2019 EPP Annual Report - Livingstone

2019 EPP Annual Report CAEP ID: 11205 AACTE SID: 1865
Institution: Livingstone College
Unit: Division of Education, Psychology and Social Work
Section 1. AIMS Profile After reviewing and/or updating the Educator Preparation Provider's (EPP's) profile in AIMS, check the box to indicate that the information available is accurate.
1.1 In AIMS, the following information is current and accurate... Agree Disagree
1.1.1 Contact person 1.1.2 EPP characteristics 1.1.3 Program listings
Section 2. Program Completers 2.1 How many candidates completed programs that prepared them to work in preschool through grade 12 settings during Academic Year 2017-2018 ?
Enter a numeric value for each textbox. 2.1.1 Number of completers in programs leading to initial teacher certification or licensure1 2
2.1.2 Number of completers in advanced programs or programs leading to a degree, endorsement, or some other credential that prepares the holder to serve in P-12 schools (Do not include those completers counted above.)2
0
Total number of program completers 2
1 For a description of the scope for Initial-Licensure Programs, see Policy 3.01 in the Accreditation Policy Manual 2 For a description of the scope for Advanced-Level Programs, see Policy 3.02 in the Accreditation Policy Manual
Section 3. Substantive Changes Have any of the following substantive changes occurred at your educator preparation provider or institution/organization during the 2017-2018 academic year?
3.1 Changes in the established mission or objectives of the institution/organization or the EPP
3.2 Any change in the legal status, form of control, or ownership of the EPP.
3.3 The addition of programs of study at a degree or credential level different from those that were offered when most recently accredited
3.4 The addition of courses or programs that represent a significant departure, in terms of either content or delivery, from those that were offered when most recently accredited
3.5 A contract with other providers for direct instructional services, including any teach-out agreements
Any change that means the EPP no longer satisfies accreditation standards or requirements: 3.6 Change in regional accreditation status
3.7 Change in state program approval
2017-2018 Department of Education Recruitment Plan
The Department of Education will to do the following to recruit more students:
1. Update and improve existing recruitment materials and brochures to give to the Office of Admissions, and to distribute on visits to college fairs, high schools, and church conferences.
2. Produce a PowerPoint presentation and incorporate photos of the faculty and students from various activities such as school visits, board meeting, LC on the Green, and other events.
3. Update and improve its website to include the most up-to-date curriculum, instruction, program, faculty, staff, course, major and degree offering information.
4. Launch a letter and phone campaign. We will place calls to local high schools and community colleges, as well as send out recruitment letters to high school college counselors in efforts to recruit students.
5. The Department will participate in Open House activities sponsored by the Office of Admissions.
14 February 2018
I. Welcome and Invocation
II. Approval of Agenda
It was noted that Mr. Greg Hill’s name was omitted from the list of members. Everyone was introduced to student representative, Xavier Longerbeam.
III. Status of the Department
A. Reaffirmation with CAEP M. Steltz
Updates: Attended a CAEP session with Dr. Duncan in Raleigh where Dr. Gary Railsback, VP of CAEP reviewed each standard and evidences or lack thereof that would cause AFI (Areas for Improvement), Probation, or Revocation – Standard#2 and #5 are intertwined….if there is no QAS (Quality Assurance System – and we fail to meet the standard on#2, we get dinged in #5 ONLY – and possibly revocation or probation).
V. CAEP Standard Subcommittees – Dr. Steltz reviewed subcommittee assignments and asked members to work on narratives and collecting evidences that support the standard. If anyone needs help or direction, assistance was offered by Dr. Steltz.
A. Standard I - Dr. Duncan, Dr. Burrell, Dr. Steltz
1. Content and Pedagogical Knowledge
B. Standard II – Dr. Duncan, Ms. Edwards, Mr. Batra, Dr. Steltz
2. Clinical Partnerships and Practice
C. Standard III – Dr. Duncan, Dr. Miller, Mr. Bryson, Dr. Steltz
3. Candidate Quality, Recruitment, and Selectivity
D. Standard IV – Dr. Duncan, Dr. Branch, Mr. Hill, Dr. Steltz
4. Program Impact
E. Standard V – Dr. Duncan, Dr. Whynot, Dr. Washington, Dr. Steltz
5. Provider Quality Assurance and Continuous Improvement
#5 Being the biggest of the standards, Dr. Steltz asked about any assessment data that may be used to show progression or growth of candidates. Dr. Whynot offered the Nelson-Denny is administered to Seniors, but the Success Center assesses all freshman with the diagnostic for reading, writing, and math. TEC agreed to look at these two data points to see if we can incorporate this as our QAS (provided we have the data). Dr. Steltz will inquire about the data with Success Center (Mrs. Turner) and Mr. Mcinnis.
VI. Updated Plans of Study – in each packet, everyone has a copy of the new Education Plans of Study, B-K and K-6 are incomplete and are under review by Dr. Steltz and Dr. Duncan in an effort to add Praxis Prep Reading, Writing, and Mathematics back into the curriculum via the Curriculum & Catalog Committee to the TEC, and finally back to the Faculty Assembly for approval for the Fall 2018 Plan of Study.
A. English Education E. Branch
B. Social Studies Education W. Whynot
C. Music Education D. Miller
D. Early Childhood Education C. Duncan
E. Elementary Education M. Steltz
VII. Reports
A. CAEP Info Session/NCICU Meeting M. Steltz
Dr. Steltz updated the TEC on NCICU Meeting on January 11, 2019, in which a letter has been written to the NC Board of Education to remove the Praxis Math due to its difficulty for current teachers and candidates to pass, and replace it with Praxis CKT math test which is more geared toward foundational math for elementary education teachers and EC teachers.
X. Next Meeting Date – Upon discovery of how Praxis Prep courses were removed (just left off or asked to be removed), Dr. Steltz and Dr. Duncan will present the new Plans of Study for B-K and K-6 to Dr. Michael Ellis for an emergency Curriculum & Catalog meeting to add the courses back into the plans of study; this will be followed by a digital vote (which the TEC members agreed to vote digitally – it was motioned by Dr. Whynot and seconded by Dr. Branch to do a digital vote of re-implementing the Praxis Preps into the plans of study for B-K and K-6) of the TEC, and a called meeting to the Faculty Assembly, if necessary, to have faculty vote (we only need 10 faculty members to be present at a called meeting). So, our next meeting will be online, followed by a meeting of CAEP Standard Subcommittees.
XI. Adjournment
Dr. Steltz Dr. Burrell Dr. Whynot Dr. Miller Dr. Branch
Dr. Washington Ms. Edwards Mr. Batra Mr. Hill
Mr. Longerbeam Mr. Bryson
Directory
2018 – 2019 Academic Year
Dr. Jimmy R. Jenkins
President of Livingstone College
Dr. Eleanor Branch
Dr. Kelli Randall
Dr. Wyndham Whynot
Dr. Mary Steltz
Dean of the Division; Chair of Education; Chair of the Committee
Mrs. Crystal Brown-Williams
Mr. Marvin Moore
Dr. DaVaughn Miller
Dean of Music
Members are appointed to serve a minimum of 3 years on the TEC, and are chosen by the Dean of their Division. The new members appointed to the team are as follow: Dr. Steltz (new Dean), Xavier Longerbeam, Star Robinson (new PE faculty), and Dr. Branch (new English faculty). All other current members were in service for the 2017-2018 year.
The committee is looking to expand its’ membership to more students, and cooperating teachers, as well as other areas such as Special Education, Business, and Science. All interested parties may contact Dr. Mary Steltz, Dean of Education, 704-216-6899 or email her at [email protected]
TEC Directory.docx
Candidates demonstrate an understanding of the 10 InTASC standards at the appropriate progression levels in the following categories: (1) The learner and learning; (2) Content; and (3) Professional Responsibility.
Category A:
B-K
ECE 242: Intro EC/ECE. EDU330: Edu Psy. EDU333: Found. Of Child Dev. ECE433: Lang. ECE Lit. & Cultural Diversity
EDU334: Working with Infants and Toddlers. ECE330: Dev. & Educ Assessment of Young Children
ECE336 Found. of EC/ECE Curriculum
ECE333 & 431: Methods I&II.
EDU490: Student Teaching (clinical practice)
Elem Education
EDU230: Found
EDU 336: Prof. Class. Mgt. EDU338: Intro to Excep. Children
EDU439: Reading Diagnosis and Practicum
EDU420: Integrating Art, Music, PE in the Elem Curr
EDU 421&429: Methods
MUS P-12
MUS439: Secondary Curriculum and Music Methods.
MGSS 6-8
EDU430: Methods
Mathematics 9-12
MAT430: Math Methods. EDU490: Student Teaching (clinical practice)
English 9-12
ENG000: English Methods. EDU490: Student Teaching (clinical practice)
CATEGORY B: CONTENT
ECE330: Development & Educational Assessment of Young Children
EDU331: Foundations of Teaching Reading
ECE333 & 431: Methods I&II.
Elem Education
EDU339:Curr/Measurement& Assessment
EDU420: Integrating Art, Music, PE in the Elem Curr
EDU 332: Integrating Critical Thinking in SS/Lang Arts/ Math& Sci
EDU421 & 425: Methods
MUS P-12
MUS217: Class Voice
MUS232: Music Literature
MUS338 Elem Music Methods
MGSS 6-8
GEO130: Geography
HI238: History of NC
Mathematics 9-12
MAT341/342: Calculus
MAT332: Geometry
MA337: Elem Stats
MAT443: Calculus III
MAT391: Math Writing
English 9-12
CATEGORY C: PROFESSIONAL RESPONSIBILITY
ECE337: Administration of Programs
Elem Education
EDU336: Classroom Mgt
EDU439: Reading Diagnosis & Practicum
MUS P-12
MUS431: Form and Arranging
MGSS 6-8
EDU430: Methods
Mathematics 9-12
MAT430: Math Methods. EDU490: Student Teaching (clinical practice)
English 9- 12
EDU220: School & Community
EDU: 230 Foundations
ENG000: English Methods. EDU490: Student Teaching (clinical practice)
InTASC_Standards_Progression__Levels.docx
B. S. (122 Semester Hours)
__________________________________________Freshman Year_________________________________________________
Fall Semester Spring Semester
GED 110 College Skills 1 Hr POL 233 American Politics 3 Hrs
CIS 130 Computers in Society 3 Hrs ENG 132 Freshman Composition II 3 Hrs
ENG 131 Freshman Composition I 3 Hrs PED 130 Fitness and Wellness 3 Hrs
MAT 133 College Math I 3 Hrs MAT 134 College Math II 3 Hrs
EDU 230 Foundations of Education 3 Hrs BIO/PSC/ESC140 Science w/Lab 4 Hrs
EDU 111 Early Involvement in EDU 112 Early Involvement in
Education: Mathematics 1 Hr Education: Reading 1 Hr
Total Hours 14 Hrs Total Hours 17 Hrs
Sophomore Year
SPA 131 Elementary Spanish I 3 Hrs SPA 132 Elementary Spanish II 3 Hrs
ENG 230 Fundamentals of Speech 3 Hrs HIS 232 African American History II 3 Hrs
ECO 130 Intro. to Finance & Economics 3 Hrs EDU 320 Educational Research & Analysis 3 Hrs
CRJ/PSY/SOC 130 Behav./Social Science 3 Hrs EDU 330 Educational Psychology 3 Hrs
EDU 220 School & Community Relations 2 Hrs REL 230 Survey of World Religions 3 Hrs
EDU 113 Early Involvement in
Education: Writing 1 Hr
Junior Year
EDU 323 Elementary School Curriculum 3 Hrs EDU 331 Foundations of Teaching Reading 3 Hrs
EDU 333 Foundations of Child Develpmt 3 Hrs EDU 332 Integrating Critical Thinking in the
EDU 337 Utilizing Technology to Improve Language Arts/Social Studies/Science &
Learning 3 Hrs Math Curriculum 3 Hrs
EDU 338 Intro. to Diverse and Exceptional EDU 335 Children’s Literature and Cultural
Learners 3 Hrs Diversity 3 Hrs
ECE 320 Phonological Awareness 3 Hrs EDU 336 Professional Classroom Management &
Meeting Student Needs/Practicum 4 Hrs
EDU 339 Educational Curriculum, Measurement
& Assessment 3 Hrs
Senior Year
EDU 420 Integrating Art, Music, & Physical EDU 490 Student Teaching & Seminar 13 Hrs
Education into the Elementary
EDU 439 Reading Diagnosis & Practicum 4 Hrs
PRE-SCHOOL ADD-ON CERTIFICATE PROGRAM
The Pre-School Add-On Certificate is currently available to individuals with a clear license in Elementary Education, Family & Consumer Education, with Child Development/ECE Specialization, Special Education, or a related field.
The Pre-school Add-On Certificate is not to be confused with the Birth-Kindergarten License. It allows one to teach three and four year old children in the public schools of North Carolina, or teach in a non-public school related environment, such as a Head Start, or early learning center. It may fulfill requirements for some non-public school teaching positions. Check with the prospective employer before applying to this College.
The course of instruction for the Pre-school Add-On Certificate is as follows:
ECE 234 Ethics and Professionalism in ECE 3 Hrs
ECE 330 Developmental & Educational Assessment of Young Children 3 Hrs
ECE 333 Methods of EC/ECE I 3 Hrs
ECE 335 Directing Behavior and Development of Young Children 3 Hrs
ECE 420 Parent & Professional Collaboration 2 Hrs
ECE 433 Methods of EC/ECE II 3 Hrs
Total: 17 Hrs
2018-2019K-6Plan of Study.docx
B. S. (120 Semester Hours)
________________________________________________________________________________________________________
GED 110 College Skills 1 Hr POL 233 American Politics 3 Hrs
CIS 130 Computers in Society 3 Hrs ENG 132 Freshman Composition II 3 Hrs
ENG 131 Freshman Composition I 3 Hrs PED 130 Fitness and Wellness 3 Hrs
MAT 133 College Math I 3 Hrs MAT 134 College Math II 3 Hrs
ECE 234 Ethics & Professionalism 3 Hrs BIO/PSC/ESC140 Science w/Lab 4 Hrs
EDU 111 Early Involvement in EDU 112 Early Involvement in
Education: Math 1 Hr Education: Reading 1 Hr
Sophomore Year
SPA 132 Elementary Spanish I 3 Hrs SPA 132 Elementary Spanish II 3 Hrs
ENG 230 Fundamentals of Speech 3 Hrs HIS 232 African American History I 3 Hrs
ECO 130 Intro. to Finance & Economics 3 Hrs EDU 320 Educational Research & Analysis 3 Hrs
CRJ/POSY/SOC 130 Behav./Social Science 3 Hrs ECE 320 Phonological Awareness 3 Hrs
EDU 230 Foundations of Education 3 Hrs REL 230 Survey of World Religions 3 Hrs
EDU 113 Early Involvement in
Education: Writing 1 Hr
Junior Year
EDU 333 Foundations of Child Devlpmt 3 Hrs EDU 331 Foundations of Teaching Reading 3 Hrs
ECE 336 Foundations of EC/ECE ECE 335 Directing Behavior / Managing Curriculum 3 Hrs Environments Young Children 3 Hrs
EDU 338 Introduction to Diverse and Exceptional ECE 330 Developmental & Educational
Learners: Teaching ALL Lrnrs 3 Hrs Assessment of Young Children 3 Hrs
ECE 242 Intro to EC/ECE 4 Hrs ECE 334 Working w/Infants & Toddlers 3 Hrs
ECE 433 Language, ECE Literature, and ECE 435 Child Health, Safety & Nutrition 3 Hrs Cultural Diversity 3 Hrs
Senior Year
ECE 337 Administration of EC/ECE EDU 490 Student Teaching & Seminar 13 Hrs
Programs 3 Hrs
I/II 6 Hrs
Cognition 3 Hrs
2018-2019B-KPlan of Study.docx
EDU 111 EARLY INVOLVEMENT IN EDUCATION: MATHEMATICS 1 Hr
This course is designed to introduce prospective Teacher Education candidates to the requirements for admission into the Teacher Education Program and help candidates take and pass the Mathematics component of Praxis I. The course provides opportunities for candidates to participate in simulated test-taking activities, to engage in tutorials to strengthen their knowledge and application of mathematical, algebraic, and geometric concepts and principles, to become familiar and comfortable with the Praxis format, and to provide practice in problem-solving skills. The PLATO series will be used to determine candidates’ strengths and weaknesses and to monitor their individual and collective progress in improving their readiness for Praxis I. Required of all Teacher Education majors who have not passed Praxis I and who have not completed MAT 133-134. Required to complete 60 contact hours on the Computer-Assisted Test Preparation Program and complete all required written and oral tests. Note: Candidates are required to enroll in this course if they have not passed Praxis I by their sophomore year. Candidates are required to register for and take Praxis I: Mathematics while enrolled in this course. A test registration/test administration fee, to be paid to the administering agency, is required approximately 6 weeks prior to the test date.
EDU 112 EARLY INVOLVEMENT IN EDUCATION: READING 1 Hr
This course is designed to introduce prospective Teacher Education candidates to the requirements for admission into the Teacher Education Program and help candidates take and pass the Reading component of Praxis I. The course provides opportunities for candidates to participate in simulated test-taking activities, to engage in tutorials to strengthen their knowledge and reading approaches, to become familiar with the Praxis format, and to provide practice in applying reading skills. The PLATO series will be used to determine candidates’ strengths and weaknesses and to monitor their individual and collective progress in improving their readiness for Praxis I. Required of all Teacher Education majors who have not passed Praxis I. Required to complete 60 contact hours on the Computer-Assisted Test Preparation Program and complete all required written and oral tests. Note: Candidates are required to enroll in this course if they have not passed Praxis I by their sophomore year. Candidates are required to register for and take Praxis I: Reading while enrolled in this course. A test registration/test administration fee, to be paid to the administering agency, is required approximately 6 weeks prior to the test date.
EDU 113 EARLY INVOLVEMENT IN EDUCATION: WRITING 1 Hr
This course is designed to introduce prospective Teacher Education candidates to the requirements for admission into the Teacher Education Program and help candidates take and pass the Writing component of Praxis I. The course provides opportunities for candidates to participate in simulated test-taking activities, to engage in tutorials to improve sentence structure and vocabulary usage, and improve technical writing skills. The PLATO series will be used to determine candidates’ strengths and weaknesses and to monitor their individual and collective progress in improving their readiness for Praxis I. Required of all Teacher Education majors who have not passed Praxis I and who have not completed ENG 131-132. Required to complete 60 contact hours on the Computer-Assisted Test Preparation Program and complete all required written and oral tests. Note: Candidates are required to enroll in this course if they have not passed Praxis I by their sophomore year. Candidates are required to register for and take Praxis I: Reading while enrolled in this course. A test registration/test administration fee, to be paid to the administering agency, is required approximately 6 weeks prior to the test date.
2018-2019PraxisPrepUpdatedCourses.docx
PD_Opening_Session_Fall_2016.pdf
Section 4. Display of Annual Reporting Measures. Annual Reporting Measures (CAEP Component 5.4 | A.5.4)
Impact Measures (CAEP Standard 4) Outcome Measures 1. Impact on P-12 learning and development (Component 4.1) 5. Graduation Rates (initial & advanced levels)
2. Indicators of teaching effectiveness (Component 4.2)
6. Ability of completers to meet licensing (certification) and any additional state requirements; Title II (initial & advanced levels)
3. Satisfaction of employers and employment milestones (Component 4.3 | A.4.1)
7. Ability of completers to be hired in education positions for which they have prepared (initial & advanced levels)
4. Satisfaction of completers (Component 4.4 | A.4.2)
8. Student loan default rates and other consumer information (initial & advanced levels)
4.1 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation provider's website.
1 Link: https://livingstone.edu/academics/division-of-education-and-social-work/
Description of data accessible via link: Teacher Statistics of Graduates from 2005-2017
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial and/or advanced, as offered by the EPP) and corresponding measure number.
Level \ Annual Reporting Measure 1. 2. 3. 4. 5. 6. 7. 8. Initial-Licensure Programs Advanced-Level Programs
4.2 Summarize data and trends from the data linked above, reflecting on the prompts below.
What has the provider learned from reviewing its Annual Reporting Measures over the past three years?
Discuss any emerging, long-term, expected, or unexpected trends? Discuss any programmatic/provider-wide changes being planned as a result of these data? Are benchmarks available for comparison? Are measures widely shared? How? With whom?
The mission, vision, and goals of our Teacher Education Department were created by our advising body, the Teacher Education Council (TEC), which meets monthly or as needed. This body consists of all stakeholders including faculty from elementary education, physical education, English, mathematics, social studies, students, a principal and assistant principal from our partnering local school system, the Director of Evening and Weekend College, library/media, music and early childhood. The TEC is responsible for overseeing the Teacher Education program. As previously stated in our Teacher Education Mission, Vision, and Goals, the Livingstone College Teacher Education Division is committed to high quality teaching experiences for PreK-12 teacher candidates in partnering schools; and the Rowan-Salisbury School System (RSSS) has provided a long history of collaboration in the pursuit of training competent teacher graduates. We have mutually agreed, as cooperative educational entities, to a Clinical Student Teaching Affiliation Agreement with RSSS. Our purposeful and intentional logic for partnership with RSSS was stated in Standard I's narrative, but I will list it here, again: It is the only local school system in Salisbury, NC; the demographics served in the local school system engages all socio-economic backgrounds and academic levels; the school system serves as the poster child for its' commitment to technology with the North Carolina Department of Public Instruction; the location of the schools complements our students in regard to insufficient transportation; and the partnership allows our teacher candidates to participate in professional development opportunities offered by the school system which involve technology and diversity. The TEC ensures that we are strengthening and growing our partnership with RSSS through attendance at professional development opportunities, college activities in which members of RSSS are invited as participants and speakers, and through our field director services.
Based on information gleaned from the NCICU Dean's Meeting in September, 2018, about recruitment and enrollment into EPPs, several phases of change were suggested by the Dean and approved by the TEC. Initial Phase - Initial contact must be made with the Dean of Education or designee by the student, registrar, and/or advisor before choosing Education as a major. The student can call the Dean (or designee), email, or use calendly.com in Outlook on our website to request an interview with the Dean of
Education (or designee). This is the first step to becoming part of the Teacher Education Learning Community. Conversations with the Education Department, TEC, registrar, Vice President of Academic Affairs, and President of the college led to positive support of this phase in growing our Teacher Education Department. The Initial Phase is set to begin fall 2019. Upon contacting the Dean (or designee) for an interview, the student is contacted to set up an appropriate time to speak with the Dean (or designee). By doing it this way, the department is given an opportunity to check the credentials of the student (GPA, ACT, SAT, diagnostic scores in reading, writing, and math) to see if the student is able to begin the coursework; and the interview will provide an overview of all that is required and mandated before the student begins the journey. In other words, no hidden agendas or surprises for either party.
Next, we (the TEC and the Education Department) agreed we must provide a better plan of study and offer Praxis Prep courses that will prepare students to pass the Praxis I at the end of their sophomore year. This means we must have some intensive instruction in reading, writing, and math in the classroom setting, as opposed to a lab. Data from previous years in which the three Praxis Prep courses were offered show that there were more students passing the Praxis than currently. The courses were removed about 10 years ago, when programs were required to reduce the total hours to 120 for plans of study. Our first step to remedy this was to reinstate these former courses. To do so, the proposal to reinstate the Praxis Prep courses had to be approved by the Education department, the Division, the TEC, the Curriculum and Catalog Committee, and the Faculty Assembly. This was all accomplished by Friday, February 1, 2019. We have now revised our plan of study requiring all Teacher Education candidates to complete EDU 111 Early Involvement in Education - Mathematics; EDU 112 Early Involvement in Education - Reading; and EDU 113 Early Involvement in Education - Writing beginning with the fall 2018-2019 school year. This reinstatement of the Praxis Prep courses affords Livingstone College's Teacher Education Program the opportunity to grow our students and graduate more teachers from our program. The significance of successful implementation will be evidential through candidate dispositions, the cooperating teacher's report, and the principal's report.
Further evidence of program impact can be seen in the Pre and Post assessments of our student teacher's portfolios. These assessments show that teacher candidates' assess for prior knowledge, and show continuous improvement through teaching and instructional strategies with all students. Moreover, as noted in our Fifth Year Interim Report to SACS (Southern Accreditation of Colleges and Schools) our institution endeavors to acquire and retain quality instructors and professors, and meet the needs of our students by keeping our class sizes manageable (see Evidence#34). Also notable, the institution met all requirements and recommendations for SACS. Finally, the Collegiate Assessment of Academic Proficiency (CAAP) assessment is a nationally-normed assessment program from ACT which measures outcomes of the general education programs at the end of the first 2 years of college. This assessment reflects the continuous learning of our teacher candidates and levels of understanding of InTASC Standards, as well as state requirements.
Through informal telephone conversations with completers and their employers, a great impact was identifiable. Effective and successful student teaching and field experiences led to employment with that particular principal for our completer candidates. All or 100% of our completers from 2015-2017 are currently employed with our local, partnering school system. This can also be seen in the candidate's portfolios, which include lesson plans, assignments, assessments, procedures, a reflective essay, and self- evaluation.
Teacher candidates expressed in great detail their experience(s) in Livingstone's Teacher EPP and their satisfaction with being prepared to enter the teaching field. Principals who hired our teacher candidates were interviewed via telephone. Both administrators expressed that they wanted to partner with Livingstone's Teacher Education Preparation Program to acquire future teacher candidates from our program. Cooperating principals have offered to include our teacher candidates in professional development activities for teachers at the district level, as well as provide transportation for students who need that resource.
Moreover, another area the TEC will review is the required formal assessments for students. At the freshman level, PLATO is a diagnostic assessment of reading, writing, and mathematics; and at the senior level, the Nelson-Denny is the exit exam before graduation. Conversations with the assessment and support staff in charge of these exams revealed that our four completers for 2015-2017 failed to take the Nelson-Denny as their senior exit assessment. As a division and department, with the support of the TEC, we are advocating that these two assessments be made mandatory for all students. Specifically, that the Nelson-Denny be made a mandatory exit exam for graduation, for all programs of study. It is important for all program areas to have documentation and assessment data that shows continuous growth of students, therefore the TEC is geared up to make a formal request to the Faculty Assembly in regards to this matter. In addition, more effort to ensure that students who were absent during the test should be rescheduled for makeup testing. It was agreed by the assessment and support staff that no student would be able to avoid or miss these vital assessments, moving forward, but the TEC and Teacher Education Program want to ensure that this does occur by submitting a formal request to the Faculty Assembly and asking that the mandate be published in each program area and catalog beginning Fall 2019. Our goal is to expand what we know and have acquired to extend and grow our Teacher Education Program to branch out to the following areas: Science Education, Business Education, and Special Education. Our TEC will look at these 3 areas in-depth to make a decision about the possibility of expanding to these subjects and what would be required for plans of study. We, the TEC and Teacher Education Department, are also looking at the possibility of some form of residency licensure program, which may be hybrid in form (online and traditional) in conjunction with our evening and weekend program. Recommendations about these programs being offered as part of our Teacher Education pathways will be heard and reviewed by the TEC. We will also complete more discovery learning on this possibility and quality plans of study to market and grow our program in partnership with RSSS residency licensure candidates (formerly lateral entry). This is a great opportunity to expand and grow our program and partnership with RSSS, since the next closest EPP is approximately 22 miles away.
Section 5. Areas for Improvement, Weaknesses, and/or Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the last Accreditation Action/Decision Report.
NCATE: Areas for Improvement related to Standard 5 cited as a result of the last CAEP review:
1 .
The unit lacks sufficient evidence that most professional education faculty members are actively engaged in scholarly inquiry.
(IT P)
Livingstone College is committed to professional development of faculty and staff, and continuous improvement of all programs as prescribed by the accrediting bodies for the institution (SACSCOC) and the teacher education program (formerly NCATE, now CAEP). Continuous improvement workshops and activities are required components of the opening sessions for each semester, and the closing session of the spring semester.
During the 2014-2015 school year, the Teacher Education Unit met with central Office personnel at Rowan-Salisbury School System to learn the new direction in assessment and Central Office personnel provided assessment and Response to Intervention workshops for faculty and Teacher Education majors, with special emphasis on the RTI three-tier system. Education Faculty also worked closely with LEA faculty in developing competence in using SmartBoard technology to ensure that our Methods students are knowledgeable of the smart technology used in the local schools.
During the academic years Fall 2016-Fall 2018, Teacher Education faculty participated in the following on and off-site workshops, conferences, forums, and symposiums:
Spring 2016 (On-Site) . ADP Training . Faculty Academic Standards . Campus, Personal Safety . Assessment: Collecting and Using Data . Enhancing Student Learning Outcome - Using Assistive Technology - Using Metacognition - Using Close Reading Strategies
Fall 2016 (On-Site) . Grant Writing . Title IX Training Update . Assessment and Data Collection . Advising and Finance (the impact of advising on student loans)
Fall 2016 (Off-Site) . NC-ACTE Fall 2016 Forum . Faculty Resource Conference: Teaching a New Generation of Students
Spring 2017 (On-Site) . Using Work Plans To Help Student Achieve Satisfactory Academic Performance . Using PPT Animation As An instructional Tool . Writing For Peer Review Journals . Assessment: Collecting And Using Data To Improve Program Outcomes . Using PLATO Assistive Technology In The Majors . Mental Health For Adults (Signs faculty should look for that signal students are not OK) full day training for all faculty
Spring 2017 (Off-Site) . Empower2: Preparing a Competitive HBCY Applicant Pool for Health Science Careers
Fall 2017 (On-Site) . Advising, Assessing And SLOs (student learning outcomes) . Concussion Safety: What Student Athletes And Their Teachers Need To Know . Title IX Faculty Yearly Training Update
Fall 2017 (Off-Site) . NC-ACTE Fall Forum 2017 . Meeting of the Deans, Professional Practice, Tough Questions, Tough Choices for NC Education Preparation Programs
Spring 2018 (Off-Site) . Meeting of NCICU Teacher Education Deans . CAEP Conference . NC Education Conference
2016-2017 Faculty
. Erwin, Alexander
. Davis, Suzette
. Hough, Brooke
. Snipes, Shaftina
. Alfieri, Sal (PED) - Whynot, Wyndham (Social Studies) - Miller, DaVaughn (Music) - Batra, Karam (Mathematics)
2017-2018 Faculty . Carolyn Duncan . Davis, Suzette . Edwards, Sharla . Lovett, Marilyn (Adjunct) . Bryson, Darius (PED) . Williams, Lisa (Adjunct) . Corlett, Cynthia (PED) - Whynot, Wyndham (Social Studies) - Miller, DaVaughn (Music) - Batra, Karam (Mathematics) - Washington, James (Director of Evening & Weekend College)
2018-2019 Faculty - Duncan, Carolyn - Steltz, Mary - Edwards, Sharla - Bryson, Darius (PED) - Corlett, Cynthia (PED - retired 12/18) - Robinson, Astarlove (PED) - Whynot, Wyndham (Social Studies) - Miller, DaVaughn (Music) - Batra, Karam (Mathematics) - Branch, Eleanor (English) - Washington, James (Director of Evening & Weekend College)
Fall 2018 (Off-site) NCICU Dean's Meeting at HPU (Steltz) NCACTE Fall Forum (Duncan, Steltz, and Edwards) Digital Learning Research Symposium with NCICU and RSSS (Edwards) EPP Dashboard Web-conference (Steltz)
As you can see, we (Livingstone's Teacher Education Preparation Program faculty and staff) have been busy learning and growing in our respective areas. This list does not include professional development acquired by our faculty who teach in the mathematics, social studies, English, music or evening program areas. Our goal is to expand what we know and have acquired to extend and grow our Teacher Education Program to branch out to the following areas: Science Education, Business Education, and Special Education. Our TEC will look at these 3 areas in-depth to make a decision about the possibility of expanding to these subjects and what would be required for plans of study. We, the TEC and Teacher Education Department, are also looking at the possibility of some form of residency licensure program, which may be hybrid in form (online and traditional) in conjunction with our evening and weekend program. Recommendations about these programs being offered as part of our Teacher Education pathways will be heard and reviewed by the TEC. We will also complete more discovery learning on this possibility and quality plans of study to market and grow our program in partnership with RSSS residency licensure candidates (formerly lateral entry). This is a great opportunity to expand and grow our program and partnership with RSSS, since the next closest EPP is approximately 22 miles away.
Section 6. Continuous Improvement CAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures, including evidence of candidates' and completers' positive impact on P-12 student learning and development. The provider supports continuous improvement that is sustained and evidence-based, and that evaluates the effectiveness of its completers. The provider uses the results of inquiry and data collection to establish priorities, enhance program elements and capacity, and test innovations to improve completers' impact on P-12 student learning and development.
CAEP Standard 5, Component 5.3 The provider regularly and systematically assesses performance against its goals and relevant standards, tracks results
over time, tests innovations and the effects of selection criteria on subsequent progress and completion, and uses results to improve program elements and processes.
6.1 Summarize any data-driven EPP-wide or programmatic modifications, innovations, or changes planned, worked on, or completed in the last academic year. This is an opportunity to share targeted continuous improvement efforts your EPP is proud of. Focus on one to three major efforts the EPP made and the relationship among data examined, changes, and studying the results of those changes.
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards. What innovations or changes did the EPP implement as a result of that review? How are progress and results tracked? How will the EPP know the degree to which changes are improvements?
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5, component 5.3 and may be helpful in cataloguing continuous improvement.
What quality assurance system data did the provider review? What patterns across preparation programs (both strengths and weaknesses) did the provider identify? How did the provider use data/evidence for continuous improvement? How did the provider test innovations? What specific examples show that changes and program modifications can be linked back to evidence/data? How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to candidate progress and completion? How did the provider document that data-driven changes are ongoing and based on systematic assessment of performance, and/or that innovations result in overall positive trends of improvement for EPPs, their candidates, and P-12 students?
The following thoughts are derived from the September 2017 handbook for advanced-level programs How was stakeholders' feedback and input sought and incorporated into the evaluation, research, and decision-making activities?
The mission, vision, and goals of our Teacher Education Department were created by our advising body, the Teacher Education Council (TEC), which meets monthly or as needed. This body consists of all stakeholders including faculty from elementary education, physical education, English, mathematics, social studies, students, a principal and assistant principal from our partnering local school system, evening and weekend faculty, library/media, music and early childhood. The TEC is responsible for overseeing the Teacher Education program. Our ongoing partnership with RSSS is strengthened with members of the administrative team involved on our TEC. Our efforts in growing our program are centered around the Education Recruitment Plan, developed by the TEC. The continued collaboration of our partnership with RSSS gives way to numerous benefits for all involved. Our teacher education faculty and candidates are permitted to participate in district-level professional development opportunities, which enable our teacher candidates to stay abreast of new curriculum, diverse settings, assessment, and technological changes in the field. As a result, our candidates and education faculty continue to learn the latest instructional techniques and strategies for the 21st century classroom. We are purposefully revamping and growing our program, as well as our TEC. We will recruit more faculty, students, cooperating teachers, and administrative partners from RSSS in the next school year.
Based on information gleaned from the NCICU Dean's Meeting in September, 2018, about recruitment and enrollment into EPPs, several phases of change were suggested by the Dean and approved by the TEC. Initial Phase - Initial contact must be made with the Dean of Education or designee by the student, registrar, and/or advisor before choosing Education as a major. The student can call the Dean (or designee), email, or use calendly.com in Outlook on our website to request an interview with the Dean of Education (or designee). This is the first step to becoming part of the Teacher Education Learning Community. Conversations with the Education Department, TEC, registrar, Vice President of Academic Affairs, and President of the college led to positive support of this phase in growing our Teacher Education Department. The Initial Phase is set to begin fall 2019. Upon contacting the Dean (or designee) for an interview, the student is contacted to set up an appropriate time to speak with the Dean (or designee). By doing it this way, the department is given an opportunity to check the credentials of the student (GPA, ACT, SAT, diagnostic scores in reading, writing, and math) to see if the student is able to begin the coursework; and the interview will provide an overview of all that is required and mandated before the student begins the journey. In other words, no hidden agendas or surprises for either party.
Next, we (the TEC and the Education Department) agreed we must provide a better plan of study and offer Praxis Prep courses that will prepare students to pass the Praxis I at the end of their sophomore year. This means we must have some intensive instruction in reading, writing, and math in the classroom setting, as opposed to a lab. Data from previous years in which the three Praxis Prep courses were offered show that there were more students passing the Praxis than currently. The courses were removed about 10 years ago, when programs were required to reduce the total hours to 120 for plans of study. Our first step to remedy this was to reinstate these former courses. To do so, the proposal to reinstate the Praxis Prep courses had to be approved by the Education department, the Division, the TEC, the Curriculum and Catalog Committee, and the Faculty Assembly. This was all accomplished by Friday, February 1, 2019. We have now revised our plan of study requiring all Teacher Education candidates to complete EDU 111 Early Involvement in Education - Mathematics; EDU 112 Early Involvement in Education - Reading; and EDU 113 Early Involvement in Education - Writing beginning with the fall 2018-2019 school year. This reinstatement of the Praxis Prep courses affords Livingstone College's Teacher Education Program the opportunity to grow our students and graduate more teachers from our program.
In addition, one area that was identified as problematic to our quality assurance system was the storing of data and education files. Prior to 2013, there was neither a defined filing nor storing system. The division began an overhaul process in 2017 and is continuing the process of providing a central location for all education documents, teacher candidate files and forms, as well as all program data (reports, forms, admission packets, induction requirements, field handbooks, etc.). The plan, which will be presented to the TEC, is to create this central filing location within the Dean's office suite, with a check-in and check-out system for faculty and staff. These physical evidences will be kept under lock and key for approximately 5 years, followed by a formal review in investigating ways to procure digital storage for files older than 5 years.
Moreover, another area the TEC will review is the required formal assessments for students. At the freshman level, PLATO is a diagnostic assessment of reading, writing, and mathematics; and at the senior level, the Nelson-Denny is the exit exam before graduation. Conversations with the assessment and support staff in charge of these exams revealed that our four completers for 2015-2017 failed to take the Nelson-Denny as their senior exit assessment. As a division and department, with the support of the TEC, we are advocating that these two assessments be made mandatory for all students. It is important for all program areas to have documentation and assessment data that shows continuous growth of students, therefore the TEC is geared up to make a formal request to the Faculty Assembly in regards to this matter. In addition, more effort to ensure that students who were absent during the test should be rescheduled for makeup testing. It was agreed by the assessment and support staff that no student would be able to avoid or miss these vital assessments, moving forward, but the TEC and Teacher Education Program want to ensure that this does occur by submitting a formal request to the Faculty Assembly and asking that the mandate be published in each program area and catalog beginning Fall 2019.
Livingstone College is committed to professional development of faculty and staff, and continuous improvement of all programs as prescribed by the accrediting bodies for the institution (SACSCOC) and the teacher education program (formerly NCATE, now CAEP). Continuous improvement workshops and activities are required components of the opening sessions for each semester, and the closing session of the spring semester. Also, 42% of the faculty who worked from 2016-2018 have completed graduate level degrees, programs or courses for licensure: Micah Griffin completed a Master's degree in Health Administration; Lisa Williams completed requirements for the Administrator's License; Dr. Carolyn Duncan completed the requirements to receive the Reading Teacher License; James Washington earned his doctoral degree; Shaftina Snipes enrolled in the doctoral degree program; and Sharla Edwards is completing requirements for the doctoral degree. Additionally, EDU 320-Educational Research and Analysis was added to the plan of study. This two credit hour course "demystifies the research process and teaches skills and processes undergraduate students need to become competent consumers and proficient producers of educational research."
Tag the standard(s) or component(s) to which the data or changes apply.
1.1 Understanding of InTASC Standards 1.2 Use of research and evidence to measure students' progress 1.3 Application of content and pedagogical knowledge 1.4 All P-12 students afforded access to college- and career-ready standards. 1.5 Model and apply technology standards 3.1 Recruits and supports high-quality and diverse candidate pool 3.2 Sets selective admission requirements 3.3 Monitors attributes and dispositions beyond academic ability 3.4 Creates and monitors candidate progress 3.5 Candidate positive impacts on P-12 students 4.1 Completer impact on student growth and learning 4.2 Completer effectiveness via observations and/or student surveys 5.1 Effective quality assurance system that monitors progress using multiple measures 5.2 Quality assurance system relies on measures yielding reliable, valid, and actionable data. 5.3 Results for continuous program improvement are used 5.4 Measures of completer impact are analyzed, shared and used in decision-making 5.5 Relevant stakeholders are involved in program evaluation A.1.1 Candidate Knowledge, Skills, and Professional Dispositions A.1.2 Professional Responsibilities A.5.1 Quality and Strategic Evaluation A.5.2 Quality and Strategic Evaluation A.5.3 Continuous Improvement A.5.4 Continuous Improvement
A.5.5 Continuous Improvement x.4 Previous AFI / Weaknesses x.5 State Standards (if applicable)
Upload data results or documentation of data-driven changes.
20172018Education_Recruitment_Plan.docx
TECJan232019_Minutes.docx
TEC_Directory.docx
InTASC_Standards_Progression__Levels.docx
20182019K6Plan_of_Study.docx
20182019BKPlan_of_Study.docx
20182019PraxisPrepUpdatedCourses.docx
PD_Opening_Session_Fall_2016.pdf
PD_Opening_Session_Spr_2017.pdf
PD_Closing_Session_Spr_2017.pdf
6.2 Would the provider be willing to share highlights, new initiatives, assessments, research, scholarship, or service activities during a CAEP Conference or in other CAEP Communications?
Yes No
6.3 Optional Comments
With prior notification
Section 7: Transition In the transition from legacy standards and principles to the CAEP standards, CAEP wishes to support a successful transition to CAEP Accreditation. The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation. To this end, CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs.
7.1 Assess and identify gaps (if any) in the EPP’s evidence relating to the CAEP standards and the progress made on addressing those gaps. This is an opportunity to share the EPP’s assessment of its evidence. It may help to use the Readiness for Accreditation Self-Assessment Checklist, the CAEP Accreditation Handbook (for initial level programs), or the CAEP Handbook: Guidance on Self-Study Reports for Accreditation at the Advanced Level.
If there are no identified gaps, click the box next to "No identified gaps" and proceed to question 7.2.
No identified gaps
If there are identified gaps, please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text applies.
Tag the standard(s) or component(s) to which the text applies.
Not applicable
7.2 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles, as applicable.
Yes No
7.3 If no, please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles, as applicable.
Section 8: Preparer's Authorization Preparer's authorization. By checking the box below, I indicate that I am authorized by the EPP to complete the 2019 EPP Annual Report.
I am authorized to complete this report.
Report Preparer's Information
Position: Dean of Education, Psychology, and Social Work
Phone: 704-216-6899
E-mail: [email protected]
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation, continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training, research and data review. CAEP reserves the right to compile and issue data derived from accreditation documents.
CAEP Accreditation Policy
Policy 6.01 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility. The report is opened for data entry each year in January. EPPs are given 90 days from the date of system availability to complete the report.
CAEP is required to collect and apply the data from the Annual Report to:
1. Monitor whether the EPP continues to meet the CAEP Standards between site visits. 2. Review and analyze stipulations and any AFIs submitted with evidence that they were addressed. 3. Monitor reports of substantive changes. 4. Collect headcount completer data, including for distance learning programs. 5. Monitor how the EPP publicly reports candidate performance data and other consumer information on its website.
CAEP accreditation staff conduct annual analysis of AFIs and/or stipulations and the decisions of the Accreditation Council to assess consistency.
Failure to submit an Annual Report will result in referral to the Accreditation Council for review. Adverse action may result.
Policy 8.05 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes, including program reviews, self-study reports, formative feedback reports and addendums and site visit report responses, and information made available to prospective candidates and the public. In particular, information displayed by the EPP pertaining to its accreditation and Title II decision, term, consumer information, or candidate performance (e.g., standardized test results, job placement rates, and licensing examination rates) must be accurate and current.
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP and/or its accreditation, or uses accreditation reports or materials in a false or misleading manner, the EPP will be contacted and directed to issue a corrective communication. Failure to correct misleading or inaccurate statements can lead to adverse action.
Acknowledge

Documents

2019 EPP Annual Report - Livingstone