IHE PERFORMANCE REPORT SHAW UNIVERSITY

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1 IHE PERFORMANCE REPORT SHAW UNIVERSITY OVERVIEW OF THE INSTITUTION Shaw University is a small, private, coeducational institution founded in It awards the Associate Degree, Bachelor of Arts, Bachelor of Science, and Graduate Degrees. The University is church-related; having remained affiliated with the Baptist church throughout its history. The institution is committed to providing educational opportunities for all segments of our society without regard to race, creed, or ethnic origin. However, historically, it has maintained a special interest in the education of minorities who have been traditionally excluded from the mainstream of American education. Shaw University is the oldest historically Black college in the state and among the oldest in the nation. The University makes continuous effort to provide educational opportunities for diverse students with academic potential. It has established several units of the Center for Alternative Programs of Education (CAPE) that bring degree programs to persons who live in rural counties or are confined in correctional facilities. In 1993, the University made courses in ethics and values central to the general education that all of its students receive in order to emphasize its commitment to the inculcation of higher personal standards and citizenship. I. School/College/Department of Education (SCDE) Initiatives A. Brief summary of collaborative activities with the public schools (including faculty exchanges; involvement of public school teachers in the design and delivery of curriculum/courses, etc.) During the school year, the Education Department began developing partnership agreements with three school districts to work in their schools: Wake County Schools through Communities in Schools, Johnston County Schools, and Durham Public Schools. With these partnerships, both students and faculty agree to participate in different types of activities at each school site. Students will be involved in tutorial activities, and faculty will provide assistance as needed by individual schools, such as workshop presentations, consultation, and reading to students. This year was spent planning. The school year is the targeted time frame that collaborative activities would occur involving faculty and students. Although individual faculty members have been active in the public schools in the past, the education department has made a commitment to work together in its partnership with schools. B. Brief description of efforts to serve low-performing schools As part of our planning in the academic year, discussion occurred regarding the Education Department serving in a low-performing school. It actually took us the whole year ( ) to locate a school that was low performing and close enough for faculty and students to travel. One of our partner schools is W. G. Pearson Lab School which is an elementary school in the Durham Public School System. The faculty at Shaw will work collaboratively with the principal and staff at W. G. Pearson Elementary School; students majoring in education will also assist classroom teachers. C. Brief description of efforts to ensure technological competence of pre-service/in-service teachers The Education Department has a Curriculum and Materials Center and a Computer Laboratory for students access to technology. During the academic year, the Education Department hired a Technology Specialist to teach two courses specifically to education majors: CIS Introduction to Computer Concepts and EDU Essential Technology for Pre-Service Teachers. The Technology Specialist also serves as a consultant to the technology team at W.G. Pearson Elementary School. SU-1

2 D. Brief description of efforts to serve lateral entry teachers The Education Department provides opportunities for lateral entry teachers to pursue course requirements leading to licensure in six different specialty areas. The courses needed to complete a program are determined after transcripts are reviewed. Once the courses have been determined, an individual plan of study is done for each lateral entry teacher. We work very closely with lateral entry teachers as they complete the program. We accommodate the needs of non-traditional students, and lateral entry teachers by offering several courses either at night or on Saturdays. Our brochure addresses Licensure Only. E. Brief description of special efforts you make/made to improve NTE/PRAXIS The Teacher Education Program has developed several strategies to help students improve their performance on the NTE/PRAXIS exams. These strategies include: all education majors are required to register for EDU 218 PRAXIS Lab; the Learning Plus series is computer based and available; a Technology Specialist provides direct instruction and guidance in preparation for the PRAXIS I Exam; and the Learning Plus textbooks are available for students. F. Brief description of special efforts to recruit students into professional education programs leading to licensure Various brochures about the teacher education program are distributed. Shaw University sponsors visits to several different high schools across the United States in an effort to recruit students from diverse backgrounds. During the recruitment visits, brochures and information about the programs in teacher education are distributed and discussed. The foundation of Shaw University is in the Baptist Church, and churches sponsor Shaw Day to inform students about the University. Another method is that the Education Department Chair teaches one section of Orientation to College for new students. During registration, special effort is made to place students in that section if they select education as their major or if they are undecided about a major. G. Brief description of special efforts to encourage minority students to pursue teacher licensure The Public School System throughout North Carolina provides easy contact for faculty to encourage minority students to pursue an education at Shaw University. The faculty is in close contact with the public schools in recruiting minority students. Shaw University offers many incentives to encourage and motivate these students. Telecommunication is utilized for minority recruitment, and the Education Department distributes brochures throughout the States as a special effort to encourage minority students. Also, applications are placed in churches and civic organization to encourage minority students to pursue teacher licensure. H. (if applicable): Brief description of new initiatives (if any) not detailed previously in this section The Education Department was awarded a four-year federal grant to provide an educational training program for Head Start and Early Head Start Personnel. New initiatives include plans to offer a graduate program in education, as well as to offer additional specialty areas in Special Education ( Behavioral/Emotional Disabled; Gifted and Talented); Science and Chemistry Education, Middle School Education, and Birth Kindergarten Education; to improve technological competence of faculty and students; and to more activiely recruit students form diverse backgrounds. I. Brief description of programs designed to support beginning teachers Specialty Area Coordinators provide assistance and support to beginning teachers as needed. The Specialty Area Coordinator and beginning teacher dialogue using and telephone. J. Brief description of programs designed to support career teachers The Education Department sponsored a conference on Student Minority Test Taking Skills. Persons who attended were in service teachers, support staff, and administrators. SU-2

3 K. Brief summary of faculty involvement in the public schools. How are faculty involved? Are all your SCDE faculty involved? Are faculty from the arts and sciences involved? Over the years, the faculty in the Education Department has been involved in public schools. They have served as tutors, mentors to students, or consultants to classroom teachers. The goal for the school year is to work with schools that we have developed a partnership with. These partnerships will allow education faculty, as a team to provide support to the students and staff based on the needs of the schools. SU-3

4 II. CHARACTERISTICS OF STUDENTS A. Headcount of students formally admitted to and enrolled in professional education programs leading to licensure FULL-TIME STUDENTS Undergraduate MALE FEMALE Black, Not Origin 3 Black, Not Origin 7 White, Not Origin White, Not Origin Total 3 Total 7 Licensure-Only Black, Not Origin White, Not Origin Black, Not Origin White, Not Origin Total 0 Total 0 Graduate Black, Not Origin White, Not Origin Black, Not Origin White, Not Origin Total 0 Total 0 SU-4

5 PART-TIME STUDENTS Undergraduate MALE Black, Not Origin FEMALE Black, Not Origin White, Not Origin White, Not Origin 1 Total 0 Total 1 Licensure-Only Black, Not Origin Black, Not Origin White, Not Origin White, Not Origin 2 Total 0 Total 2 Graduate Black, Not Origin White, Not Origin Black, Not Origin White, Not Origin Total 0 Total 0 SU-5

6 B. Lateral Entry/Provisionally Licensed Teachers Refers to individuals employed by public schools on lateral entry or provisional licenses Program Area Number Requesting Program of Study Leading to Licensure Number Issued Program of Study Leading to Licensure Number Enrolled in one or more courses leading to licensure Pre-kindergarten (B-K) Elementary (K-6) 2 2 Middle Grades (6-9) Secondary (9-12) 2 2 Special Subject Areas Exceptional Children 1 1 Vocational Education (7-12) Special Service Personnel Total C. Quality of students admitted to programs during report year Baccalaureate Master's MEAN PPST-R # MEAN PPST-W # MEAN PPST-M # MEAN CBT-R MEAN CBT-W MEAN CBT-M MEAN GPA MEAN MAT MEAN GRE-TOTAL MEAN NUMBER OF YEARS TEACHING EXPERIENCE** NUMBER EMPLOYED IN NC SCHOOLS** # # # # # Fewer than three students to report SU-6

7 D. Program completers (Reported by IHE) Program Area Baccalaureate Degree Undergraduate Licensure-Only Master's Degree Graduate Licensure-Only N = # Completing NC = # Licensed in NC N NC N NC N NC N NC Pre-kindergarten (B-K) Elementary (K-6) Middle Grades (6-9) Secondary (9-12) Special Subject Areas Exceptional Children Vocational Education (7-12) Special Service Personnel Total 6 3 SU-7

8 E. Scores of student teachers on professional and content area examinations Specialty Area Professional Knowledge Art Audiology Teacher Licensure Pass Rates by IHE # % Biology 1 * Business Education Chemistry Earth/Space Science Education of the Mentally Retarded Students 1 * Elementary Education (K-6) 6 0 English French German Health Education Home Economics Education Intro to the Teaching of Reading Language Arts (6-9) Marketing and Distributive Education Mathematics (9-12) Music Physical Education Physics Science (9-12) 1 * Social Studies (9-12) 1 * Spanish Special Education Cross Categorical 1 * Speech Communication Speech-Language Pathology Teaching Emotionally Disturbed Students Teaching English as a Second Language Teaching Learning Disabled Teaching Visually Handicapped Technology Education PK/PLT *To protect confidentiality of student records, pass rates based on fewer than three test takers were not printed. SU-8

9 F. Time from admission into professional education program until program completion Full-time Students 3 or fewer Baccalaureate degree 6 U-Licensure-Only 3 Master's degree G-Licensure-Only Part-time Students Baccalaureate degree U-Licensure-Only Master's degree G-Licensure-Only G. Undergraduate program completers employed in NC Schools within one year of program completion Student Teachers Percent Licensed Percent Employed Baccalaureate 28 43% 36% H. Top 10 LEAs employing teachers affiliated with this college/university Population from which this data is drawn represents teachers employed in NC in LEA Number of Teachers Wake 70 Halifax 26 Cumberland 26 Nash-Rocky Mount 22 Durham 22 Vance 21 Franklin 16 Charlotte-Mecklenburg 13 Guilford 13 Wilson 12 SU-9

10 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... the teacher preparation program in general preparation for managing the classroom preparation for using technology as an instructional tool preparation for meeting the needs of diverse learners Preparation in curriculum content and delivery strategies Program Completer Employer Mentor Number of surveys received Number of surveys mailed III. 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 SU-10

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