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

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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