Title II Report

Title II Institutional Report on the Quality of Teacher Preparation 

This information is being provided in compliance with the federal Title II Higher Education Act.

Praxis Data | 2015-2016

Program Admission Test Data Averages (reflecting changes due to additional CORE testing score additions and changes):

PPST-Reading - 230  
PPST-Writing - 233 
PPST-Math - 216

Praxis I-Reading - 167
Praxis I-Writing - 162.7
Praxis I-Math - 150

GPA - 3.8

33 Student Teachers attempted the Licensing Exam with a 24% pass rate. NCDPI has extended the "test pass" window for this new exam to 2 years. The State of NC Licensing Exam pass rate is 77%.

PROGRAM INFORMATION:

Number of Students enrolled in teacher education during 2015-2016 school year: 138
Total number of regular and alternative students in programs of supervised student teaching: 34

Praxis Data | 2014-2015

Program Admission Test Data Averages

Praxis I-Reading - 176
Praxis I-Writing - 175
Praxis I-Math - 177.5

PPST-Reading - 245 
PPST-Writing - 243
PPST-Math - 235

GPA - 3.78

22 Student Teachers attempted the Licensing Exam with a 95% pass rate. The State of NC Licensing Exam pass rate is 88%.

PROGRAM INFORMATION:

Number of Students enrolled in teacher education during 2014-2015 school year: 129
Total number of regular and alternative students in programs of supervised student teaching: 26

Special Characteristics

Extended-campus teacher education programs are identified by Lees-McRae College as one of its six "Flagship Programs." This designation reflects the college's respect for and commitment to dedicating long-term resources to the Division of Education and Teacher Education through continued development and expansion of vigorous licensure programs. The LMC Teacher as Reflective Practitioner conceptual framework and candidate exit criteria are currently aligned with the North Carolina Professional Teaching Standards. The Teacher as Reflective Practitioner is a broad, all-encompassing framework which includes mentoring as a relevant and significant aspect of reflective practice. The Reflective Practitioner framework merges reflection on theory and practice and is consistent with current research. Faculty members are knowledgeable in all areas of the teacher education program, competent in their respective skills, and supportive of students and colleagues " role models of reflective teaching. The LMC program demonstrates best practices in effective teaching, demonstrated by the addition of a course in assessment and a course in differentiating instruction to meet the needs of all learners. By an overwhelming majority, program graduates express confidence and satisfaction in the level of preparation they receive in the Lees-McRae College Division of Education and Teacher Education. Employers continue to be positive toward the work of program graduates as indicated by the hiring of many graduates in the schools where they performed their directed student teaching experience.

Top 10 School Systems Employing Lees-McRae Teacher Education (all programs) Graduates in 2012