QC-1
IHE PERFORMANCE REPORT
QUEENS COLLEGE
1998-1999
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 student-teacher 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.
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 e-mail. 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 1998-1999 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 98-99
H. Other (if applicable): Brief description of new initiatives (if any) not detailed previously in this section
None for 98-99
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.
QC-3
II. CHARACTERISTICS OF STUDENTS
A. Headcount of students formally admitted to and enrolled in professional education programs leading to licensure
FULL-TIME STUDENTS
MALE FEMALE
American Indian/
Alaskan Native American Indian/Alaskan Native Asian/Pacific Islander Asian/Pacific Islander Black, Not Hispanic Origin Black, Not Hispanic Origin Hispanic Hispanic
White, Not Hispanic Origin 2 White, Not Hispanic Origin 20
Other Other Undergraduate Total 2 Total 20 American Indian/ Alaskan Native American Indian/ Alaskan Native Asian/Pacific Islander Asian/Pacific Islander Black, Not Hispanic Origin Black, Not Hispanic Origin Hispanic Hispanic
White, Not Hispanic Origin White, Not Hispanic Origin
Other Other
Licensure-Only
Total 0 Total 0
American Indian/
Alaskan Native American Indian/Alaskan Native Asian/Pacific Islander Asian/Pacific Islander Black, Not Hispanic Origin Black, Not Hispanic Origin Hispanic Hispanic
White, Not Hispanic Origin 1 White, Not Hispanic Origin 24 Other Other
Graduate
PART-TIME STUDENTS
MALE FEMALE
American Indian/
Alaskan Native American Indian/Alaskan Native Asian/Pacific Islander Asian/Pacific Islander Black, Not Hispanic Origin Black, Not Hispanic Origin Hispanic Hispanic
White, Not Hispanic Origin White, Not Hispanic Origin
Other Other Undergraduate Total 0 Total 0 American Indian/ Alaskan Native American Indian/ Alaskan Native Asian/Pacific Islander Asian/Pacific Islander Black, Not Hispanic Origin Black, Not Hispanic Origin Hispanic Hispanic
White, Not Hispanic Origin White, Not Hispanic Origin
Other Other
Licensure-Only
Total 0 Total 0
American Indian/
Alaskan Native American Indian/Alaskan Native Asian/Pacific Islander Asian/Pacific Islander Black, Not Hispanic Origin Black, Not Hispanic Origin Hispanic Hispanic
White, Not Hispanic Origin 3 White, Not Hispanic Origin 56 Other Other
Graduate
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B. Lateral Entry/Provisionally Licensed Teachers
Refers to individuals employed by public schools on lateral entry or provisional licenses
Program Area 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 Prekindergarten (B-K) Elementary (K-6) Middle Grades (6-9) Secondary (9-12) 2 2
Special Subject Areas (K-12)
Exceptional Children (K-12)
Vocational Education (7-12)
Special Service Personnel (K-12)
Other
Total 2 2
COMMENT OR EXPLANATION:
Information reported for 98-99 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 330.3 MEAN CBT-W 325.0 MEAN CBT-M 323.7 MEAN GPA MEAN MAT MEAN GRE-TOTAL 1471.18
MEAN NUMBER OF YEARS TEACHING EXPERIENCE** NUMBER EMPLOYED IN NC SCHOOLS**
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) 3 3 8 7 Middle Grades (6-9) Secondary (9-12) 1 1 1 1 Special Subject Areas
(K-12)
Exceptional Children (K-12)
Vocational Education (7-12)
Special Service Personnel (K-12)
Other
QC-7
E. Scores of student teachers on professional and content area examinations
1997-98 Teacher Licensure Pass Rates by IHE Specialty Area/ Professional Knowledge # % Art (K-12) Audiology Biology (9-12) 1 * Business Education Chemistry (9-12) Earth/Space Science
Educ of the Mentally Retarded Students
Elementary Education (K-6) 22 96
English (9-12) 1 *
French (K-12) 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 (K-12) Physical Education (K-12) Physics Science (9-12) Social Studies (9-12) 1 * Spanish (K-12) 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 27 96
*To protect confidentiality of student records, pass rates based on fewer than three test takers were not printed.
F. Time from admission into professional education program until program Full-time Students 3 or fewer semesters 4 semesters 5 semesters 6 semesters 7 semesters 8 semesters Baccalaureate degree 1 5 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
1997-1998 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-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 1998-1999
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... CompleterProgram Employer Mentor the teacher preparation program in general 3.67 3.27 3.00 preparation for managing the classroom 3.14 2.91 2.00 preparation for using technology as an instructional tool 3.33 3.40 3.00 preparation for meeting the needs of diverse learners 2.89 3.17 2.00 preparation in curriculum content and delivery strategies 3.67 3.27 3.00
Number of surveys received 9 12 1
Number of surveys mailed 29 29 29
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
