Title II ReportTitle II Report

Title II Report

Title II Institutional Report on the Quality of Teacher Preparation | 2010-2011

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


Praxis Data

Program Admission Test Data averages are:

PPST-R LMC 179 State - 179

PPST-W LMC 175 State - 176

PPST- M LMC 178 State - 179

GPA LMC 3.77 State - 3.32

79 Student Teachers attempted the Praxis II Exam with 95% pass rate.
The State of North Carolina Praxis II pass rate is 97%.


Program Information

Number of students enrolled in teacher education during the 2010-2011 school year: 145

Total number of regular and alternative students in programs of supervised student teaching: 50

Supervising Faculty:

  • Full-time in professional education: 7
  • Part-time faculty, employed full-time by IHE, that supervise student teachers: 2
  • Part-time faculty, not otherwise employed by IHE, that supervise student teachers: 16

Student to faculty ratio: 6.4

Average number of hours per week required of student participation in supervised teaching: 37.5

Total number of required weeks of supervised student teaching: 15

Total number of hours required: 525

LMC Teacher Education program is approved/accredited by the state of North Carolina and TEAC.


Overview of the Institution

Lees-McRae College is a small, private, college with a liberal arts tradition that is affiliated with the Presbyterian Church (USA). Located in Banner Elk, North Carolina, the College was founded in 1900 by the Reverend Edgar Tufts to meet the educational and spiritual needs of students in the northwestern mountains of North Carolina. As a four-year school with a varied and challenging curriculum embedded in the liberal arts tradition, the college provides both the knowledge and skills to prepare students for a productive and satisfying life. Offering both Bachelor of Arts (BA) and Bachelor of Science (BS) degree options, the College provides students a choice of twenty-five programs of study ranging from the physical, natural, and social sciences to business administration, education, and theatre arts. The College has broadened its presence in the state by establishing several collaborative extended-campus degree programs at four community colleges serving both traditional and non-traditional students. Elementary Education programs are at three community colleges and serve a group of students who might not otherwise be able to attend Lees-McRae. The college is committed to the continued development and expansion of vigorous licensure programs that exhibit thoughtful consideration for both the high professional and personal standards required of teachers. The college is also committed to assisting lateral entry educators in acquiring the preparation necessary to be recommended to the State of North Carolina for licensure. The development of an electronic portfolio illustrating knowledge of and proficiency with the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards is required of all students. The new electronic portfolio, begin in the fall of 2010 provides evidence that each candidate meets the North Carolina Professional Teacher Standards. All newly re-visioned programs have been approved and presented to the State Board of Education. All rubrics were presented to North Carolina Department of Public Instruction for comment. These rubrics and their evidences are the basis for future state program approval.


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.