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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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
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
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
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