Pfeiffer University’s Teacher Education Department is accredited by the National Council for the Accreditation for Teacher Education (NCATE) for programs in the following areas: INITIAL: Elementary (UG, MAT); Special Education: General Curriculum (UG, MAT); Health and Physical Education (UG); Comprehensive Science 9-12 (UG); Comprehensive Social Studies 9-12 (UG); English 9-12 (UG); Mathematics 9-12 (UG) and Music (UG). ADVANCED: Elementary (MSE).
IMPACT MEASURES
Measure 1: Completer Effectiveness (R.4.1)
| 1.1. Completer Impact on P-12 Learning and Development |
|---|
| The North Carolina Department of Public Instruction collects data through the NC Educator Evaluation System for beginning teachers prepared by approved teacher education programs in the state. These data are reported under the six professional standards. On this annual report, standard six is titled “Teachers Contribute to the Academic Success of Students.” |
| Standard 6 | 2020-21 | 2019-20 | 2018-19 | 2017-18 | 2016-17 | 2015-16 |
| Exceeds Expected Growth | 0 | – | 15.6 | 8 | 13 | 6.7 |
| Meets Expected Growth | 83.33 | – | 78.1 | 56 | 47.8 | 53.3 |
| Does Not Meet Growth | 16.67 | – | 6.3 | 36 | 39.1 | 40 |
| Sample Size | 6 (2 unavailable) | Not available due to COVID-19 | Not reported | Not reported | 23 | 15 |
| 1.2. Completer Indicators of Teaching Effectiveness (Effectiveness in Applying Professional Knowledge, Skills, and Dispositions) |
|---|
| The North Carolina Department of Public Instruction collects data through the NC Educator Evaluation System for beginning teachers prepared by approved teacher education programs in the state. These data are reported under the six professional standards. On this annual report, summary data are provided on each of the teaching standards scored in the evaluation system. |
| Standard 1: Teachers Demonstrate Leadership | ||||
|---|---|---|---|---|
| Standard 1 | 2020-21 | 2019-20 | 2018-19 | 2017-18 |
| % Proficient or above | 100 | – | 97.1 | 89.3 |
| % Developing or below | 0 | – | 2.9 | 10.7 |
| Sample Size | 7 | – | Not stated | Not stated |
| Standard 2: Teachers Establish a Respectful Environment for a Diverse Population of Students | ||||
|---|---|---|---|---|
| Standard 2 | 2020-21 | 2019-20 | 2018-19 | 2017-18 |
| % Proficient or above | – | 97 | 89.2 | |
| % Developing or below | – | 3 | 10.8 | |
| Sample Size | – | Not stated | Not stated |
| Standard 3: Teachers Know the Content They Teach | ||||
|---|---|---|---|---|
| Standard 3 | 2020-21 | 2019-20 | 2018-19 | 2017-18 |
| % Proficient or above | 100 | – | 94.2 | 92.9 |
| % Developing or below | 0 | – | 5.8 | 7.1 |
| Sample Size | 7 | – | Not stated | Not stated |
| Standard 4: Teachers Facilitate Learning for their Students | ||||
|---|---|---|---|---|
| Standard 4 | 2020-21 | 2019-20 | 2018-19 | 2017-18 |
| % Proficient or above | 100 | – | 97.1 | 89.3 |
| % Developing or below | 0 | – | 2.9 | 10.7 |
| Sample Size | 7 | – | Not stated | Not stated |
| Standard 5: Teachers Reflect on Their Practice | ||||
|---|---|---|---|---|
| Standard 5 | 2020-21 | 2019-20 | 2018-19 | 2017-18 |
| % Proficient or above | 100 | – | 97 | 92.8 |
| % Developing or below | 0 | – | 3 | 7.2 |
| Sample Size | 7 | – | Not stated | Not stated |
Measure 2: Satisfaction of Employers and Stakeholder Involvement (R4.2; R5.3)
| 2.1. Satisfaction of Employers – EPP-created Employer Survey |
|---|
| The Department of Teacher Education regularly surveys the employers of programs completers to determine the levels at which they are satisfied with teachers’ preparation they received as teacher education candidates at the institution. A Likert scale with 5 = very well prepared, 4 = well prepared, 3 = adequately prepared, 2 = somewhat prepared, and 1 = not at all prepared was used in the survey. Mean scores are reported. |
Domain 1: Planning and Preparation
| To what extent was the teacher prepared to: | 2021 | 2020 | 2019 | 2018 |
|---|---|---|---|---|
| use accurate and extensive content knowledge for instruction? | 3.750 | 4.000 | 3.5714 | 3.857 |
| use knowledge of content pedagogy for instruction? | 4.000 | 4.250 | 4.0000 | 4.000 |
| integrate 21st-century content and skills and cross-curricular connections in instruction? | 4.000 | 4.500 | 3.7143 | 3.857 |
| utilize knowledge of how children learn and develop for instruction? | 4.250 | 4.500 | 4.2857 | 4.000 |
| use the Standard Course of Study? | 4.500 | 4.500 | 4.5714 | 4.142 |
| use instructional resources to enhance instruction? | 4.000 | 4.250 | 3.8571 | 4.000 |
| use multiple forms of assessment to inform instruction? | 4.000 | 4.000 | 3.5714 | 4.000 |
Domain 2: Establishing a Respectful Environment
| To what extent was the teacher prepared to: | 2021 | 2020 | 2019 | 2018 |
|---|---|---|---|---|
| create a positive learning environment for all students? | 4.000 | 4.000 | 4.2857 | 4.142 |
| work collaboratively with families? | 3.750 | 4.500 | 4.1429 | 3.857 |
| work effectively with the teacher assistant and other colleagues? | 4.000 | 4.500 | 4.2857 | 4.286 |
| exhibit good behavior management knowledge and skills? | 4.000 | 4.000 | 4.1429 | 4.142 |
| support a safe learning environment in all areas? | 4.000 | 4.000 | 4.4286 | 4.142 |
Domain 3: Instructing Effectively
| To what extent was the teacher prepared to: | 2021 | 2020 | 2019 | 2018 |
|---|---|---|---|---|
| communicate clearly and accurately? | 4.000 | 4.250 | 4.1286 | 4.000 |
| use a variety of instructional strategies to encourage high achievement of all students? | 4.250 | 4.750 | 4.1286 | 3.857 |
| provide for a high level of student engagement? | 3.750 | 4.750 | 4.0000 | 3.714 |
| monitor student performance and provide appropriate feedback? | 3.750 | 4.500 | 3.8571 | 3.857 |
| use and integrate technology in instruction? | 4.500 | 4.250 | 3.8571 | 4.142 |
| motivate students? | 3.750 | 4.250 | 4.0000 | 3.857 |
Domain 4: Professional Responsibilities
| To what extent was the teacher prepared to: | 2021 | 2020 | 2019 | 2018 |
|---|---|---|---|---|
| lead in the classroom? | 4.000 | 4.250 | 4.0000 | 4.000 |
| lead in the school? | 3.750 | 3.750 | 3.4286 | 3.286 |
| advocate for the student and the school? | 4.000 | 4.250 | 3.5714 | 4.000 |
| use your professional skills to obtain employment? | 4.250 | 4.500 | 4.7143 | 3.857 |
| Number of Responses | 4 | 4 | 7 | 7 |
| Response Rate | 36.4% | 36.6% | 58.3% | 53.8% |
| 2.2. Description of Stakeholder Involvement |
|---|
| The Partner Advisory Committee (PAC) of the Teacher Education Department at Pfeiffer University is a standing committee made up of professionals in the field and the department faculty. The committee remains active in assisting through advisement on and discussion of current trends in education that will ultimately enhance its curriculum and the educational experience of its teacher candidates. The PAC contributes to the advancement of and continuous improvement of the curriculum, policies, and partnership activities. PAC members include practicing teachers in various licensure areas in both elementary and secondary grades, administrators at both elementary and secondary schools, and leaders in curriculum and instruction and digital integration. Members of the group participated in the CAEP re-accreditation visit October 2021 and attended the April 2022 meeting. During the April 2022 meeting, attendees discussed the following items: |
- Outcome of the CAEP visit
- North Caroline Department of Public Instruction impact data
- New curriculum proposals
- Addition of middle grades licensure
- Replacement of a course with a 4-part sequential workshop beginning Fall 2022.
| Through participation in the discussions, PAC members noted the efforts being made to address professionalism in the field. An additional suggestion for the workshop series was made related to collaboration (administrative, team, special education) and continued expansion of equity understanding and practice, as these are both state and local priorities in public schools. LETRS training and implementation was also a topic of ongoing discussion. The Teacher Education program also collaborates with its partners in Stanly County Schools and Montgomery County Schools on its $4.3 million US Department of Education Teacher Quality Partnership Grant, REPERTOIRE. The grant program is designed to recruit, train, place, support, and retain teachers for high-needs fields in rural school districts. The ongoing engagement with these partners helps facilitate the work done in the schools, the University, and in the local community. Clinical placement is another area of partner engagement for the Department of Teacher Education. The Clinical Director works with Human Resources Offices in partner school districts to negotiate partnership agreements, early field placements, clinical/student teaching placements, and ongoing training for mentor and cooperating teachers. Partners assist in the design, implementation, and evaluation of the clinical aspect of the program, providing insights for the didactic components of the program. Pfeiffer is proud of its history of teacher education and its ongoing connections with her alumni who work in the field, particularly in the surrounding region. The wealth of talent from which the Teacher Education program is able to pull for support of students, its programs, and its initiatives is tremendous. |
Outcome Measures
Measure 3: Candidate Competency at Completion (R3.3)
| 3.1 Licensure Exam Pass Rates |
|---|
| Teacher education candidates sit for a variety of licensure exams, depending on licensure area, prior to being recommended for licensure by the Division of Education. The overall pass rates reflect the ability of candidates to pass all of the exams attributed to their licensure area (Note that some licensure areas have two, three, or even four separate exams that are rolled together into that statistic.). The Division of Education reports overall pass rates and individual exam pass rates to better showcase the actual success of candidates on these exams. |
| Undergraduate Program Licensure Exam Pass Rates | |||||
|---|---|---|---|---|---|
| 2020-21 | 2019-20 | 2018-19 | 2017-18 | 2014-16 | |
| # Taking Exams | 11 | 10 | 12 | 11 | 56 |
| # Passing Exams | 11 | 10 | 12 | 10 | 34 |
| Pass Rate | 100% | 100% | 100% | 91% | 61% |
In 2014-15, new testing requirements were instituted by the NC Board of Education for candidates pursuing educator licensure. This change included the institution of the Praxis II exam for secondary candidates and the addition of NC Pearson exams for elementary and special education candidates in the areas of General Knowledge: Multi-Subject, General Knowledge: Mathematics, and Foundations of Reading.
| Secondary Programs – Content Knowledge (all programs combined) | |||||
|---|---|---|---|---|---|
| 2020-21 | 2019-20 | 2018-19 | 2017-18 | 2014-16 | |
| # Taking Exams | 1 | 0 | 0 | 3 | 6 |
| # Passing Exams | – | – | – | * | * |
| Pass Rate | 100% | – | – | 78% | * |
| Health and Physical Education – Content Knowledge | |||||
|---|---|---|---|---|---|
| 2020-21 | 2019-20 | 2018-19 | 2017-18 | 2014-17 | |
| # Taking Exams | 0 | 1 | 1 | 3 | 7 |
| # Passing Exams | – | * | * | 3 | * |
| Pass Rate | – | 100% | 100% | 100% | * |
| Special Education – Content Knowledge (Praxis II: Mild to Moderate) | |||||
|---|---|---|---|---|---|
| 2020-21 | 2019-20 | 2018-19 | 2017-18 | 2014-17 | |
| # Taking Exams | 1 | 0 | 0 | 1 | 10 |
| # Passing Exams | * | – | – | 1 | * |
| Pass Rate | 100% | – | – | 100% | 70% |
| Elementary & Special Education – Foundations of Reading | |||||
|---|---|---|---|---|---|
| 2020-21 | 2019-20 | 2018-19 | 2017-18 | 2014-17 | |
| # Taking Exams | 10 | 9 | 11 | 5 | 39 |
| # Passing Exams | 10 | 9 | 11 | 5 | 25 |
| Pass Rate | 100% | 100% | 100% | 100% | 64% |
| Elementary & Special Education – General Knowledge: Multi-Subject | |||||
|---|---|---|---|---|---|
| 2020-21 | 2019-20 | 2018-19 | 2017-18 | 2014-17 | |
| # Taking Exams | 0 | 0 | 11 | 5 | 39 |
| # Passing Exams | – | – | 11 | 5 | 29 |
| Pass Rate | – | – | 100% | 100% | 74% |
| Elementary & Special Education – General Knowledge: Mathematics | |||||
|---|---|---|---|---|---|
| 2020-21 | 2019-20 | 2018-19 | 2017-18 | 2014-17 | |
| # Taking Exams | 0 | 6 | 11 | 5 | 39 |
| # Passing Exams | – | 6 | 11 | 5 | 24 |
| Pass Rate | – | 100% | 100% | 100% | 62% |
| Elementary & Special Education – Mathematics – CKT | |||
|---|---|---|---|
| 2020-21 | 2019-20 | 2018-19 | |
| # Taking Exams | 10 | 3 | – |
| # Passing Exams | 10 | 3 | – |
| Pass Rate | 100% | 100% | – |
| 3.2 Performance Assessment (PPAT) Pass Rates |
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| Teacher education candidates are required to engage in one of the mandated performance assessments approved by the North Carolia Department of Public Instruction to be eligible for endorsement by the EPP for initial licensure. Pfeiffer University’s Department of Teacher Education chose to require the PPAT for its students. This performance assessment is completed as part of the student teaching or final clinical experience for initial licensure candidates in all programs leading to initial licensure (first initial). The Department reports overall pass rates on the assessment as well as mean scores on the assessment by Department and by individual program. |
| Initial Licensure Program Performance Assessment (PPAT) Pass Rates | ||
|---|---|---|
| 2020-21 | 2019-20 | |
| # Taking Exams | 11 | 10 |
| # Passing Exams | 11 | 10 |
| Pass Rate | 100% | 100% |
| Initial Licensure Program Performance Assessment (PPAT) Average Scores | ||||
|---|---|---|---|---|
| 2020-21 | # Assessed | 2019-20 | # Assessed | |
| All Candidates | 44.2 | 11 | 43.3 | 10 |
| Elementary – UG (all) | 44.2 | 9 | 42.3 | 6 |
| Elementary – MC | 43.7 | 7 | 40.3 | 3 |
| Elementary – ADC | 46 | 2 | 44.3 | 3 |
| Health and PE | – | – | * | 1 |
| Secondary – UG (all) | * | 1 | – | – |
| Secondary – English | – | – | – | – |
| Secondary – Mathematics | – | – | – | – |
| Secondary – Science | – | – | – | – |
| Secondary – Social Studies | * | 1 | – | – |
| Special Education – UG | * | 1 | 45 | 3 |
Measure 4: Ability of Completers to be Hired in Education Positions for which they were Prepared
| 4.1 Employment Data – Initial Licensure Program Completers | ||||||
|---|---|---|---|---|---|---|
| 2020-21 | 2019-20 | 2018-19 | 2017-18 | 2016-17 | 2015-16 | |
| # Program Completers | 11 | 10 | 11 | 11 | 25 | 13 |
| % Licensed in North Carolina | 100 | 100 | 100 | 91 | 64 | 77 |
| % Employed in North Carolina | 100 | 90 | 82 | 82 | 80 | 62 |
| % Employed in Education | 100 | 90 | 91 | 82 | 88 | 70 |
| % Employed in Other Fields | 0 | 0 | 0 | 11 | 4 | 8 |
| % Enrolled in Graduate School | 0 | 10 | 9 | 22 | 4 | 8 |
| 4.2 Top 10 Local Education Agencies in NC Employing Pfeiffer-trained Teachers |
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| The North Carolina Department of Public Instruction publishes, as part of each EPP’s annual IHE Report to the NC Board of Education, a listing of the top ten LEAs employing teachers affiliated with each educator preparation program. The data presented below are from the 2020-21 IHE Report on Pfeiffer University’s Department of Teacher Education. |
| Local Education Agency (LEA)Employment Data – Graduate Program Completers | # Teachers Affiliated with Pfeiffer (2020-21) |
|---|---|
| Stanly County Schools | 151 |
| Charlotte-Mecklenburg School | 106 |
| Rowan-Salisbury Schools | 77 |
| Cabarrus County Schools | 58 |
| Randolph County Schools | 50 |
| Montgomery County Schools | 37 |
| Union County Schools | 24 |
| Davidson County Schools | 19 |
| Asheboro City Schools | 19 |
| Guilford County Schools | 18 |