IHE Bachelor Performance Report Pfeiffer University 2004-2005 Overview of the Institution Having begun with a Christian mission to educate elementary school age youth with little opportunity, Pfeiffer University has faithfully met the educational needs of generations of students. In the past 120 years, Pfeiffer University has evolved from a grade school, to a high school, to a junior college, to a four-year liberal arts college for 50 years, and then in 1978, to a multi-campus university. Pfeiffer s vision is to be recognized as a model church-related institution, preparing servant leaders for life-long learning. Its mission is to be a comprehensive United Methodist-related university committed to educational excellence, service, and scholarship. Serving approximately 1950 students within the graduate and undergraduate programs, the dominant clientele is non-traditional, commuting, adult learners from within North Carolina. The traditional undergraduate students are from the eastern seaboard of the United States. The main campus in Misenheimer is nestled on 340 acres in Stanly County, a rural section of the Southern Piedmont. It is strategically located near six school systems and the metropolitan Charlotte area. The Charlotte campus is a 5-acre urban campus complex located in the South Park area of Mecklenburg County and strategically located near four school systems. To assure its capacity to realize its vision, Pfeiffer University s Francis Center for Servant Leadership works in conjunction with the Bonner Foundation and AmeriCorps to provide engaged learning and community service opportunities for students. Its servant leadership initiatives primarily focus on three avenues to promote personal growth and academic knowledge: (1) Christian service, which encompasses campus ministries, missions, human service, and volunteerism; (2) service and engaged learning, integrated in course work where students are involved in experiential learning, extended internships, cooperative partnerships, and mentorship s; and (3) co-curricular development which emphasizes leadership, citizenship, and character development including life learning that takes place throughout student life programs. Pfeiffer s location, commitment, internal structure, and collaborative efforts allow the University to offer highly qualified programs, personalized to the individual student s needs. Special Characteristics First, in actuality, as well as in philosophy, Pfeiffer University, as an institution, and the School of Education (SOE), as a unit, is committed to addressing the personal learning needs of individuals and equipping them to become servant leaders and lifelong learners through demanding courses and experiential learning. Services and resources of the University, as well as those of the SOE, reflect these priorities. The SOE s conceptual framework, Developing Servant Leaders: Knowing, Doing, and Becoming applies the vision, mission, and core values of the University to the particulars of teaching and learning. Overarching all efforts of the SOE is the goal of developing teacher candidates as servant leaders, who will set high standards for their 1
communities, model excellence in human services, and promote similar aspirations among their colleagues and students. The supporting emphases---mastery of pedagogical and content knowledge, and understanding the learner and learning; application of knowledge and skills, and participation in service learning; and valuing life-long learning, reflective practice, curriculum leadership, and teaching as a profession articulate the knowledge, skills, and dispositions necessary in the development of persons aspiring to become elementary and secondary school teachers. Secondly, Pfeiffer University as an institution, as well as the Teacher Education (TE) Program specifically, offers a nurturing caring environment, where faculty cultivate supportive individual and collective relationships with students, and collaborate to develop a community in which learning and achievement is encouraged. In follow-up surveys of TE Program graduates, faculty interest in student welfare and professional development were continually rated very high. Third, the TE Program is an accessible program to aspiring and lateral entry teachers in a ten-county primary service area. Satellite settings in Montgomery, Union, and Mecklenburg Counties provide nearby undergraduate teacher education programming to lateral entry teachers, teacher assistants (TA's) and other persons seeking career changes and teacher licensure. All required TE courses are offered in the evening, making them accessible to working persons. Moreover, unencumbered articulation with the Regional Alternative Licensing Center (RALC); formal agreements with area community colleges; and evening office hours of TE faculty advisors assure that the offerings of the SOE are easily accessible. Program Areas and Levels Offered Pfeiffer University s School of Education offers undergraduate programs leading to licensure in the following areas: Biology (9-12), Chemistry (9-12), Comprehensive Science (9-12), Elementary Education (K-6), English (9-12), Mathematics (9-12), Social Studies (9-12), Music (K-12), Physical Education (K-12) and Special Education General Curriculum. I. SCHOOL/COLLEGE/DEPARTMENT OF EDUCATION INITIATIVES A. Identify the LEAs and/or individual schools with which you have collaborative activities/partnerships. Provide a brief summary of these activities/ partnerships. List of Schools with whom the Institution has collaborative activities. This past year, collaborative activities involved the following school systems and schools: Stanly County North Albemarle Elementary, Running Creek Elementary, Aquadale Elementary, Richfield Elementary, Kendall Valley Elementary, Central Elementary, West Stanly High School, South Stanly High School, East Albemarle Elementary, North Stanly High School, New London Choice Middle, Ridgecrest Elementary, Albemarle Middle, Endy Elementary, Norwood Elementary, Oakboro Elementary, Badin Elementary, Albemarle Middle, East Albemarle Elementary, Albemarle High School, North Albemarle Elementary, South Stanly Middle Rowan- Salisbury Hurley Elementary, East Rowan High School, Salisbury High School, Hanford Dole Elementary, Knollwood Elementary, Landis Elementary, North Rowan Elementary, North Rowan Middle, Erwin Middle, Rockwell Elementary Iredell County Mt. Mourne Elementary 2
Charlotte/Mecklenburg Hawk Ridge Elementary, Greenway Park Elementary, McAlpine Elementary, Pawtuckett Elementary, Smith Language Academy Cabarrus County Coltrane- Webb Elementary, Bethel Elementary, Enochville Elementary, Mt. Pleasant High School, Concord High School, Mt. Pleasant Elementary, Royal Oakes Elementary Lexington County South Lexington Elementary, Southwest Elementary Montgomery Star-Biscoe Elementary, Mt. Gilead Elementary, Page Street Elementary, Troy Elementary Moore County High Falls Elementary Union County Unionville Elementary, Hemby Elementary Whiteville City Whiteville High School Wilkes County E. Wilkes High School Winston Salem/Forsyth Lewisville Elementary Kannapolis City Jackson Park Elementary Asheboro City Lindley Park Elementary, Asheboro High School Randolph County Ramseur Elementary, Tabernacle Elementary North Carolina Charter Schools Graystone Day School, Sugar Creek Charter School, and Out of State Dominion Trail Elementary, Solly Elementary, Copley Fairlawn High School. Brief Summary of Activities. During 2004-2005, Pfeiffer University established a Professional Development School partnership with Richfield Elementary in Stanly County. Richfield Elementary was selected as the first partnership of this nature because of the enthusiasm of the school and the proximity of this school to our campus, making it accessible to all Pfeiffer students. Formally partnering with the Charlotte/Mecklenburg Schools (CMS), Union County Schools, and Montgomery County Schools, Pfeiffer provided accessible undergraduate teacher education degree and licensure programs to employees of these school systems after normal work hours. For accessibility, courses were offered on-site or within close proximity of the school systems. CMS reimbursed full tuition; and Union County, partial tuition. Pfeiffer University has formal agreements with and collaborates on a continuing basis for providing field and clinical experiences with the school system in which Pfeiffer is located, Stanly County, and with nine other school systems: Rowan-Salisbury, Cabarrus County, Mecklenburg County, Union County, Montgomery County, Anson County, Davidson County, Asheboro City, and Randolph County. In addition, Pfeiffer expanded collaboration with schools in several other school systems for field experience and clinical practice placements (see list in A.1. below). Actively working with personnel in these school systems, over 110 highly structured, quality driven field experience placements and 32 clinical practice placements were successfully achieved. A mutual partnership with area schools enabled the provision of sites for engaged learning experiences, tutoring and other teacher assistance activities by Pfeiffer students. Involved students were education majors as well as other majors. Over 4,500 hours of tutoring and teacher assistance services were provided primarily in the following school systems: Stanly County, Rowan-Salisbury, and Cabarrus County. Collaborative efforts between Pfeiffer and Graystone Day Charter High School greatly enhanced both programs. Graystone utilized campus facilities, consultation by Pfeiffer faculty, assessment services, and materials to provide higher quality educational services. Graystone served as a continuous site for student volunteer experiences and provided on-site supervision for field experiences for secondary and special education students. Lastly, Pfeiffer served as the higher education partner for the Rowan/Salisbury School System for their continuous improvement initiative and had the opportunity to access numerous resources, directly influence teaching practices within the schools, and provided assistance through consultation, workshops, resources and on-line courses. 3
B. Brief Summary of faculty service to the public schools. Faculty services to public schools involved both indirect and direct services. Indirect services included the supervision of student volunteer services as described in Section IA. Direct faculty services focused on teacher and staff development primarily in the Stanly County Schools. Teacher Education Program faculty provided: training for all Title I remediation reading and mathematics tutors, a workshop on the exemplary/resilient teacher for literary facilitators, and a workshop on using literacy centers for classroom teachers. Also, faculty conducted workshops on integrating physical activity in the academic curriculum. In the Charlotte/Mecklenburg Schools, faculty orchestrated a workshop on coaching as a teaching style for teachers. During both fall and spring, Pfeiffer University provided an on-campus enrichment program for 60 academically gifted and talented public school students in the second through seventh grade from the following school systems: Cabarrus, Charlotte/Mecklenburg, Davidson, Winston- Salem/Forsyth, Montgomery County, Union County, Randolph County, and Rowan-Salisbury. This program was delivered in seven (7) Saturday sessions and included courses in history science, computer science, theater, literature, writing, and art. Music education faculty provided a pre-college music program during the academic year for students in the Stanly County and Rowan-Salisbury Schools. These students were given voice lessons and were provided an opportunity to participate in the college choral and instrumental ensembles. Faculty in the Music Department also provided consultation in 35 public schools, including schools in the six contiguous counties and others as far east as Burlington and as far west as Boone. One professor served as adjudicator at festivals and contests, and conducted the North Carolina All State Honors Band. Science education faculty provided consultation to the Southern Piedmont Education Consortium for the design and organization of the science curriculum. Pfeiffer served as the program site and contributed the materials and laboratory space needed for the Consortium. Education faculty continued to provide advisement services for Graystone Charter High School to assure the highest quality of educational services were delivered. One faculty member provided consultation services for exceptional children whose IEPS required such and assured compliance with exceptional children s services regulations. The science department was actively involved in the effective implementation of its science curriculum. Other services to public schools included assistance with the evaluation of kindergartners progress at the end of the school year in the Rowan-Salisbury Schools and judging science fairs in Stanly County. C. Brief description of unit/institutional programs designed to support beginning teachers. In 2003-2004, the New Educator Support Team (NEST) was established to assure that support was provided to beginning teachers in the public school system. During 2004-2005, the NEST Team consisted of the six education advisors of 47 students who graduated in December, 2003, or Spring, 2004. The goal was to make individual contact and offer support to each of the 2004 graduates. Pfeiffer faculty members made individual contact with 27 of the former advisees who were first year teachers. Support included on-site visitations, email conversations, and oncampus consultation between the first year teacher and the advisor. Support sought and given related to disciplinary issues, relating to colleagues and superiors, identification of resource materials, and time management. Teacher education faculty also provided similar support for approximately 20 other graduates in their second or third year of teaching. 4
D. Brief description of unit/institutional efforts to serve lateral entry teachers. Pfeiffer University faculty, specifically the Director of Secondary Programs/Licensure Coordinator and the Director of the Special Education Program worked cooperatively with the Regional Alternative Licensing Center (RALC) to assure that the course needs of students who had been advised by the RALC were met. These two faculty members were the Lateral Entry Assistance Program (LEAP) team who coordinated the advisement and other service needs of lateral entry teachers. Each of the faculty members regularly consulted with the RALC personnel regarding changing standards and anticipated needs. Pfeiffer served at least 50 lateral entry teachers through courses, counseling, or advisement. Seven new program of studies were also implemented. Pfeiffer s TE Program provided courses needed by applicable lateral entry teachers in elementary and special education during after-school hours. Most of the courses requested for licensure by secondary school teaches were also scheduled in the evening on the Misenheimer campus. When secondary teachers needed courses not offered in the evening, the University attempted to provide individual directed study courses to accommodate the student s needs. Pfeiffer readily accepted students from other institutions of higher education who needed a specific course to continue program advancement. Supervised internships, in lieu of clinical practice, were conducted for lateral entry teachers. Faculty scheduled extended office hours to accommodate lateral entry teacher's needs. In addition, online courses in special education and general education were developed and offered primarily to help accommodate the scheduling dilemmas of lateral entry teachers. Praxis II preparation was offered to lateral entry teachers at a reduced rate. On a voluntary basis, faculty developed a series of individual tutorials for lateral entry teachers who had difficulty participating in classes in the following areas: physical education, middle school language arts, secondary social studies, special education and elementary education. In the area of special education, faculty provided advisement and course registration for lateral entry teaches on-site in the Rowan/Salisbury schools. The Director of Career Services guided and assisted seniors, with majors in areas that would qualify them for lateral entry teacher positions, in identifying teaching vacancies, locations, descriptions, and resources as an integral part of their job search. E. Brief description of unit/institutional programs designed to support career teachers. The M.S.E.E. Program on both the Charlotte and Misenheimer campuses was specifically designed to serve the professional development needs of career teachers. All classes were held in the evening or during the summer to accommodate the career teacher s schedules. To date 15 individuals have successfully completed this program. Pfeiffer University offered career teachers a 50% reduction in tuition for undergraduate studies and 40% reduction in tuition for graduate studies which provided incentives for both professional and career development. Career teachers continue to have complementary library privileges at Pfeiffer. Faculty also assisted teachers in the Stanly County Schools in preparing their applications for Master Board certification. 5
F. Brief description of unit/institutional efforts to assist low-performing, at-risk, and/or priority schools. There are no low performing schools or priority schools in the school systems with which Pfeiffer has continuing partnerships. However, tutorial assistance was provided by Pfeiffer students to Title I schools in Stanly County and Rowan/Salisbury Schools as well as to students considered at-risk for failure in others schools. Over 4,000 hours of tutorial instruction was logged for students at-risk for failure. Staff development activities delivered by Pfeiffer faculty for reading and mathematics tutors were targeted for those serving Title I schools. G. Brief description of unit/institutional efforts to promote SBE priorities. Pfeiffer addressed the following SBE Priorities: High Student Performance Pfeiffer s Francis Center of Servant Leadership made reading and mathematics tutoring of students at-risk for failure the highest priority for engaged learning and volunteer services. Students gave over 4,000 hours of service in the schools for tutoring at-risk students. Quality Teachers, Administrators, & Staff The TE Program diligently worked to improve its assessment of candidates achievement of curriculum standards. Rubrics and rating scales provided for more careful monitoring and assessment of students progress toward competency in the 11 curriculum standards and 62 indicating performances. The redesigned data base will provide faculty with a quick and continuous assessment of student performance as a whole or as a targeted snapshot. A second emphasis was on implementing the newly revised program for Special Education: General Curriculum licensure. Healthy Students in Safe, Orderly, and Caring Schools Physical education students and Pfeiffer athletes provided over 2500 hours of fitness activities for students in the schools near to the Pfeiffer campus. These services were in addition to the academic tutorial services offered in the schools. Services were provided to students with physical challenges as well as students with none. In response to the upcoming requirement that teachers must provide two thirty minute activities per day, the physical education department offered workshops to teachers in Stanly County on how to include physical activity as an integral component of the regular classroom curriculum. All Pfeiffer students who participated in an activity within a public school setting received orientation from their teacher, advisor, and/or coach(es) regarding appropriate behavior for contributing to the safety and order of the school. Despite the large number of students who worked or conducted observation in the public schools, none were dismissed from a school because of disruptive or otherwise inappropriate behavior. To better prepare a teacher candidate for an emergency situation, the SOE began an effort to require all teacher candidates to participate in a minimum level First Aide and CPR program. Strong Family, Community, and Business Support - Pfeiffer s Teacher Education Program revised its curriculum to promote greater knowledge and skills among its teacher education students and candidates for involving parents in the educational process. The Foundations of Education course was revised to include a requirement to develop a Parent Involvement Plan. A special Saturday seminar for all students in the Behavior and Classroom Management course both from the Charlotte and Misenheimer campus was conducted. Student teaching expectations were revised to include candidates involvement with parents of diverse socio-cultural backgrounds. Moreover, the Pfeiffer Community as a whole provided community support for area schools in numerous ways through faculty and student presence in 6
school activities, board affiliation, committee involvement, local drives, and curricular assistance on a group and individual basis. H. Special Emphasis for the Year of Record (which of the above [if any] did you put special emphasis on from the preceding year). The two primary emphases this year related to the development of quality teachers. Concentrated effort was placed on developing meaningful, progressive assessments of student achievement in the curriculum standards, which also reflected the NCDPI and NCATE standards. Many aspects of the assessment system were redesigned in 2003-2004. Faculty implemented the new aspects during 2004-2005 and reassessed the procedures in terms of fairness, feasibility, and meaningfulness. A second emphasis was the implementation and evaluation of the new program leading to Special Education: General Curriculum licensure, which was developed in 2003-2004. Supplemental Information (Optional) I. Brief description of unit/institutional special efforts to improve NTE/Praxis scores. Praxis I. Upon entrance to Pfeiffer, students are required to take proficiency examinations in writing, reading, and mathematics. Students who score below designated levels are required to take remediation courses. All students receive an orientation to Praxis I in the first education course, Foundations of Education. In fact, all students in Foundations were required to take the three Praxis I examinations. Students who did not pass were provided study materials: Praxis I study guides, mathematics study guides, and programmed grammar texts. Since the highest number of failures during the first semester were in writing, a series of special instructional sessions on writing were conducted by Teacher Education Program faculty. Praxis II. Licensure preparation courses that focused on Praxis II preparation were taught in all areas of program licensure: elementary education, special education, physical education, and secondary education specific to the subject area. The Licensure Preparation course included test taking skills and strategies as well as a review of content and pedagogical knowledge. Students were taught how to organize essay responses. Secondary students were provided individualized tutoring according to their subject area. All faculty who taught a licensure preparation course had taken Praxis II in the area(s) taught. In addition to these courses, professors tutored individual students who had not passed Praxis II on a previous occasion or who were predicted to experience some difficulty. Praxis II scores were used as data for annual program evaluation to assess the need for program changes in all licensure areas. J. Brief description of unit/institutional special efforts to recruit students into professional education programs leading to licensure. Pfeiffer used a variety of approaches to recruit students. Articulation agreements exist with four area community colleges (Stanly Community College, Montgomery Community College, Randolph Community College, and Rowan-Cabarrus Community College)and are designed to encourage associate degreed students to continue with a program leading to licensure by 7
clarifying and streamlining requirements. Faculty provided evening advisement before a student enrolled or completed their program at the community college to ease the transfer. All TE Program sites encourage initial licensure for TA's, who can receive a 50% tuition reduction, and offer evening, weekend, and summer classes. In partnership with the Montgomery County Schools, Pfeiffer offered all professional education courses required for licensure in Montgomery County and conducted a orientation to acquaint other TA's with the program. Pfeiffer expanded the MAT program to the Misenheimer campus to recruit additional persons into teaching who already had bachelor degrees in other areas. In partnership with Rowan-Cabarrus Community College, Pfeiffer provided extended campus-based orientation to all early child associate degree candidates. Candidates visited the campus, had lunch with elementary and special education faculty, and received information about admissions and TE Program requirements. Faculty also held individual conferences for 20+ students enrolled in other community colleges who were interested in teacher education. Recruitment through an organized system of admission counselors visiting schools (utilizing pamphlets and packets of information on the Teacher Education Program), holding and participating in job fairs, career days, making presentations at school classes, churches, civic groups, etc., and following leads was very beneficial. TE faculty presented, set up displays, and conferred with perspective students and parents at four Open House sessions conducted on Saturdays. Pfeiffer's comprehensive website contains information regarding teacher education. Special servant leadership initiatives, such as the Milton Rose program for science students, the Bonner program, and the Francis Center for Servant Leadership provided tutorial experiences and led to new TE enrollments. All freshmen indicating an interest in education were assigned to the TE Seminar, an orientation emphasizing education as a profession, and completed career exploration activities and a four year program plan leading to licensure. A full-time member of the TE Program taught this course and served as the advisor. All freshmen complete a career interest inventory and if it suggested a suitability for teaching they were referred to a TE faculty advisor to discuss the teaching profession, and entrance/program requirements. The annual Teacher Education Job Fair was held in collaboration with other area colleges on the Pfeiffer College campus. The 300 attendees, approximately 64 Pfeiffer students, were comprised of teacher candidates as well as students expressing an interest in teaching. TE faculty also participated in an LEA-based lateral entry fair for potential teaching candidates. K. Brief description of unit/institutional special efforts to encourage minority students to pursue teacher licensure. Several of the Pfeiffer program initiatives encouraged minority students to pursue teacher licensure. The program sites at Charlotte and Montgomery County targeted teacher assistants, many of whom were ethnic minorities. The 50% Educators Scholarship to teacher assistants further encouraged this pursuit by reducing the cost of a college degree. Articulation agreements similarly attract ethnic minorities who had completed associate degrees in education fields at the community colleges. Many of the lateral entry teachers who enrolled in Pfeiffer were ethnic minorities. Therefore, the user-friendly lateral entry offerings served to encourage increased numbers of ethnic minorities to pursue full licensure. An African-American female was a fulltime faculty member and served as a model for the inclusion of this ethnic minority in the Teacher Education Program. This individual also taught Foundations of Education and thus had contact with most students considering education as a major or minor. This allowed her an 8
opportunity to encourage ethnic minorities, especially African-American students, to continue in teacher education. Furthermore, the Foundations of Education course was structured to include significant consideration of the needs and interest of minorities in education, which communicated to students the special role each might play in the educational system as teachers. L. Other (if applicable): Brief description of new initiatives (if any) not detailed previously in the narrative section. 9
II. CHARACTERISTICS OF STUDENTS A. Headcount of students formally admitted to and enrolled in programs leading to licensure. Undergraduate Licensure-Only Undergraduate Full Time Male Female American Indian/Alaskan Native 0 American Indian/Alaskan Native 0 Asian/Pacific Islander 0 Asian/Pacific Islander 0 Black, Not Hispanic Origin 0 Black, Not Hispanic Origin 1 Hispanic 0 Hispanic 1 White, Not Hispanic Origin 11 White, Not Hispanic Origin 50 Other 0 Other 0 Total 11 Total 52 American Indian/Alaskan Native 0 American Indian/Alaskan Native 0 Asian/Pacific Islander 0 Asian/Pacific Islander 0 Black, Not Hispanic Origin 0 Black, Not Hispanic Origin 0 Hispanic 0 Hispanic 0 White, Not Hispanic Origin 1 White, Not Hispanic Origin 0 Other 0 Other 0 Total 1 Total 0 Part Time Male Female American Indian/Alaskan Native 0 American Indian/Alaskan Native 0 Asian/Pacific Islander 0 Asian/Pacific Islander 0 Black, Not Hispanic Origin 0 Black, Not Hispanic Origin 0 Hispanic 0 Hispanic 0 White, Not Hispanic Origin 2 White, Not Hispanic Origin 10 Licensure-Only Other 0 Other 0 Total 2 Total 10 American Indian/Alaskan Native 0 American Indian/Alaskan Native 0 Asian/Pacific Islander 0 Asian/Pacific Islander 0 Black, Not Hispanic Origin 0 Black, Not Hispanic Origin 1 Hispanic 0 Hispanic 0 White, Not Hispanic Origin 0 White, Not Hispanic Origin 3 Other 0 Other 0 Total 0 Total 4 10
B. Lateral Entry/Provisionally Licensed Teachers Refers to individuals employed by public schools on lateral entry or provisional licenses. Program Area Number of Requesting Program of Study Leading to Licensure Number of Issued Program of Study Leading to Licensure Number Enrolled in One or More Courses Leading to Licensure Pre-Kindergarten (B-K) Elementary (K-6) Middle Grades (6-9) Secondary (9-12) 6 3 Special Subject Areas (K-12) 5 3 2 Exceptional Children (K-12) 13 5 5 Vocational Education (7-12) Special Service Personnel (K-12) Other Total 24 11 7 Comment or Explanation Pfeiffer has continued a full receptivity to the services and referrals of the Regional Alternative Licensing Center in Charlotte. Making ourselves knowledgeable, being supportive, and encouraging candidates to pursue the RALC through his/her personnel department has greatly reduced the formal request/issuance of programs of study. It has usually been more advantageous for the lateral entry student to pursue the development of a plan of study through the RALC; but in some cases, students have insisted on following Pfeiffer's plan of study. Many students are utilizing the RALC and taking their coursework at Pfeiffer. Working closely with the RALC and lateral entry student made us more aware of gaps in the services provided. With the revision of the Pfeiffer University Special Education Program, most needs of lateral entry students who seek enrollment at Pfeiffer will be met. 11
C. Quality of students admitted to programs during report year. Baccalaureate MEAN PPST-R 180 MEAN PPST-W 176 MEAN PPST-M 178 MEAN CBT-R 329 MEAN CBT-W 326 MEAN CBT-M 328 MEAN GPA 3.30 Comment or Explanation D. Program Completers (reported by IHE). Program Area N= #Completing NC=# Licensed in NC Pre-Kindergarten (B-K) Baccalaureate Degree Undergraduate Licensure Only N NC N NC Elementary (K-6) 20 20 1 1 Middle Grades (6-9) Secondary (9-12) 2 1 1 1 Special Subject Areas (K-12) 6 6 Exceptional Children (K-12) 2 2 Vocational Education (7-12) Special Service Personnel Total 30 29 2 2 Comment or Explanation School and faculty efforts to recruit, nurture and monitor student performance combined with collaboratively designed and modified programs appears to be producing more successful and better qualified teachers. According to graduate evaluations of the programs, Pfeiffer faculty, services, and programs greatly contribute to the long term success of our graduates. 12
E. Scores of student teachers on professional and content area examinations. Specialty Area/Professional Knowledge 2003-2004 Student Teacher Licensure Pass Rate Number Taking Test Percent Passing Elementary Education 23 100 English 1 * Math (9-12) 1 * Music 2 * Physical Ed 3 * Social Studies (9-12) 2 * Spec Ed: LD 1 * School Summary 33 97 * To protect confidentiality of student records, pass rates based on fewer than four test takers were not printed. F. Time from admission into professional education program until program completion. 3 or fewer Full Time 4 5 Baccalaureate degree 13 11 4 U Licensure Only Part Time 3 or fewer Baccalaureate degree 1 4 5 6 6 U Licensure Only 2 1 Comment or Explanation 7 7 8 8 G. Undergraduate program completers in NC Schools within one year of program completion. 2003-2004 Student Teachers Percent Licensed Percent Employed Bachelor 34 94 88 State 3,241 91 69 13
H. Top10 LEAs employing teachers affiliated with this college/university. Population from which this data is drawn represents teachers employed in NC in 2004-2005 LEA Number of Teachers Stanly County Schools 183 Rowan-Salisbury Schools 88 Cabarrus County Schools 51 Charlotte-Mecklenburg Schools 35 Montgomery County Schools 33 Randolph County Schools 20 Davidson County Schools 19 Anson County Schools 17 Forsyth County Schools 16 Guilford County Schools 16 I. Satisfaction of program completers/employers with the program in general and with specific aspects of the program, as rated on a 1 (lowest) to 4 (highest) scale. Satisfaction with... Program Completers Employer Mentor quality of teacher education program. 3.48 3.58 3.62 preparation to effectively manage the classroom. 3.52 3.47 3.48 preparation to use technology to enhance learning. 3.19 3.42 3.48 preparation to address the needs of diverse learners. 3.29 3.42 3.38 preparation to deliver curriculum content through a variety of instructional approaches. 3.48 3.53 3.45 Number of Surveys Received 21 19 21 Number of Surveys Mailed 32 32 32 Teacher Education Faculty Appointed full-time in professional education Appointed part-time in professional education, fulltime in institution Appointed part-time in professional education, not otherwise employed by institution 8 7 7 14