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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.

  • NGU Program Completer Average GPA

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

    2016-17 2017-18 2018-19 2019-20 2020-21
    3.47 3.67 3.68 3.70 3.74
  • NGU Completer Placement Patterns

    Job Distribution for the First Year after Graduation

    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
    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 55 46 84% 4 7% 5 9% 0
    20-21 69 58 84% 3 4% 4 6% 4
  • Average Teacher Salaries

Annual Reporting of CAEP Accountability Measures

CAEP (Council for the Accreditation of Educator Preparation) has four annual accountability 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.

  • Measure 1: Completer Effectiveness

    Impact on P-12 Student Learning Growth

    The Graduates’ Impact Survey is sent to completers who have 1, 2, and 3 years of teaching experience. The data from each completer includes 2 means of determining student growth. Measure 1 is each teacher’s class SLO, and Measure 2 is a test/unit recognized by the school district as evidence of student learning. For each test, the completer reports # of students tested, class average, high and low scores, % of students who reached goals, % of students who showed gains, how the data are used to improve instruction and/or differentiation, and explanation of any outliers. Since the completers are located across districts and states, it is difficult to choose area-wide tests. Therefore, % who showed gain is used to compare/demonstrate effect on student-learning growth across all completers. In the instances where state standard assessments are used, comparisons are also made to the district and state.

    The Administrator Verification and Evaluation Survey verifies the data received via self-report from the graduates.

    Apply Professional Knowledge, Skills, Dispositions

    In the Administrator’s Verification and Evaluation Survey, administrators also rate the graduates’ effectiveness in applying their knowledge, skills, and dispositions in the following areas: planning, instruction capability, classroom management, impact on student learning, professionalism, and overall satisfaction.

    In South Carolina all teachers must pass the ADEPT evaluation within the first 3 years of employment. The ADEPT evaluation is required to progress from induction certification to full certification. These evaluations are administered by a team of trained individuals who use detailed rubrics and data. This collaboration delivers reliable evidence that NGU completers are effective in the classroom. Teachers who are not effective in impacting student learning are not awarded full certification.

  • Measure 2. Satisfaction of Employers and Stakeholder Involvement

    The Administrators’ Satisfaction Survey is distributed annually to school administrators in districts where graduates are employed. These surveys measure employer satisfaction with the preparation of the North Greenville University College of Education completers for their assigned responsibilities in working with P-12 students. They are asked to rate graduates in the 1st, 2nd, and 3rd years of teaching.

  • Measure 3. Candidate Competency at Completion

    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.

  • Measure 4. Ability of Completers to be 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.

Education Beside Experienced & Faithful Teachers

Constance Wright, EdD
Dean, College of Education
Jesse Rine, PhD
Special Assistant, President for Educational Research & Policy
Jill Branyon, EdD
Distinguished Professor, Education
Andrew S. Hodges, MEd
Instructor, Education
W. LaVelle McCray, MEd
Professor, Education
Charles Brian Crane, PhD
Associate Professor, Mathematics

ECE Beside Experienced & Faithful Educators
Linda O. Parker, EdD
Assistant Professor, Education
Melissa Cruver, EdD
Associate Professor, Education

Elementary Ed. Beside Experienced & Faithful Teachers
Ellen Cashion, MEd
Director, Teacher Education
Nancy Caukin, EdD
Associate Professor, Education
W. LaVelle McCray, MEd
Professor, Education

Education Beside Experienced & Faithful Master-Teachers
V. Shelley Dugle, EdD
Associate Dean, Graduate Education Programs
Ann Aust, EdD
Program Coordinator, MEd

Education Beside Experienced & Faithful Teachers
Lori Vinson, EdD
Director, Educational Studies Online Program
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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.