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College of Education

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College of Education Scorecard

Evidence of Teacher Candidate Quality

  • An Effective Teaching Program

    The College of Education (COE) at North Greenville University believes that an effective teaching program prepares teacher candidates to be educators who seek to inspire future generations to love learning; to invest in learning themselves so they can remain effective in the classroom; and, most importantly, to impact communities. Our teacher candidates become effective practitioners, caring leaders, and lifelong learners. The education programs at North Greenville University agree that effective teaching will ultimately place the student first. We seek to understand what exceptional teaching looks like and then align our course work and clinical experiences around that understanding. Ultimately, the COE at North Greenville University has high expectations for our teacher candidate preparation. To maintain this quality and to ensure program improvement, the COE continually monitors candidate performance, collects and analyzes data, and makes unit and department changes based on the data results.

  • Praxis II Licensure Data

    The Praxis II Content Area and Principles of Learning and Teaching (PLT) tests are administered by the Educational Testing Service (ETS). These tests must be passed for teacher candidates to be licensed in South Carolina. ETS reports pass rates. The College of Education at North Greenville University requires all candidates to pass both tests before qualifying to student teach.

  • NGU Program Completer Average GPA

    The required GPA for teacher candidates in South Carolina is 2.75.

    2015-2016 2016-2017 2017-2018 2018-2019 2019-2020
    3.55 3.47 3.67 3.68 3.70
  • NGU Completer Placement Patterns

    NGU Completers are consistently hired in education positions for which they have been prepared. Self-report data indicate that 100% of completers who seek employment in P-12 schools have been hired.

    Year # of Graduates # in Teaching % Teaching # in Grad School % in Grad School Other % Other Unknown
    15-16 39 33 85% 2 5% 3 8% 1
    16-17 63 54 86% 1 1% 5 8% 1
    17-18 43 42 98% 0 0% 1 2% 0
    18-19 73 66 90% 1 1% 5 7% 1
    19-20 60 55 92% 3 5% 2 3% 0
  • Average Teacher Salaries

CAEP Annual Reporting

CAEP (Council for the Accreditation of Educator Preparation) has eight annual reporting measures, which are used to provide information to the public on program outcome and program impact.

The following educator preparation programs are currently reviewed and accredited by CAEP. The next review cycle is scheduled for Spring 2025.

Initial Level Preparation- Early Childhood Education, B.A., Elementary Education, B.A., Physical Education, B.S., Secondary English Language Arts, B.A., Secondary Mathematics Education, B.S., Secondary Social Studies Education, B.S., Spanish Education, B.A.

Education Beside Experienced & Faithful Teachers

Sammie Burman, M.Ed.
Educational Technology Specialist
Jill Branyon, Ed.D.
Professor of Education
Andrew S. Hodges, M.Ed.
Instructor
W. LaVelle McCray, M.Ed.
Professor of Education
Constance Wright, Ed.D.

ECE Beside Experienced & Faithful Educators

Linda O. Parker, Ed.D.
Assistant Professor of Education
Sarah J. Little, Ed.D.
Assistant Professor
Melissa Cruver, Ed.D.
Associate Professor of Education

Elementary Ed. Beside Experienced & Faithful Teachers

Michele Schaich
Associate Professor of Elementary Education
Ellen Cashion, M.Ed.
Director of Teacher Education
Nancy Caukin, Ed.D.
Associate Professor of Education
W. LaVelle McCray, M.Ed.
Professor of Education

Education Beside Experienced & Faithful Master-Teachers

V. Shelley Dugle, Ed.D.
Associate Dean, Graduate Education Programs
Ann Aust, Ed.D.
Program Coordinator for M.Ed. 
Jesse Rine
Special Assistant to the President for Educational Research & Policy

Education Beside Experienced & Faithful Teachers

Lori Vinson
Director of Educational Online Studies
© North Greenville University. All Rights Reserved. | Accessibility Statement

North Greenville University(NGU) admits students of any race, color, national and ethnic origin to all the rights, privileges programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national and ethnic origin in the administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs.

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