Department of Education

Location:
Price Administration Building
Room #301
701 W. Monroe St.
Salisbury, NC 28144
(704) 216-6921
fax: (704) 216-6305

Hours:
Monday - Friday
9:00 a.m - 5:00 p.m.


Dr. Tarsha Winston Reid
Dean of Education, Psychology, and Social Work Coordinator of Educator Preparation Program Coordinator of Disability Services Chair of the Department of Education Chair of Teacher Education Council Associate Professor of Education
704-216-6899
TReid@livingstone.edu

 

Mission
The Educator Preparation Program (EPP) is committed to the selection and preparation of highly qualified future early childhood, elementary, and secondary education teachers who positively reflect the fundamentals of the Livingstone College mission statement; by exemplifying academic and professional excellence, spiritual development, personal well-being, equity and inclusion, and social responsibility.

If interested in becoming an Education major, please first make initial contact with the Dean of the Department of Education. The Dean can be reached at 704-216-6899 or email TReid@livingstone.edu to request an interview.

The Livingstone College Department of Education offers degrees in the following areas:

EARLY CHILDHOOD EDUCATION (BIRTH - KINDERGARTEN) PROGRAM

The goal of the Birth through Kindergarten educator preparation program is to graduate students qualified to facilitate the nurturance and development of children with a wide range of capabilities, consult and collaborate with families and other professionals, analyze and plan developmentally appropriate activities and environments for children; evaluate and assess the appropriateness of programs, books and materials, apply principles of child development and successfully work with and advocate for families from diverse cultures and socio-economic backgrounds. Specifically, Birth through Kindergarten teacher education graduates will:

  1.  
  2. 1. Know patterns of child growth and development to insure developmentally appropriate practices for all children;
  3. 2. Recognize and provide environments that are safe and health y, predictable, and consistent:
  4. 3. Be broadly educated to select curricula goals and activities that allow children to construct knowledge, acquire skills, concepts, attitudes, and behaviors that are developmentally appropriate, theoretically sound and implemented in a responsive environment that uses positive guidance techniques;
  5. 4. Understand that families are the carriers of the child’s history and as such are the primary frame of reference for children’s development and learning, and that outside care and education must be sensitive to the cultural context of the family and effectively communicate with and involve parents in the educational process;
  6. 5. Know developmentally appropriate ways to assess and evaluate children and programs and use that information to make decisions about future programs, interventions, referrals, planning, and teaching strategies;
  7. 6. Know Developmentally-Culturally Appropriate Practices sanctioned by NAEYC, and can integrate them in the development, implementation, and management of programs and in consultation and collaboration with parents and community professionals; and
  8. 7. Commit to continuing professional development, advocacy, and leadership, and a professional code of ethics.

The goals and objectives of the Elementary Education program are to provide prospective elementary teachers with;

 

  1. 1. An understanding of the diverse roles of elementary teachers.
  2. 2. Knowledge of the history, philosophy, theories, and principles that under gird modern elementary education.
  3. 3. Sensitivity to attitudes, emotions, cultural heritage, and special needs of all children.
  4. 4. Knowledge in promoting good school/community relations through effective communication skills.
  5. 5. Appropriate decision-making skills in developing and implementing the educational process.
  6. 6. Knowledge of human growth and development as it applies to the appropriate developmental practice in elementary school.
  7. 7. An understanding of the importance of reading, skills for teaching and improving the reading skills of children, and an appreciation for literacy connections between reading ability and overall student success.
  8. 8. Opportunities to plan and implement developmentally appropriate practices with children in grades K through 6.
  9. 9. Opportunities for practical experiences in a sequential program.
  10. 10. Skills and research for the use of educational technology in the classroom.
  11. 11. Multicultural education approaches to learning by creating instructional opportunities adapted to learners from diverse cultural backgrounds and exceptional learners.

CAEP Accountability Measures

The North Carolina State Board of Education approved the In-service Teacher Evaluation Rubric used to assess the performance of in-service teachers based on the North Carolina Professional Teaching Standards.  Observations of completers were used to complete the survey based on the In-service Teacher Evaluation Rubric.  The North Carolina Professional Teaching Standards are: 

 

Standard 1:  Teachers Demonstrate Leadership 

Standard 2:  Teachers Establish a Respectful Environment For A Diverse Population of Students 

Standard 3:  Teachers Know The Content They Teach 

Standard 4:  Teachers Facilitate Learning For Their Students 

Standard 5:  Teachers Reflect On Their Practice 

 

The data for Educator Preparation Programs for the state of North Carolina can be found on the North Carolina Educator Preparation Program Dashboard. However, since only groups of ten or more people will be displayed, Livingstone College EPP will not have completers displayed.  In North Carolina, a beginning teacher will hold aa Standard Professional 1 license.  Meaning data would need to be shown for program completers of the 2021-2022 academic year.  Livingstone College EPP did not have any candidates to complete the program during that academic year.

 

Teacher Effectiveness Performance

Livingstone College Educator Preparation Program (EPP) tracks the teacher effectiveness performance of all completers during their first three years of teaching.  The data correlates with CAEP Component R4.1. The survey completed by completer’s principal or assistant principal assessed the beginning teachers based on the North Carolina Educator Effectiveness System (NCEES) Standards I-V issued by the North Carolina Department of Instruction (NCDPI).  Data is generated from 2015-present.  In North Carolina, a beginning teacher will hold aa Standard Professional 1 license.  Meaning data would need to be shown for program completers of the 2021-2022 academic year.  Livingstone College EPP did not have any candidates to complete the program during that academic year. 

Teacher Effectiveness Survey Data

The survey was administered by the Livingstone College Educator Preparation Program to the principals or assistant principals to complete their evaluation of the completers of the program.  The survey entities a summative evaluation of the completers during their first year of teaching.  The survey focuses on the North Carolina Educator Effectiveness System (NCEES) Standards I-V issued by the North Carolina Department of Instruction (NCDPI).  

Evaluators provided feedback on the overall satisfaction of the completers and the likelihood for hiring additional completers from the EPP of Livingstone College. 

In North Carolina, a beginning teacher will hold aa Standard Professional 1 license.  Meaning data would need to be shown for program completers of the 2021-2022 academic year.  Livingstone College EPP did not have any candidates to complete the program during that academic year. 

Employers Satisfaction Survey Data

Livingstone College Educator Preparation Program (EPP) requires that completers pass all North Carolina State Board of Education (SBE) required licensure exams outlined in policy LICN-003.  To ensure that Livingstone College EPP is consistent with producing highly-qualified candidates who are knowledgeable in the content area both proprietary and state-level assessments are used to evaluate candidates’  knowledge and competency, and performance standards.  Each completer finished the state approved requirements for their degree program.  Based on the requirements for the North Carolina Educator License from the North Carolina Department of Public Instruction, two out of four completers met the requirements for licensure by the State of North Carolina.  Two out of four completers are working towards completing the remaining state requirements. 

LC EPP Exit Completers Data

 

Satisfaction of Completers

The EPP Candidate Exit Survey is given to completers once a year prior to graduation.  The completers rate their responses to questions on their satisfaction of the EPP on a scale from Extremely Well-Prepared (5) to Not Addressed (1).

Livingstone College did not have any graduates from the Educator Preparation Program (EPP) during the 2017-2018 and 2019-2020 academic year; therefore, this data does not apply.

EPP Exit Candidate Survey Data

Data is retrieved from communication with the completers during the initial start of the school year, to determine their employment and grade level(s) taught.  All the completers from 2015-present have been employed by the public and private school systems within their first year of completing the EPP. There is a 100% employment rate of completers to be hired in education positions for which they have been prepared. 

 

Livingstone College did not have any graduates from the Educator Preparation Program (EPP) during the 2017-2018 and 2019-2020 academic year; therefore, this data does not apply.

Educator Preparation Program Accreditation Status Educator Preparation Program Licensure Statistics 2022