PROGRAM COORDINATOR’S ANNUAL ACADEMIC YEAR REPORT

2008-2009

(Submit electronically by May 15, 2009, to Gerald Ponder

with a copy to your department head.)

  1. General Information

Date:May 13, 2009

Undergraduate: ______Graduate: ______

Program name: NC TEACHCurriculum code(s) ______

Program coordinator: Alison Winzeler

Program(s) reviewed: Bachelor’s __ Master’s __ Doctor’s __ Other Non-degree

  1. Enrollment

Fall 2008 (Access University Planning & Analysis, Institutional Research: Use data from the specialty area report or on the website you may find enrollment listed by department and curriculum—just keep scrolling on the menu on the left hand side.)

FR ___ SO ____ JR ____ SR ____ Total _____

Licensure only 31Lateral entry 175 (of these, 104 were NC TEACH)

Master’s ____ Master’s Licensure only ____ Sixth-year ____ Doctoral ____

Undergraduate student teachers: Fall ____Spring ____ (include alternative students)

Graduate student internships: Fall ____Spring ____ (include all placements)

Other field placements (describe):

  1. Total Degrees Awarded

Report degrees completed for summer 2008, December 2008, and May 2009 (Access University Planning & Analysis, Institutional Research ; if May 2009 degrees have not yet been posted, use the department graduation list. On the website, you will find degrees listed by department and curriculum—just keep scrolling on the menu on the left hand side.)

  1. Evaluation

What changes in the program faculty were made during the year?

In fall 2008, NC TEACH acquired Jamie Mills to serve as the Administrative Assistant for alternative licensure, including NC TEACH and the developing MAT program. In addition, NC TEACH hired vendors who contributed to the Super Saturday course. These included WCPSS Behavioral Specialist Marsha Bryant and School Resource Officer Troy Faust. In July 2008, Alison Winzeler was hired as NC TEACH Program Coordinator. As of May 2009, Norma Quinones is no longer NC TEACH Student Support Coordinator.

  • List any course or curriculum proposals and/or revisions during the academic year.
  • Describe program assessment activities.

Students completed online evaluations. Additionally, students provided feedback via email to the Program Coordinator and Director. In Focus Groups students voiced the strengths and areas for improvement for the NC TEACH program. NC TEACH Faculty, including Grant Holley, Alison Winzeler, Megan Landwehr, Jamie Mills, and Michael Maher (from the Office of Professional Education), held a Faculty Retreat to plan and discuss changes in the NC TEACH program for the 2009-2010 year.

  • List key findings of assessment activities.

The assessments, both in written and verbal forms, indicated that students benefitted from the practical approaches and the curriculum of the courses. They suggested that certain Super Saturday presentations be eliminated next year and that the Peer Mentoring course be re-structured. Also, it will be necessary to implement the new evidences for the New Teacher Approval Process in the NC TEACH curriculum.

  • As a result of the program review, what strengths were identified?

Assessments found that students were complementary of their Lead Teachers and the practical knowledge that these public school master teachers convey. Students hailed the practicality of the approaches of their Lead Teachers, who discussed and demonstrated effective teaching strategies. Students benefited from the face-to-face instruction and were able to receive individual attention regarding specific needs, especially regarding their current lateral entry situations. The relationships the students developed within their cohorts, both regional and subject-specific, were also noted strengths of the program. The “cohort model,” the “face-to-face” instruction, and the practicality of classroom teachers as Lead Teachers serve as the foundation of the NCSU NCTEACH program, and will continue to be the focal point of its vision. Other noted strengths were the curriculum and topics of the core classes including Educational Psychology, Classroom Interaction and Instruction, and Subject Specific Methods. Students specifically praised the Super Saturday presentations on technology, emergencies in schools, classroom management, and writing across the curriculum (the WAC conference).

  • What areas of concern were identified?

Students articulated their disappointment in the two Super Saturday presentations on ESL by Norma Quinones. While the topic was an area of interest and importance to them, they were frustrated by the narrowness of view, length of the lecture, and unprofessionalism in the materials used to teach these skills. Additionally, students were also frustrated by technological and logistical requirements of the Peer Mentoring course wherein they must videotape themselves teaching three times.

  • As a result of the program review, what changes are recommended?

As a result of student evaluation and the NC TEACH faculty retreat, we recommend, and have created, a new Super Saturday schedule that models the type of effective teaching strategies students themselves will learn. Teachers from local schools and our own Lead Teachers are organizing various topics, including Exceptional Children and Assessment (including EOCs and EOGs). Also, as a result of the positive student evaluations of the Technology Super Saturday, we scheduled two Technology Super Saturdays for 2009-2010. We have re-structured ECI 475 (Peer Mentoring)andreviewed and strengthened the requirements according to student and faculty suggestions. Specifically, next year, students will submit their videos to an online server in order to alleviate some of the issues involved in transferring videos and delivering videos to their evaluators.

  • What special accomplishments were made during the year?

On May 9th, we held a graduation for the students from the 2008-2009 cohort. Two former NC TEACHers, Philip Henry and Shanequia Henderson, spoke to our graduates. Philip Henry was nominated for the First Year Teacher award at Broughton High School.

In cooperation with the Capital Area Writing Project, NC TEACH hosted the 5th annual Conference on Writing to Learn across the Curriculum on Saturday, April 18th in Poe 216. It featured two sessions by Dawn and Dan Kirby followed by breakout workshops. These workshops offered teachers opportunities to learn writing strategies for the specific content areas of Social Studies, Science, Math, and English.

NC TEACH began its Spring Start Session for 2009, with students meeting in Raleigh, Durham, and Rocky Mount.

The February Super Saturday was devoted to technology. Some of the topics and workshops included wikis, podcasts, webpage creation, blogs, camera safaris, and copyright issues.

On Saturday, October 18th, NC TEACH had its Emergencies in Schools Super Saturday. Our students heard presentations from the Wake County Sheriff's Department regarding Gang Awareness and from a Student Resource Officer regarding lock-down drills and personal safety. In the second part of the session, students learned and practiced self-defense strategies from the Steel Knights.

  1. Report for Licensure Programs Only
  • What service activities to schools were provided by program faculty and students other than student teaching and intern supervision?
  • Identify LEAs/schools, if any, with whom there is a formal/approved collaboration for activities other than field placements for student teachers and interns. Include other service activities to schools and/or school districts. (Note: the annual faculty activity reports due in January include this item and can be a source of information.)
  • Describe program indicators for valuing a diverse and inclusive society.

Specifically, on December 6 we held our Diversity Super Saturday. In their specific cohorts, our students delivered presentations to the rest of their fellow NC TEACHers on topics such as Poverty, Race, Ethnicity, Gender, Exceptional Children, and AIG. To encourage healthy competition, the best group with the best presentation was awarded the "Cohort Cup." This honor went to the Rocky Mount group for the second year in a row.

Items SAGE can provide (initial license programs only):

Average SAT/ACT scores by program, Average Praxis scores by program, Demographic data by program, gateway information.

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