IHE PERFORMANCE REPORT QUEENS COLLEGE

Transcription

1 IHE PERFORMANCE REPORT QUEENS COLLEGE OVERVIEW OF THE INSTITUTION Queens College is a diversified, co-educational, private liberal arts college affiliated with the Presbyterian Church. There are three units of the College which serve the diverse needs of a variety of students. SPECIAL CHARACTERISTICS The College of Arts and Sciences (CAS) offers traditional liberal arts majors a unique interdisciplinary core program, an international experience, and career preparation through a required internship. PROGRAM AREAS AND LEVELS OFFERED The Hayworth College offers undergraduate and graduate courses of study to a primarily adult student body from the Charlotte Area. The McColl School of Business offers business programs in both undergraduate colleges as well as graduate business programs. In all of its educational programs, Queens emphasizes active learning, close studentteacher relationships, and connections between the world of the classroom and the world of work using the greater Charlotte area for experiential learning. On the undergraduate level, the Division of Education offers an Elementary Education major and secondary licensure in Biology, English, History, Mathematics or Comprehensive Social Studies. On the post-baccalaureate level students can earn a Masters of Teaching with initial licensure in elementary education or secondary licensure only. I. School/College/Department of Education (SCDE) Initiatives A. Brief summary of collaborative activities with the public schools 9including faculty exchanges; involvement of public school teachers in the design and delivery of curriculum/courses, etc.) Education Division faculty are frequently called on by classroom teachers for advice in increasing achievement levels of children in Charlotte Mecklenburg schools. In addition, students in the program a placed in numerous field experiences in local schools. Students tutor, teach lessons, diagnose and aid in remediation of reading and mathematics difficulties, and teach in the Junior Achievement program. Spring student teachers are placed for three weeks of intensive training at at risk schools after their required traditional student teaching placement. At the graduate level, many students enrolled in the graduate program work as teacher assistants or as unpaid volunteers in local public schools. Through the generous support of two businesses, future teachers can take part in paid tutor programs. Elementary Education majors are selected as special reading tutors in a local elementary school. They are paid through a generous grant from Chick-Fil-A. Secondary teachers from CMS teach the specific methods portion of the secondary methods course. Permanent adjunct faculty from CMS and the Rock Hill School District in South Carolina teach in the program. B. Brief description of efforts to assist low-performing schools Queens recognizes that working in high needs schools is often discouraging especially for novice teachers. In a new student teaching model for undergraduate elementary education majors, students work in a cluster at a high needs school for three additional weeks after their primary 11 week student teaching assignment. A faculty member is on site to help students process how to be effective for all children. Queens faculty believes that immersion in high needs school with faculty encouragement will help preservice teachers learn effective ways to meet any unique needs of these students. In addition, increasing the length of student teaching in a variety of settings supports the literature on building self confidence of new teachers. Moreover, with high teacher attrition at high needs schools it is probable that our students first position will be in such an environment. We believe that this exposure will help prepare these future teachers to be effective. QC-1

2 C. Brief description of efforts to ensure technological competence of preservice/inservice teachers Assignments in required courses on the undergraduate and graduate levels are used for the state approved Queens technology portfolio. Lists of URL s of teacher resources sites and evaluations of software are generated and distributed by education students Multimedia projects and power point presentations are required in the Computers for Teachers course. Students are taught how to use data base and spread sheets to increase their productivity as teachers. In addition, the majority of faculty communicate with their students through . Students are especially familiar with the www for research and for applying for jobs in public schools in NC. Finally, one of the permanent adjuncts in the education program is the director of technology for Rock Hills Schools. D. Brief description of efforts to serve lateral entry teachers In Lateral entry teachers enrolled in the Post Baccalaureate program for secondary licensure. Planning with CMS began in summer 1999 to begin a lateral entry program E. Brief description of special efforts to improve NTE/Praxis scores Queens purchased Learning Plus. It is installed on 12 work stations in two computer labs on campus Learning Plus Manuals are on reserve. Faculty use case studies in class and open ended response test items to prepare students for the Elementary Education: Content Area Exercises. Faculty in the academic areas have been given Tests-A- Glance for their respective content specialty areas. In addition, Queens criteria continues to be 2.5 gpa for entrance into education programs F. Brief description of special efforts to recruit students into professional education programs leading to licensure On the post-baccalaureate level, tuition in for education courses was reduced and Graduate Assistantships have been funded. G. Brief description of special efforts to encourage minority students to pursue teacher licensure None for H. (if applicable): Brief description of new initiatives (if any) not detailed previously in this section None for I. Brief description of programs designed to support beginning teachers Queens faculty relationship with graduates is close. Former students contact faculty for advice and support. Principals in area schools alert faculty about job openings and their desire to employ Queens graduates. Former students are involved professionally with faculty on the Board of the Charlotte Reading Association J. Brief description of programs designed to support career teachers As part of the Charlotte Area Consortium, Queens participates in a Cooperating Teacher one day conference each year. Each cooperating teacher is given a voucher for one three hour course at Queens for each student teacher supervised. Teachers enroll in MAT courses for license renewal credit. Frequently faculty members receive calls from teachers who have moved from out of state. Apparently, Queens faculty take time to explain to them how to apply for NC licenses, etc. 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? Queens faculty outside the education division support schools with their expertise. The foreign language faculty is available for consulting on how to effectively include ESL children in the regular classroom. They have acted as judges in foreign language competitions. A member of the business faculty serves on the advisory board for the new Charlotte Technical High School. Faculty from Queens speakers bureau volunteer their time to present to parent-teacher groups about topics of interest.in several counties, the nursing department has provided Sexuality and STD education classes.the Queens Psychology Department is active in public schools in the following ways: Undergraduate psychology majors conduct hands-on demonstrations of basic psychology concepts in high school psychology classes The psychology clubs at Queens College and University of North Carolina at Charlotte provide used psychology textbooks to Charlotte Mecklenburg High School teachers of psychology. Assistance is provided to high school teachers on a fairly regular basis and includes giving guest lectures, sharing resources, finding information, and answering questions QC-2

3 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 White, Not Origin 2 White, Not Origin 20 Total 2 Total 20 Licensure-Only White, Not Origin White, Not Origin Total 0 Total 0 Graduate White, Not Origin 1 White, Not Origin 24 Total 1 Total 24 QC-3

4 PART-TIME STUDENTS Undergraduate MALE White, Not Origin FEMALE White, Not Origin Total 0 Total 0 Licensure-Only White, Not Origin White, Not Origin Total 0 Total 0 Graduate White, Not Origin 3 White, Not Origin 56 Total 3 Total 56 QC-4

5 B. Lateral Entry/Provisionally Licensed Teachers Refers to individuals employed by public schools on lateral entry or provisional licenses Program Area Prekindergarten (B-K) Number Requesting Issuance of Program of Study Leading to Licensure Number Issued Program of Study Leading to Licensure Number Enrolled in one or more courses leading to licensure Elementary (K-6) Middle Grades (6-9) Secondary (9-12) 2 2 Special Subject Areas Exceptional Children Vocational Education (7-12) Special Service Personnel Total 2 2 COMMENT OR EXPLANATION: Information reported for academic year 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** **At time of admission to the master's program QC-5

6 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 Prekindergarten (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 QC-6

7 E. Scores of student teachers on professional and content area examinations Specialty Area/ Professional Knowledge Art Audiology Teacher Licensure Pass Rates by IHE # % Biology (9-12) 1 * Business Education Chemistry (9-12) Earth/Space Science Educ of the Mentally Retarded Students Elementary Education (K-6) English (9-12) 1 * French 1 * German Health Education Home Economics Education Intro to the Teaching of Reading Language Arts (6-9) Marketing and Distributive Educ Mathematics (9-12) Music Physical Education Physics Science (9-12) Social Studies (9-12) 1 * Spanish 2 * Special Educ Cross Categorical Speech Communication Speech-Language Pathology Tching Emotionally Disturbed St Tching English as a Second Language Tching Learning Disabled Tching Visually Handicapped Technology Education PK/PLT *To protect confidentiality of student records, pass rates based on fewer than three test takers were not printed. QC-7

8 F. Time from admission into professional education program until program Full-time Students 3 or fewer 4 Baccalaureate degree U-Licensure-Only Master's degree 11 G-Licensure-Only Part-time Students Baccalaureate degree U-Licensure-Only 4 Master's degree 6 G-Licensure-Only COMMENT OR EXPLANATION: MAT program fulltime=12 credit hrs per term. G. Undergraduate completers employed in NC Schools within one year of program completion Student Teachers Percent Licensed Percent Employed Baccalaureate 42 81% 43% COMMENT OR EXPLANATION: We do not formally tracked students employment after graduation and when we sent out surveys to recent grads. our response rate is low. The numbers reported are of those who have contacted us with news of employment. We do not offer G licensure without the MAT. QC-8

9 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 Charlotte-Mecklenburg 178 Union 22 Gaston 12 Iredell-Statesville 9 Cabarrus 8 Mooresville City 6 Rowan Salisbury 6 Lincoln 4 Granville 3 Robeson 3 Catawba 3 Pender 3 New Hanover 3 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 QC-9