley Holder (Fall 2016)
J. 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: 0 4.4 69.9 22.1 3.7 136 State Level: .1 2.9 67 28.4 1.6 6973
Standard Two: Teachers Establish a Respectful Environment for a Diverse Population of Students Not Demonstrated Developing Proficient Accomplished Distinguished Sample Size Inst. Level: 0 3.7 62.2 31.1 3 135 State Level: .1 2.9 59.5 35.7 1.8 6915
Standard Three: Teachers Know the Content They Teach Not Demonstrated Developing Proficient Accomplished Distinguished Sample Size Inst. Level: 0 4.4 70.4 23 2.2 135
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State Level: 0 3.6 71.5 23.7 1.3 6915 Standard Four: Teachers Facilitate Learning for Their Students
Not Demonstrated Developing Proficient Accomplished Distinguished Sample Size Inst. Level: 0 4.4 73.5 20.6 1.5 136 State Level: .1 4.1 66.2 28.7 1.0 6973
Standard Five: Teachers Reflect on Their Practice Not Demonstrated Developing Proficient Accomplished Distinguished Sample Size Inst. Level: 0 5.2 73.3 19.3 2.2 135 State Level: 0 2.8 69.3 26.2 1.7 6915
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: 31.4 54.9 13.7 102 State Level: 20 64.5 15.6 5021