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AN EFFECTIVE TEACHING PROGRAM

 

At North Greenville University, the College of Education (COE) seeks to prepare teachers who have a deep understanding of content and teaching methods, and also deep understanding of students and how they as future teachers will impact students. Our teacher education program prepares teachers to facilitate studentsí learning and promote studentsí holistic well-being. We envision our graduates teaching effectively, leading through example and continually learning the art and science of the teaching profession. The College of Education regularly seeks performance-based data in order to document, analyze, and determine if our programs are effective. The analysis of such data enables the COE to make improvements in the way we prepare teachers to impact students and meet their needs.

 

Praxis II Licensure Data

 

The Praxis II content and Principles of Learning and Teaching (PLT) tests are administered by the Educational Testing Service (ETS) and must be passed for teacher candidates to be licensed in South Carolina. Pass rates reported to us by ETS. The National Council on Accreditation of Teacher Education (NCATE) requires that programs maintain a minimum of an 80% pass rate.

 

NGU Program Completer Pass Rates for Praxis Licensure Exams

 

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

2014-15

2015-16

2016-17

100% 100% 100% 100% 100% 100% 100% 100%

100%

100%

100%

 

NGU Program Completer Average GPA

 

2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

2014-15

2015-16

2016-17

3.45 3.47 3.47 3.49 3.52 3.43 3.48 3.60

3.65

3.55

3.47

 

Graduate Placement Patterns

 

 

  

Average Teacher Salaries 

 

SC Department of Education

CAEP (Council for the Accreditation of Educator Preparation) has eight annual reporting measures, which are used to provide information to the public on program outcome and program impact. 

    Below are the eight reporting measures for our undergraduate and graduate initial certification programs with links to data tables that provide supporting evidence for each measure:

    1. Impact on P-12 learning and development 

    The EPP does not have access to state data that support the demonstration of completer impact on student-learning growth. In order to generate this data and address this stipulation, we have communicated with partner districts that employ significant numbers of completers. The District Assessment and Accountability Specialist advised that data should be gathered from individual completers. We will seek this data from completers who have 1, 2, and 3 years of teaching experience. The data from each completer will include 2 means of determining student growth. Measure 1 will be each teacherís class SLO, and Measure 2 will be a test/unit recognized by the school district as evidence of student learning. For each test, the completer will report # of students tested, class average, high and low scores, % of students who reached goals or showed gains, how the data are used to improve instruction and/or differentiation, and explanation of any outliers. Since the completers are located across districts and states, it is difficult to choose area-wide tests. Therefore, % who showed gain will be used to compare/demonstrate effect on student-learning growth across all completers. In the instances where state standard assessments are used, comparisons will also be made to the district and state. Initial collection of assessment data will establish baseline data for future comparisons. However, the norms may be transposed over time as data is analyzed.

    In order to verify the data received via self-report, we include an administrator verification step. The administrator will verify that the reported data are correct and also rate satisfaction with the completerís growth rate on factors including planning, instruction capability, and classroom management, impact on student learning, professionalism, and overall satisfaction based on #of years of experience. Disaggregated data from this survey will be compared with selected scores from the completersí ADEPT 4.0 evaluations received from districts who are willing to share them to triangulate results and to note relationships in the data. See the attached Graduateís Impact on Student Learning Survey and Administrator Verification and Evaluation Form that will be used to secure and verify these data.

       

      2. Indicators of teaching effectiveness

      3. Satisfaction of employers and employment milestones

      The Employer survey is distributed annually to Greenville, Spartanburg 1, Spartanburg 4, Spartanburg 5, Spartanburg 7, and Pickens County school district principals to measure their satisfaction of the preparation of the North Greenville University College of Education graduates for their assigned responsibilities in working with P-12 students.

      4. Satisfaction of completers

      Results of Alumni Surveys

      The Alumni survey is distributed annually to teacher education graduates to measure their satisfaction of the teacher preparation program and to measure how well prepared they feel for their assigned responsibilities working with P-12 students.

      5. Graduation Rates

      6. Ability of completers to meet licensing requirements and additional state requirements

      7. Ability of completers to be hired in education positions for which they have prepared

      8. Student loan default rates and other consumer information

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