2017-2018 ihe bachelor performance report · winston-salem state university was founded in 1892 as...

2017-2018

IHE Bachelor Performance Report

Winston-Salem State University

Overview of the Institution

Winston-Salem State University, a constituent institution of the University of North Carolina

System, is a historically black university and recognized regional institution offering

baccalaureate and graduate programs to a diverse student population. The Wall Street Journal

recognized WSSU in 2016 as Number 1 among Historically Black College and Universities

(HBCU) in North Carolina. The U.S. News and World Report recognized the institution in

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2016, 2017, and 2018 as one of the Top Historically Black Colleges and Universities, and in

2017 Diverse Issues in Higher Education ranked WSSU as Number 1 in North Carolina for

graduating Black students in the field of education.

Winston-Salem State University was founded in 1892 as Slater Industrial Academy by Simon

Green Atkins and was chartered in 1899 as the Slater Industrial and State Normal School. In

1925, the General Assembly of North Carolina recognized the school’s curriculum above high

school and changed the name of the institution to Winston-Salem Teachers College, and the

college was empowered under authority of the State Board of Education to confer appropriate

degrees. Thus, Winston-Salem Teachers College became the first black institution in the United

States to grant degrees for teaching elementary grades. In response to a growing medical

community emerging in the Winston-Salem area, the School of Nursing was established in 1953,

awarding graduates the degree of Bachelor of Science. In recognition of the university’s growing

curriculum and expanding role, the North Carolina General Assembly of 1963 authorized

changing the name from Winston-Salem Teachers College to Winston-Salem State College. The

state legislature authorized the renaming of the institution as Winston-Salem State University in

1969, and in 1972, Winston-Salem State University became one of the 16 constituent institutions

of the University of North Carolina, subject to the control of a Board of Governors.

Winston-Salem State University continues its ongoing commitment to academic excellence and

equity through its focus on providing a comprehensive liberal arts education and building upon

the success of its graduate and professional programs and by rooting its strategic plan in the

principle of equity. The University recognizes that the impact of cumulative disadvantages of

historical race and class inequities that limit the ability of its students, who are disproportionately

minority and low income, to engage and persist in their education. Thus, the University embraces

equity beliefs and practices that support success for its population of students. The University

strives to develop graduates who thrive in a dynamic and global society and become leaders who

advance social justice by serving the world with compassion and commitment. The University

mission states:

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“Winston-Salem State University is a comprehensive, historically Black university offering

innovative undergraduate programs and exceptional graduate programs grounded in the tradition

of liberal education. Students engage in active and experiential learning offered through flexible

delivery modes. The university is dedicated to the holistic development of students by faculty

dedicated to excellence in teaching, research, and service. As a constituent institution of the

University of North Carolina, Winston-Salem State University contributes to the social, cultural,

intellectual and economic growth of North Carolina, the region, and beyond.”

The 2016-2021 University Strategic Plan advances the mission of the university through focus on

the five goals of 1) strengthening liberal education, 2) enhancing the quality of graduate and

professional programs, 3) building commitment to social justice through enhanced community

engagement, 4) enhancing revenue and stewardship of resources, and 5) enhancing the quality of

physical and operational infrastructure.

The academic programs, which are aligned to the University mission and supported by the

strategic plan, are situated within two academic units, The College of Arts, Sciences, Business

and Education (The College), and the School of Health Sciences. The University College and

Lifelong Learning academic unit provides oversight of the liberal education grounded general

education curriculum and supplies academic support for freshman and other students at the pre-

program admission level. The College encompasses the largest segment of academic programs at

the University and provides the broad liberal arts foundation that underpins the academic and

professional development of students and as well offers the professional programs in business

and education. The programs of The College are contained within departments residing within

five faculties, 1) the Faculty of Arts and Humanities, 2) the Faculty of Business, 3) the Faculty of

Education, 4) the Faculty of Natural and Physical Sciences, and 5) the Faculty of Social Science.

The programs of the School of Health Sciences, which educate diverse health professionals, are

contained within seven departments. The University’s programs include 39 bachelor’s degree

programs, 7 master’s degree programs, 2 doctoral degree programs, and 2 post – master’s

certificate programs.

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In Fall 2017, WSSU enrolled 5098 students of whom 92% were undergraduate students and 8%

graduate students. Full-time students accounted for 85% of enrollment and part-time students

were 15% of enrollment. Females were 72% of enrolled students and males were 28%. Reported

ethnicities of enrolled students were 73% African American, 15% White, 4% Hispanic/Latino,

1% Asian, 3% two or more races, 2% race and ethnicity unknown, and 2% non-resident alien.

Special Characteristics

The programs offered at Winston – Salem State University are grounded in a liberal arts

education foundation intended to provide students with a comprehensive array of essential

intellectual and leadership skills needed for success in the 21st century global community.

Students completing studies at Winston-Salem State University are required to take a minimum

of sixty (60) hours of General Education courses outside of their major field of study. In the

general education, students complete coursework that address seven areas of knowledge, seven

learning outcomes, and six curricular themes. The areas of knowledge include literature,

historical studies, social/behavioral sciences, natural sciences, mathematics and quantitative

logic, fine arts, and foreign language and culture. The seven student learning outcomes are

critical thinking, critical reading, written communication, oral communication, scientific literacy,

quantitative literacy, and information literacy. The curricular themes encompass globalization,

diversity, sustainability, civic engagement, moral and ethical reasoning, and healthy living.

Students also participate in liberal learning seminars that place strong emphasis on critical

inquiry, reading, writing and collaborative learning.

Underpinning student success in the general education curriculum are the components of the

general education advisement provided by general education faculty from all academic programs

and the services available in the Student Success Center (SSC). General education advisors guide

students in selecting general education courses that address the areas of knowledge, learning

outcomes, and curricular themes while meeting pre-requisite requirements for entry into their

major programs. General education advisors also assist students in identifying developmental

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needs through the GradesFirst Student Support System and refer them to additional academic

advising and support available through the SSC. Services provided in the “one stop shop”

environment of SSC include writing and quantitative skills centers, tutoring services,

technological support, and the offices of career development and international programs.

Program Areas and Levels Offered

Administrative oversight of the Educator Preparation Program resides within the Faculty of

Education and is the responsibility of the Chair of the Department of Education with oversight by

the Dean of The College of Arts, Science, Business and Education. Educator preparation

programs are hosted within the Faculty of Education, the Faculty of Arts and Humanities and the

Faculty of Natural and Physical Sciences.

Within the Faculty of Education, programs in the Department of Education include the B.S. in

Birth through Kindergarten Education with concentrations in Birth-Kindergarten Licensure,

Administration and Leadership, and Early Intervention and Preschool; the B.S. in Elementary

Education; the B.S. in Teaching with teacher licensure concentrations in Secondary English

Education, Secondary Mathematics Education, Middle Grades Education, and Special Education;

and the Master of Arts in Teaching with concentrations in Middle Grades Education and Special

Education. Faculty in the Department of English in the Faculty of Arts and Humanities, and

faculty in the Department of Mathematics in the Faculty of Natural and Physical Sciences liaise

with faculty in the Department of Education to offer the B.S. in Teaching concentrations in

Secondary English and Secondary Mathematics Education. The B.S. in Teaching concentration

in Middle Grades Education includes licensure options in Language Arts, Mathematics, Science,

and Social Studies. The Master of Arts in Teaching (MAT) includes Middle Grades licensure

options in Language Arts, Mathematics, and Science. The Department of Education also offers a

distance education program in the Post-Baccalaureate Certificate in English as a Second

Language.

The Department of Health, Physical Education and Sports Studies in the Faculty of Education

hosts the Bachelor of Science in Physical Education with Teacher Licensure. The Department of

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Fine Arts within the Faculty of Arts and Humanities hosts the Bachelor of Arts in Music with

concentration in Music Education Licensure. In addition to the degree program offerings, the

Educator Preparation Program also serves individuals possessing a bachelor’s degree who wish

to complete coursework and clinical experiences to qualify for initial licensure. Individuals

possessing a bachelor’s degree, who do not wish to enroll in the MAT, may complete licensure

requirements in the undergraduate licensure-only option by completing the undergraduate

coursework and experiences required for licensure.

All educator preparation programs are coordinated by the Professional Education Council (PEC).

The PEC is the advisory and governance structure for development and implementation of

policies and procedures that impact P-12 educator preparation. The Educator Preparation

Program is accredited by the National Council for Accreditation of Teacher Education (NCATE)

which has been incorporated into the Council for Accreditation of Educator Preparation (CAEP).

All educator preparation programs are approved by the North Carolina State Board of Education.

Pathways Offered (Place an ‘X’ under each of the options listed below that your IHE

Provides)

Traditional RALC Lateral Entry

X X

Brief description of unit/institutional efforts to promote SBE priorities.

For the 2017-18 report, briefly describe your current efforts or future plans to respond to the

recent legislative provisions below.

All candidates are prepared to use digital and other instructional technologies to provide

high-quality, integrated digital teaching and learning to all students.

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Undergraduate teacher education candidates demonstrate their ability to use and effectively

integrate technology in their professional practices (inside and outside the classroom) through

successful completion of a sophomore/senior-level technology course, EDU 4339: Integrating

Media and Technology in P-12 Settings. The course emphasizes actual integration of information

and communication technology in typical P-12 settings from a teacher's perspective. Teacher

candidates in this course are taught to use the Technology Integration Planning (TIP) model, a

research-based and well accepted model for planning and integrating technology in P-12

curriculum and instruction, which includes assessing technological pedagogical knowledge,

determining relative advantages, deciding on objectives and assessments, designing integration

strategies, preparing for instruction, and evaluating and revising integration strategies. Several

assignments replicating real-life practices require students to use different kinds of software,

hardware, and Internet-based resources to design, modify, evaluate, and integrate technology into

instruction in ways that positively impact P-12 students' performances. They are also required to

collect data relating to instruction, review and analyze data on students' performance, and make

formal presentations based on the results or findings from the data review and analysis. A

spreadsheet project requires candidates to create and manage a grade book for a hypothetical

classroom of at least 25 students. Candidates also analyze data from a hypothetical grade book,

and data from a sample test. Additionally, candidates create a database of student and parent

information, from which they design a classroom newsletter. Candidates also create and infuse

concept maps into a specific content area; design a lesson plan that integrates technology aligned

with Common Core standards and the National Educational Technology Standards (NETS) for

teachers; and design a multimedia presentation, which may include Web 2.0 tools, to be used in a

micro-teaching and/or presentation situation.

Use of technology is also integrated into coursework across the teacher preparation curriculum.

Students are introduced to and use technologies such as PowerPoint, Prezi, Blackboard,

Taskstream, video and audio equipment and software, and Web 2.0 software tools for

presentations and instruction. Methods courses require that candidates incorporate instructional

technology tools in their lesson plans as one of the teaching modes. The Impact on Student

Learning (ISL) project in the Educational Psychology course, the ISL signature assignment

completed during the student teaching semester, require that candidates use technology to

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collect, analyze, and report their assessment data on P-12 students for whom they provide

instruction. Student teachers use technology to summarize their data appropriately so that they

can reflect on the assessment results, evaluate their impact on student learning, and plan

appropriate modifications to their instruction to ensure a positive impact on student learning.

Elementary Education students and students from programs transitioning to the edTPA

Assessment are required to videotape and evaluate their instruction in the edTPA Task 2 and

then to appropriately assess and modify instruction based on their evaluation of their

performance in the videotape.

Students are also expected to use technology to aggregate and disaggregate assessment data from

student work samples to use in assessing the success of whole class and individual student

learning. Student teachers are also exposed to the use of assessment technology platforms by the

cooperating teachers in the classrooms in which they student teach. Further, students receive

instruction in the use of technology appropriate for their discipline areas. For example, students

with mathematics related concentrations receive instruction in use of the Geometer Sketchpad,

MyMathLab, the graphing calculator and PowerTools. Students in Music Education licensure

take MUS 3342: Technology in Music Education. This course provides training in the use of the

computer for producing publication-quality music arrangements, transcriptions, and original

compositions and surveys various tutorial programs and multimedia study modules for theory,

keyboard skills, and music history instruction.

Students in Physical Education use content specific technologies such as pedometers and other

activity tracking devices as well exercise software such as the Nintendo Wii Fit exercise video

game. Prospective teachers in the Master of Arts in Teaching program take the EDU 5300 -

Introduction to Computers and Technology in the Classroom or EDU 6302 - Media, Technology,

and Diversity which contains content that builds on knowledge and skill that undergraduates in

the EDU 4339 course must demonstrate. Content in the courses includes more complex topics

and skills, among which are extended use of spreadsheets for collection, analysis, and

visualization of data; and use of databases to manage collection, analysis, and dissemination of

student assessment data.

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Assess elementary and special education: general curriculum candidates prior to licensure

to determine that they possess the requisite knowledge in scientifically based reading and

mathematics instruction that is aligned with the State Board's expectations. Describe your

efforts for ensuring candidates are prepared for the new Foundations of Reading and

General Curriculum licensure exams effective October 1, 2014.

Beginning with candidates who complete programs in Spring 2019, all candidates must pass

licensure tests prior to admission to full-time student teaching. In addition to this rigorous

requirement, candidates in the Elementary Education program complete three courses in reading

instruction in preparation for teaching reading in elementary schools. Two courses, RED 3309

Teaching Reading in Elementary School (K-2) and RED 3310 Teaching Reading in Elementary

School (3-6), provide instruction on methods and materials of teaching reading to students in the

respective course grade ranges. The courses emphasize methods and materials for the individual

student and their appropriate selection, development, and utilization of materials to promote

reading development including strategies to address the foundational methods of reading and

reading comprehension development tested in the NC-TEL Foundations of Reading test. The

third course, RED 4312 Reading Assessment and Remediation, develops facility in identifying

reading disability factors and in planning effective treatment programs. Elementary Education

candidates in the language arts methods course receive field experience in the I-RISE (Initiative

of Reading Improvement for Students Everywhere) Literacy Academy where they provide

tutoring at selected community-based sites to assist students in grades Pre-K through 5 in

developing reading skills. Tutoring processes in I-RISE include use of diagnostic tools to

identify areas in which program participants need improvement, implementation of

developmental strategies, and assessment of student progress.

In addition to the three required reading courses, Elementary Education candidates, who take the

optional 18-hour English as a Second Language second course of study, may elect to take ESL

3308 Strategies for English Language Learners which introduces strategies for developing

second language learners’ reading and writing skill, academic language, and vocabulary.

Candidates opting to complete the second course of study in Special Education may elect to take

SPE 3336 Methods of Enhancing Reading Skills for Students with Special Needs. Undergraduate

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candidates in Special Education also take the reading course RED 3309 Teaching Reading in

Elementary School (K-2) or RED 3310 Teaching Reading in Elementary School (3-6) as well as

SPE 3336 Methods of Enhancing Literacy Development in Language, Reading, and Writing for

Exceptional Students.

Undergraduate candidates must complete at least one mathematics/quantitative literacy course

during completion of the General Education requirements. Additionally, Education majors in all

undergraduate programs, except the Secondary Mathematics Education concentration in the

Bachelor of Science in Teaching, complete the course MAT 1325 Principles of Mathematics I.

MAT 1325 which provides instruction in the mathematics content required primarily of

elementary and middle school teachers. The course is the first course in the fundamental

sequence for most education programs. Birth-Kindergarten Education, Elementary Education,

and Special Education majors also take the second course in the sequence, MAT 1326 Principles

of Mathematics II. The course sequence covers content included on the Praxis Core test and the

NC-TEL General Curriculum Mathematics subtest. During the 2017 – 2018 academic year, both

courses were realigned to the Praxis Core test objectives to ensure close alignment of course

instruction with the depth, breadth, and rigor of the Praxis Core test.

Elementary Education candidates also complete the mathematics methods course, ELE 4335

Concepts and Assessment in Teaching Math, and Special Education candidates complete SPE

3320 Methods and Materials of Teaching Math. Additionally, candidates pursuing the second

course of study in Math, Science and Technology must successfully complete two mathematics

courses beyond College Algebra. Candidates pursuing the second course of study in Special

Education may take SPE 3320 Methods and Materials for Teaching Math.

Candidates in the Special Education concentration of the Master of Arts in Teaching (MAT)

program receive instruction on teaching reading in RED 6315 Literacy, Diagnosis and

Remediation for Exceptional Students. The course includes and extends the content addressed in

the SPE 3336 course. Candidates complete several assessments in reading instruction courses to

demonstrate their acquisition of scientifically-based reading instruction. Candidates in the

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Special Education option of the Master of Arts in Teaching take the methods course SPE 5320

Methods for Teaching Mathematics to Students with Special Needs.

In addition to the coursework of the curriculum, prospective education candidates optionally

enrolled in EDU 1303 Praxis I, a course that assists students in identifying strengths and

weaknesses in areas of reading, writing, and mathematics and provides review and strengthening

to enhance the learning process to support success on the Praxis Core tests. Students may also

participate in Praxis Core Boot Camp sessions taught by in-service high school teachers. The

boot camps focus on test-taking strategies and refreshing of content covered on Praxis Core tests.

The Department of Education also offered test preparation workshops for students preparing for

the NC-TEL Foundations of Reading test and General Curriculum Mathematics subtest. The

WSSU Licensure website was also revised to include more explicit information on testing

requirements, links to materials on test provider websites, and a link to the Foundations of

Reading and General Curriculum Mathematics Subtest professional development modules on the

North Carolina Online Professional Development Modules website. Elementary Education and

Special Education program faculty also took action to improve candidate preparation for

licensure tests by taking the licensure tests and subsequently re-aligning course content with the

test objectives. Additionally, faculty administered practice tests to candidates to familiarize them

with the test formats and content and to allow students to identify areas of weakness and

implement study plans to improve their knowledge and test performance.

Candidates (preparing to teach in elementary schools) are prepared to apply formative and

summative assessments within the school and classroom setting through technology-based

assessment systems available in North Carolina schools that measure and predict expected

student improvement.

Students enrolled in the Elementary Education licensure program and students in the Bachelor of

Science in Teaching (which includes the concentration in Special Education) take EDU 3315

Instructional Design, Curricula, and Assessment. This course introduces prospective teachers to

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a variety of formative assessment strategies for planning and modifying instruction to achieve

student learning and instructs prospective teachers on the use of multiple summative assessment

methods for the culminating evaluation of student learning. All undergraduate teacher

preparation candidates take EDU 3338 Psychological Foundations of Education in which they

develop knowledge of theories of educational psychology as well as develop additional

proficiency in using formative and summative assessment while completing the Impact on

Student Learning Project. For this project, candidates complete a field experience during which

they provide instruction to an individual student or a small group of students from one of the.

Pre-K through 12th grades. Candidates conduct pre-assessment, plan instruction for the

student(s), monitor student progress during instruction, conduct a summative assessment of

student learning, and finally, reflect upon their instruction and the impact on the student(s) they

taught. Additional instruction on formative and summative assessment practices specific to

content areas occurs in methods courses. All candidates engage in a supervised Preclinical

Experience mentored by cooperating teachers in the public schools with whom, in most cases,

they will complete their student teaching the following semester. Candidates in the preclinical

experience and student teaching also receive instruction from their cooperating teachers on the

technology-based assessment systems in use in their host school sites.

Elementary Education candidates complete a class-embedded teacher performance assignment,

during the semester prior to full-time student teaching, in which they must include use of data to

plan instruction, examples of formative assessment used during instruction, a summative

assessment of student learning and a reflection of the impact of their teaching on students’

learning. Elementary Education candidates have completed the standards-aligned edTPA teacher

performance assessment since Fall 2012. Candidates in Special Education and Music Education

Licensure programs completed the edTPA in Spring 2018. The edTPA includes formative and

summative assessment of student learning as well as candidates’ reflection on the effectiveness

of their instruction on P-12 student learning as indicated by their assessment results. In

completing the edTPA, candidates must demonstrate the knowledge and skills to provide

effective instruction that achieves learning for all students in a real classroom. In completing the

edTPA, candidate demonstrate the ability to plan learning tasks and the associated assessments

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for evaluating students’ learning, provide instruction that engages students in the learning

process, and use formative and summative assessment to determine the effectiveness of

instruction and make appropriate modifications to enhance student learning. All licensure

program areas will complete edTPA during the 2018-2019 academic year.

Candidates (preparing to teach in elementary schools) are prepared to integrate arts

education across the curriculum.

Candidates in Elementary Education complete the course MUS 3211 Music Activities in

Elementary Schools. Arts integration is the core of MUS 3211. Activities include construction

and teaching of arts-integrated lesson plans across the curriculum, developing familiarity with

the arts integration research base, making connections between Essential Standards of Music and

Core Curriculum Standards, development of basic musicianship skills, and attendance at

children’s symphony concerts.

Explain how your program(s) and unit conduct self-study.

The Winston-Salem State University (WSSU) educator preparation program has a

comprehensive assessment system that is used to 1) assure the quality of students who are

formally admitted to candidacy into WSSU educator preparation programs, 2) provide ongoing

monitoring and formative feedback to candidates on their development of the knowledge, skills,

and attitudes required of effective educators, 3) provide summative assessment of program

completers’ achievement of required proficiencies, and 4) provide continuous assessment and

improvement of program quality and program operations. The components of the assessment

system are aligned to the competencies outlined in the North Carolina Professional Teaching

Standards, the 2013 InTASC Learning Progressions for Teachers, the 2013 CAEP Standards, the

WSSU Educator Preparation Program Conceptual Frameworks, and other national professional

standards, as well as the WSSU general education student learning outcomes.

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The assessment system consists of multiple internal and external assessments for both

undergraduate and graduate programs. Assessments are collected at multiple data points

throughout the program progression, and are analyzed and used to evaluate and improve the

performance of candidates, the educator preparation program, and its constituent licensure

programs. Data for undergraduate initial licensure programs are collected at Program Entry, the

Midpoint/Preclinical, Program Completion, and Follow-up after program completion.

Assessments at Program Entry for undergraduates include a minimum 2.7 GPA; passing scores on

the Praxis Core tests of pre-professional skills (or alternative SAT or ACT scores); minimum grade

of “C” in quantitative literacy, oral communication, written communication, and professional

education courses; an essay, and interview, references, and a dispositions self-assessment. The

Midpoint/Preclinical assessments include a minimum grade of C in all professional courses, field

experience evaluations, dispositions assessment, and key course-embedded assignments. Beginning

in Fall 2018, the Midpoint/Preclinical assessment point will include the requirement for candidates to

pass all licensure tests prior to admission to full-time student teaching. Program Completion includes

evaluation of all signature assignments or completion of the edTPA Assessment, a minimum 2.7

GPA, at least a “C” in student teaching and the Student Teaching Seminar, the WSSU program exit

survey, and verification of eligibility for licensure. Induction and Follow-Up measures include new

teacher and employer surveys, number of licensed completers, the North Carolina Report on

Institutions of Higher Education, and the NCDPI IHE Report Card measures of teacher effectiveness

and impact on P-12 student learning and continuing follow-up on licensure test performance. In

graduate initial licensure programs, Entry assessments include GRE/MAT scores, minimum 2.75

undergraduate GPA, a writing sample, and letters of recommendation. Mid-Point assessments

include a minimum 3.0 GPA, minimum of two “C”s, and completion of core and all Phase I courses.

Program Completion assessments include the action research, the teacher work sample, minimum 3.0

GPA, and internship evaluations for candidates completing the internship. Beginning in 2018 – 2019

all MAT programs will complete the edTPA Assessment. Induction/Follow-Up includes the

performance on licensure tests, UNC Recent Graduate and Employer Surveys, North Carolina Report

on Institutions of Higher Education, and the NCDPI IHE Report Card measures of teacher

effectiveness.

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Operational data on program admissions, candidate enrollment, program completions, faculty

qualifications, and budgets are reviewed annually to inform strategic planning and operations

improvement by department chairs and the Dean of the College of Arts, Sciences, Business, and

Education. These data, along with data on candidate performance, are collected using various

electronic software systems, such as Banner, Taskstream, Microsoft Excel, and Nuventive

Improve. The data are summarized, reported, and acted upon in the appropriate functional

meetings of the EPP, which include program coordinator meetings, program meetings,

department meetings, Professional Education Council meetings, and EPP assessment meetings.

Faculty and staff of the EPP collaborate within the Faculty of Education as well as with other

faculties of the College of Arts, Sciences, Business and Education and the division of University

College and Lifelong Learning to develop and implement actions to address areas for

improvement identified during review of the data. Improvements that require curriculum or

policy changes are voted upon and approved by department faculty and the Professional

Education Council. Program assessment plans and assessment review results related to student

learning outcomes are entered into the University’s Nuventive Improve Assessment Monitoring

Software. Other results are included in reports that are shared with faculty and staff through a

shared network drive and on a collaborative site on Microsoft OneDrive.

During 2017-2018 the EPP conducted extensive review of Praxis Core and licensure test

performance. Findings of low performance have resulted in the implementation of several action

steps to improve performance on these tests. Some actions taken included:

(1) requiring the passing of all licensure tests prior to full-time student teaching,

(2) providing multiple opportunities for Elementary Education and Special Education

candidates to take pre-tests for the Reading Foundations and General Curriculum

licensure tests,

(3) offering an optional test preparation class on Foundations of Reading,

(4) having faculty take the licensure tests for their program areas,

(5) aligning courses with relevant test objectives,

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(6) revising the Department of Education website with more visible information on

program entry, program completion, and licensure requirements;

(7) providing a checklist for students to follow for guidance on program progression from

preparing for program entry through program completion and licensure;

(8) including information on program entry and testing requirements in education course

syllabi;

(9) developing a handbook focused on testing requirements and preparation which

students received at the Education Majors Meeting;

(10) offering a Praxis Core preparation course and providing Praxis Core Boot Camp test

preparation workshops to assist students with preparing to pass the required entry tests;

(11) updating the content of the Principles of Mathematics I and II courses required of

Education students to ensure alignment to the Praxis Core Mathematics test content; and

(12) obtaining faculty commitment to infuse Praxis Core test taking skills along with

Praxis Core test practice in early Education core coursework.

The EPP also participates in comprehensive national educator preparation accreditation review.

WSSU completed its last cycle of educator preparation with NCATE in spring 2015 and was

approved for re-accreditation with no areas for improvement.

Provide a description of field experiences to occur every semester including a full semester

in a low performing school prior to student teaching.

Early Field Experience is an integral part of the Winston-Salem State University’s educator

preparation program through which candidates integrate the various elements of basic studies and

professional education into application in the “real world” setting of a teacher. During the early

field experience, prospective teachers synthesize and apply theoretical knowledge from courses

in realistic, planned, professional settings by observing effective, licensed teachers; by examining

the organization and operation of the school; and by demonstrating practices to improve student

learning in a variety of pre-kindergarten to twelfth grade (P-12) education settings with culturally

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and socio-economically diverse student populations. Early field experiences are aligned with the

content of the course to which they are connected; hence, students are expected to demonstrate

the competencies identified in each course. Prospective teachers are also expected to demonstrate

appropriate dispositions and their ability to have a positive impact on student learning. These

experiences are intended to provide opportunities for teacher education majors to develop the

skills, knowledge, and disposition required for success in full-time teaching in public schools.

The early field experience has two phases.

• Early Field Experience I (EFE I):

In EFE I prospective teachers achieve familiarity with the processes, procedures,

interactions, and expectations of school environments and communities. They

observe and reflect on various school settings and assist their cooperating teacher by

working with P-12 students in one-on-one or small groups settings. These experiences

generally occur during the freshman and sophomore years. Courses in the

Professional Education Core which include EFE I experiences are EDU 2334

Education, Culture and Society and EDU 2322 Promoting Social Justice through

Education. Programs also include major-specific courses containing the targeted

experiences of EFE I.

• Early Field Experience II (EFE II):

In EFE II prospective teachers implement instructional and assessment methods they

have learned in education classes or apply research-supported processes in carrying

out long-term, intensive assignments such as service learning projects, case studies, or

Impact on Student Learning projects. Among the Professional Education breadth

courses that include EFE II experiences are EDU 3315 Curriculum, Instructional

Planning and Assessment and EDU 3338 Psychological Foundations, a course

required of prospective teachers in the second half of the junior year or the first

semester of the senior year. Additional EFE II experiences are completed in major-

specific courses during the junior and senior years.

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The early field experience hours range from 10 to 30 hours per course and vary according to the

licensure area. Prospective teachers can expect to complete at least 100 early field experience

hours prior to the Preclinical experience/practicum. Prospective teachers are expected to

complete an early field experience in a Title I school or low-performing school and in a non-Title

I school.

The development of rigorous and coherent field experiences is informed by collaboration

between EPP faculty and school partners. Faculty in EPP programs develop field experiences

that are aligned to course content, state and national standards and assessments (NCPTS,

InTASC, specialty area standards, edTPA, etc.) and informed by collaboration with cooperating

teachers and curriculum facilitators. In addition, the Clinical Experience Advisory Committee, a

sub-committee of the Professional Education Council, is responsible for designing field

experience expectations, developing recommendations for field experience procedures and

policies, reviewing field experience alignment with coursework and with state and national

standards, reviewing field experience assessments and rubrics, and developing field experience

policy and procedure recommendations. The Clinical Experience Advisory Committee includes

WSSU EPP faculty and staff representation and school partners from the district and school

level. Both EPP faculty and the Clinical Experience Advisory Committee are currently engaged

in revising field experiences to ensure that field experiences progressively build upon each other

and that experiences are closely interwoven with the course content in order to ensure

prospective teachers opportunity to observe and practice the theory and skills expected of

effective teachers.

How many weeks are required at your institution for clinical student teaching?

Candidates spend on average an equivalent of 17 weeks in supervised clinical experiences during

the senior year. During the part-time Preclinical experience, candidates spend one (1) day-a-week

to 2 days-per-week in Preclinical placements in the semester prior to student teaching depending

upon the requirements of the specific licensure program. Students spend 15 weeks in a full-time

student teaching experience during the final semester of the licensure program.

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How will student teaching be scheduled to allow for experiences to occur at both the

beginning and end of the school year?

Teacher candidates in the undergraduate initial licensure programs at Winston-Salem State

University complete a two-part supervised clinical experience in the public schools. The first part

of the supervised clinical experience is the “Preclinical Experience”. The Preclinical is a 15-week

part-time clinical experience occurring the semester prior to full-time supervised student

teaching. In most cases, candidates in the Preclinical are placed in the same classrooms in which

they complete their student teaching. Preclinical students in Elementary Education and Physical

Education are at their placements sites for a full two days a week. Candidates in other programs

attend their placement sites for a full day one day a week experience. Preclinical and student

teaching candidates begin their experiences with their mentor teachers on the first reporting day

for teachers at their placement sites for the semester of their placement. This placement allows

undergraduate initial licensure candidates to experience both the beginning and latter end of the

school year. Teacher candidates in the initial licensure programs in the Master of Arts in

Teaching, who are not teachers of record in their own public Pre-K through 12th grade

classrooms, complete the 15-week supervised internship experience beginning on the first

reporting day for their mentor teacher for the semester of their placement. MAT candidates

currently have a semester-long experience with their mentor teachers. Clinical experiences for

MAT programs are being revised to allow for a supervised Preclinical experience in the semester

prior to the full-time internship.

Does your program require teacher candidates to pass all tests required by the North

Carolina State Board of Education before recommendation for licensure?

Currently, Winston-Salem State University requires candidates to pass only those tests required

by the North Carolina State Board of Education for initial licensure and to submit all required

documentation for application for initial licensure in order to be recommended for licensure.

Beginning with candidates entering student teaching in Spring 2019, candidates must pass all

required licensure tests prior to admission to full-time student teaching.

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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

Students of Winston-Salem Forsyth County Schools-Cook Literacy Model School/North Hills Elementary/Brunson Elementary/Konnoak Elementary

Start and End Dates 1) Fall STEM Day held on November 11, 2017, 2) Spring STEM Mini-Camp held April 5 - 6, 2018, 3) Summer 2017 RaMS-C Camp held June 19th through June 30th.

Priorities Identified in Collaboration with LEAs/Schools

To build children’s reading fluency, reading comprehension, and writing skills, enhance children’s critical thinking, problem-solving, and basic math skills, and increase children’s exposure to Science, Technology, Engineering, and Math (STEM) activities and reduce summer regression in skills and knowledge.

Number of Participants Fall 2017 STEM Day (35 elementary school students); Spring 2018 STEM Mini-Camp (45 elementary school students); Summer 2017 RaMS-C Camp (55 elementary school students)

Activities and/or Programs Implemented to Address the Priorities

RaMS-C - Fall STEM Day, Spring RaMS-C Mini-Camp, Summr 2017 RaMS-C Camp

Summary of the Outcome of the Activities and/or Programs

WSSU teacher candidates and Elementary Education faculty engaged 1st through 4th grade students in hands-on STEM activities designed to enhance their knowledge and interest on STEM topics. Learning activities for the Fall STEM Day centered around the theme "Investigations & Discoveries". The Spring Mini-Camp activities focused on the theme "The Science of Food." The two-week Summer Camp provided enrichment to strengthen students' knowledge and skill levels in reading, mathematics, and science. Surveys conducted at completion of STEM Day, STEM Mini-Camp, and Summer Camp affirmed students' learning, their enjoyment of the experiences, and increased interest levels in the topics covered.

LEAs/Schools with whom the Institution Has Formal Collaborative Plans

Winston-Salem/Forsyth County Schools, Wake Forest Innovation Quarter, Winston-Salem State University

Start and End Dates Summer 2017 Camp (June 19th - 30th), Fall 2017 Mini-Camp (November 11th), Spring Mini-Camp (April 5th-6th)


SciTech Institute is an annual STEM experience which provides enrichment in science, math and technology for students in grades 4 through 8 in Winston-Salem and Forsyth County. The Institute is a collaborative effort between the Wake Forest Innovation Quarter, Winston-Salem State University, and the Winston-Salem Forsyth County Schools. The SciTech Director is a Middle Grades Education faculty member of Winston-Salem State University.

Number of Participants Approximately 100 fourth through eighth grade students

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SciTech Summer 2017 Camp, Fall 2017 Mini-Camp, Spring 2018 Mini-Camp


SciTech Summer 2017 Camp - Students in grades 4 through 8 participated in daily STEM enrichment activities, which included speakers who discussed STEM applications and field trips to educational institutions and business sites where students observed or participated in hands-on STEM activities. Fall 2017 STEM Day - SciTech provided enrichment to engage students in STEM applications. The Spring Mini-Camp occurred during the month of the NC Science Festival and included exposure to STEM experiments.


Family Services Head Start Child Development Center at Winston-Salem State University

Start and End Dates 1) Holiday Book Drive (December 2017), 2) Black History Month Read-in (Feb. 22nd - 28th from 10 am to 11 am), 3) Dr. Seuss Day (March 2nd 10 am -11:30 am) 4) 4) Kindergarten Readiness Workshop with Parents (March 7th 1:00 pm-2:30 pm)


Support social, emotional, and literacy development of pre-kindergarten age children.

Number of Participants Over 100 students at the Family Services Child Development Center were provided enrichment through the Holiday Book Drive, the Black History Month Read-in, and the Dr. Seuss Day Celebration. Thirty-four (34) parents participated in the Kindergarten Readiness Workshop.


1) Holiday Book Drive for book donations to children at the child development center, 2) Black History Month Read-in, 3) Dr. Seuss Day 4) Kindergarten Readiness Workshop with Parents.


1) Holiday Book Drive - over 125 books were collected from WSSU faculty, staff, and students and donated to children at the child development center, 2) Black History Month Read-in - 11 members of the WSSU Educator Preparation faculty, staff, and students read stories to pre-kindergarten students at the child development Center to commemorate Black History Month, 3) Dr. Seuss Day-members of the WSSU Educator Preparation faculty, staff, and students read stories to pre-kindergarten students at the child development Center to commemorate Dr. Seuss week. 4) Kindergarten Readiness Workshop with Parents-1 faculty member and 1 staff member facilitated a 2 - hour Kindergarten Readiness Workshop for parents whose children attend the Family Services Head Start Child Development Center at Winston-Salem State University.


Winston-Salem Forsyth County Schools - Cook Literacy Model School (Elementary); also included one tutee each from Speas Elementary School and Mineral Springs Middle School.

Start and End Dates Fall 2017 dates were September 28th-Nov. 30th Spring 2018 dates were February 15th-April 19th Tutoring occurred weekly on Thursday.


• Students needing additional literacy assistance • Parent Involvement for home/school connection & literacy strategies to assist IRISE tutees

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Number of Participants Fall 2017 • University Tutors-12 • Elementary Tutees-15 • Parent Participants-7 Spring 2018 • University Tutors-4 • Elementary Tutees-8 • Parent Participants-8


The I-RISE (Institute of Reading Improvement for Students Everywhere) Literacy Academy is a weekly tutoring program during the school year that uses a collaborative approach to help elementary students in the community who desire to improve their literacy skills to become confident readers. I-RISE consists of 9-weeks of diagnostic one-on-one tutoring for developing readers in kindergarten through sixth grade. The weekly sessions consists of one-on-one tutoring, which includes pre- and post-assessments in word recognition, spelling, reading comprehension and fluency. These specific areas are the key components of literacy development identified by the National Reading Panel report.


I-RISE Literacy Academy was held at St Mark Lutheran Church during both semesters. The church is in walking distance within the community for many of the Cook Elementary students, which was convenient for parents/guardians who may not have transportation. • The I-RISE tutees reported that they love to read and I-RISE made it fun. Parents indicated report card improvement and awards day recipients of Most Improved and Honor Roll certificates in reading. • Cook Literacy Model School continues to seek the I-RISE Program for their students in this community, as they see a difference in the students’ willingness, confidence, and abilities in reading. • The parents boast of student improvements and having a safe place in the evening that allows their children to make academic progress.


Winston-Salem Forsyth County Schools - Wiley Middle School

Start and End Dates Held every first and third Friday from 7:45 to 9:00 am Priorities Identified in Collaboration with LEAs/Schools

Provide STEAM enrichment education for middle school students participating in the in-school STEAM Club.

Number of Participants Activities and/or Programs Implemented to Address the Priorities

Wiley Middle School STEAM Club


Students experienced hands-on applications of STEM activities using materials and technology to common in the classroom setting.


Winston-Salem Forsyth County Schools

Start and End Dates April 12, 2018

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Promote the interest and confidence of high school students in Piedmont Triad schools mathematics knowledge and skills.

Number of Participants 109 high school students, organized by two Mathematics Department faculty members who advise Mathematics Education licensure candidates.


15th Annual Mathematics Faceoff - North Carolina Science sanctioned high school mathematics competition.


High school students competed in a state sanctioned Level III and Comprehensive Math contest to advance to the state finals mathematics competition. Participating high schools were from the following counties: Forsyth, Guilford, Wake, Orange, Davidson, Cabarrus, and Burke.


Students from Winston-Salem/Forsyth County Schools

Start and End Dates December 8, 2017 from 10 am to 2 pm Priorities Identified in Collaboration with LEAs/Schools

Increasing participation of females in the science, technology, engineering and mathematics professions.

Number of Participants Approximately 20 students Activities and/or Programs Implemented to Address the Priorities

Hidden No More: STEM Women of Color Conference- the conference program focused on "female firsts" - exploring the successes and challenges of women who were first in their fields.


The conference consisted of three sessions and a hands-on component for school-age girls. Panelists Ann Vaughan Hammond and Peggy Vaughan, the daughter and daughter-in-law of Dorothy Vaughan, Langley Research Center's first African American manager, Dr. Jamilla Simpson, Assistant Dean for Academic Programs, Student Diversity and Engagement for the College of Sciences at N.C. State University, and Dr. Stephani Page, biochemist/biophysicist in the Department of Pharmacology at the University of North Carolina at Chapel Hill spoke on experiences of being a leader in their fields and how individuals can help to expand diversity in STEM education.


Ashley Academy for Cultural & Global Studies

Start and End Dates 8/21/2017 – 11/30/2017 & 1/11/2018 – 4/30/2018 Priorities Identified in Collaboration with LEAs/Schools

Low-performing school

Number of Participants 39 fall + 40 spring = 79 WSSU students Activities and/or Programs Implemented to Address the Priorities

Radical Academic and Mentoring Service (RAMS) Program

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The RAMS Program is a community service program that is designed to help bring about radical change in the academic and social success of children of color in Winston-Salem/Forsyth County Schools. As part of the partnership with Ashley Elementary, each student enrolled in EDU 2301: Advancing the Academic Success of Black Males are paired with fourth or fifth grade male students to provide individual and small group social, emotional, and academic support. The target group is the fourth and fifth grade males. The objective is to engage the young men with activities that will positively impact the academic, behavior, and community of the young men. The Rams Mentors visit Ashley Academy every other week. This partnership takes place during the fall and spring semesters from the start to the end of the semester. There is a Closing Celebration to celebrate the partnership at the end of the semester.



Start and End Dates October 14th - 25th, January 24th Priorities Identified in Collaboration with LEAs/Schools

Equip staff to support struggling students

Number of Participants 1 WSFCS Special Education Teacher and 1 WSSU Special Education faculty member


Mentoring support for a special education teacher


The Special Education faculty member observed the Special Education teacher in her resource classroom for 4 1/2 hours. On the second day the faculty member met with the teacher to debrief on findings of the observation and to offer recommendations for strategies to improve student engagement and learning. The faculty member followed-up in January with a repeat observation and additional recommendations.


Carter G. Woodson Charter School

Start and End Dates December 18th, January 22nd, February 7th, February 28th, April 25th. Priorities Identified in Collaboration with LEAs/Schools

Carter G. Woodson expressed a need for Winston-Salem State University to provide Professional Development Workshops to K-12 classroom teachers at Carter G. Woodson. The Interim Dean of the WSSU College of Arts, Sciences, Business, and Education signed a Professional Development Agreement with the charter school.

Number of Participants Thirty-three (33) persons including teachers and administrators. Three WSSU faculty members provided the workshops.


Three 2-hour professional development sessions on differentiated instruction, one workshop on creative literacy engagement, and one workshop on working with African-American and Latino males were provided to charter school administrators and teachers.

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Differentiation workshops addressed understanding what differentiated instruction is and how it impacts student learning, strategies for providing an enriching learning environment for all students, and incorporating differentiated instruction into classroom practice. The workshop on creative literacy practices was designed to give teachers creative ideas to incorporate literacy through acting, singing, and dramatic productions as a means of motivating students who may struggle with reading. The workshop on working with boys of color highlighted and demonstrated specific strategies for enhancing the academic and social success of Black and Brown make students.. Teachers and staff present had the opportunity to discuss strategies to help school leadership and teachers, alike, effect change in the pedagogy and overall school culture.



Start and End Dates April 7,2018 Priorities Identified in Collaboration with LEAs/Schools

Promote the interest and confidence of elementary school students in Piedmont Triad schools mathematics knowledge and skills.

Number of Participants 28 elementary students and 22 adults participated in the Elementary Mathematics Invitational (EMI) created by two WSSU Mathematics Department faculty members.


The Elementary Mathematics Invitational is a mathematics competition designed to stimulate early STEM engagement in elementary school students.


The 28 elementary school students participated in a mathematics competition and were awarded prizes for the top three performances. Parents and students also received tips on learning mathematics. Participating elementary students were from Forsyth and Guilford counties.

II. CHARACTERISTICS OF STUDENTS A. Number of Students Who Applied to the Educator Prep Program

Gender Number Male 5 Female 16

Race/Ethnicity Number Asian/Pacific Islander African American 17 Hispanic American Indian/Alaskan White 4 Other

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B. Headcount of students formally admitted to and enrolled in programs leading to licensure.

Full-Time Male Female

Undergraduate Am Indian/Alaskan Native 0 Am Indian/Alaskan Native 0 Asian / Pacific Islander 0 Asian / Pacific Islander 0 Black, Not Hispanic Origin 2 Black, Not Hispanic Origin 16 Hispanic 0 Hispanic 0 White, Not Hispanic Origin 3 White, Not Hispanic Origin 8 Other 0 Other 1 Total 5 Total 25 Licensure-Only Am Indian/Alaskan Native 0 Am Indian/Alaskan Native Asian / Pacific Islander 0 Asian / Pacific Islander Black, Not Hispanic Origin 0 Black, Not Hispanic Origin Hispanic 0 Hispanic White, Not Hispanic Origin 1 White, Not Hispanic Origin Other 0 Other Total 1 Total

Part-Time

Male Female

Licensure-Only Am Indian/Alaskan Native Am Indian/Alaskan Native 0 Asian / Pacific Islander Asian / Pacific Islander 0 Black, Not Hispanic Origin Black, Not Hispanic Origin 1 Hispanic Hispanic 0 White, Not Hispanic Origin White, Not Hispanic Origin 0 Other Other 0 Total Total 1

C. Program Completers and Licensed 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

PC LC PC LC

Prekindergarten 1 1 Elementary 10 MG 2 Secondary Special Subjects 4 EC 1

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VocEd Special Services Total 18 0 1 0

D. Undergraduate program completers in NC Schools within one year of program

completion. 2016-2017 Student Teachers Percent Licensed Percent Employed

Bachelor WSSU 27 85 70 Bachelor State 3083 83 65

E. Top10 LEAs employing teachers affiliated with this college/university. Population

from which this data is drawn represents teachers employed in NC in 2017-2018. LEA Number of Teachers

Winston Salem/Forsyth County Schools 412 Charlotte-Mecklenburg Schools 135 Guilford County Schools 129 Wake County Schools 65 Davie County Schools 36 Stokes County Schools 28 Durham Public Schools 24 Surry County Schools 24 Lexington City Schools 21 Cumberland County Schools 20

F. Quality of students admitted to programs during report year.

Measure Baccalaureate MEAN SAT Total N/A MEAN SAT-Math N/A MEAN SAT-Verbal * MEAN ACT Composite N/A MEAN ACT-Math N/A MEAN ACT-English N/A MEAN PPST-Combined N/A MEAN PPST-Reading N/A MEAN PPST-Writing N/A MEAN PPST-Math N/A MEAN CORE-Combined 481.80 MEAN CORE-Reading 178.44 MEAN CORE-Writing 173.56 MEAN CORE-Math 162.00 MEAN GPA 3.29 Comment or Explanation:

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* Less than five scores reported

G. Scores of student teachers on professional and content area examinations.

Specialty Area/Professional Knowledge

2016-2017 Student Teacher Licensure Pass Rate Number Taking Test Percent Passing

Elementary (grades K 6) 12 . M.G. Language Arts 2 * M.G. Math 1 * Music 3 * Spec Ed: General Curriculum 4 * Institution Summary 22 18 * To protect confidentiality of student records, mean scores based on fewer than five test takers were not printed.

H. 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) 0 0 Elementary (K-6) 0 0 Middle Grades (6-9) 0 0 Secondary (9-12) 0 0 Special Subject Areas (K-12) 0 0 Exceptional Children (K-12) 0 0 Total 0 0

Comment or Explanation:

I. Time from admission into professional teacher education program until program

completion Full Time

3 or fewer semesters 4 semesters 5 semesters 6 semesters 7 semesters 8 semesters

Baccalaureate degree 14 3 1

U Licensure Only 1

Part Time

3 or fewer semesters 4 semesters 5 semesters 6 semesters 7 semesters 8 semesters

Baccalaureate degree

U Licensure Only

Comment or Explanation:

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J. 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 14 4 25

K. 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: State Level:

Standard Two: Teachers Establish a Respectful Environment for a Diverse Population of Students Not Demonstrated Developing Proficient Accomplished Distinguished Sample Size Inst. Level: State Level:

Standard Three: Teachers Know the Content They Teach Not Demonstrated Developing Proficient Accomplished Distinguished Sample Size Inst. Level: State Level:

Standard Four: Teachers Facilitate Learning for Their Students Not Demonstrated Developing Proficient Accomplished Distinguished Sample Size Inst. Level: State Level:

Standard Five: Teachers Reflect on Their Practice Not Demonstrated Developing Proficient Accomplished Distinguished Sample Size Inst. Level: State Level:

Standard Six: Teachers Contribute to the Academic Success of Students Does Not Meet

Expected Growth

Meets Expected Growth

Exceeds Expected Growth

Sample Size

Inst. Level: State Level:

2017-2018 ihe bachelor performance report · winston-salem state university was founded in 1892 as...

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