UNC Greensboro is accredited under the Council for the Accreditation of Educator Preparation (CAEP) Standards at the Initial and Advanced levels through Spring 2029. The next site review will take place in Fall 2028.
List of Programs Reviewed in Fall 2021
Initial Preparation Programs
Birth-Kindergarten (UG, PBIL)
Deaf and Hard of Hearing (UG)
Elementary (UG, MAT, NCT)
Elementary & SpEd (UG)
English (UG, MAT, NCT)
English for Speakers of Other Languages (MAT, NCT)
French (UG, MAT, NCT)
Health and PE (UG, LO)
Latin (NCT)
Mathematics (UG, MAT, NCT)
Middle Grades (UG, MAT, NCT)
Science (UG, MAT, NCT)
Social Studies (UG, MAT, NCT)
Spanish (UG, MAT, NCT)
Special Education General Curriculum (UG, MAT, PAIL)
Advanced Preparation Programs
Birth-Kindergarten (MEd)
*Elementary Math (MEd, AO)
*Elementary Science (MEd, AO)
*English for Speakers of Other Languages (MEd, AO)
*French (MEd)
*Mathematics (MEd)
*Reading/Literacy (MEd, AO)
School Administration (MSA, PMC)
*Science (MEd)
*Social Studies (MEd)
*Spanish (MEd)
Special Education General Curriculum (MEd)
*Concentration within the MEd in Teacher Education
Key:
UG- Undergraduate
MAT- Master in the Art of Teaching
NCT- NCTeach non degree licensure only
LO- Licensure only
PBIL- Post Baccalaureate Initial Licensure
PAIL- Postbaccalaureate Alternative Initial Licensure
MEd- Master of Education
MSA- Masters in School Administration
PMC- Post Masters Certificate
AO- Add on
Professional Education Data
Measure 1: Impact on P-12 Learning and Development
This set of assessments aligns to CAEP Annual Report Measure 1: Completer Effectiveness (Component R4.1).
The graph shows data collected on beginning teachers (3 years of service or less) in public schools in North Carolina. The bars show the percentages of P-12 students taught by beginning teachers who do not meet, meet, or exceed their expected growth in learning for that year.
Due to COVID-19, NC DPI did not conduct student testing in Spring 2020. Therefore there is no data available for 2019-20. The graph below shows the most recent data available to us as of April 2022.
The graph below compares the most recent data (AY2020-21) for UNCG graduates to the state data. UNCG had a slightly higher percentage of completers who did not meet expected growth than the state, however UNCG also had a higher percentage of completers who met expected growth than the state as a whole. Fewer UNCG completers exceeded expected growth compared to the statewide population of new teachers.
Measure 1: Indicators of Teaching Effectiveness
This set of assessments aligns to CAEP Annual Report Measure 1: Completer Effectiveness (Component R4.1).
The graphs show data collected on beginning teachers (3 years of service or less) in public schools in North Carolina. The bars show the percentage of UNCG alumni that are rated Proficient or higher on key performance areas compared to all beginning teachers in the state. The performance ratings are made by the principal. They key performance areas are aligned to state teaching standards:
- 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
Due to COVID-19, NC DPI did not collect Spring 2020 performance assessments of teachers. Therefore, no data are available for 19-20. The graphs below show the most recent data available to us as of April 2022 (from AY 2020-2021).
Measure 2: Satisfaction of Employers – Initial Programs
This set of assessments aligns to CAEP Annual Report Measure 2: Satisfaction of employers and stakeholder involvement (Components R4.2, R5.3, RA 4.1).
Representatives from NCDPI, the Education Policy Initiative at Carolina (EPIC), and EPP faculty from both public and private institutions worked collaboratively to create The NC Employer Survey (NCES). First administered in 2017 and then again in 2018, 2019, and 2020, the NCES includes 21 items that are aligned with the state’s professional teaching standards. The survey is completed by school principals (or assistant principals) for each of the first-year teachers employed at their school. A copy of the 2020 NC Employer survey data can be accessed here. The 2020 NC Employer survey contained 21 items concerning the effectiveness of UNCG graduate employees. Each item represents a different “teaching task.” Principals responded to the following question stem: “Relative to other first-year teachers, how effective was INSERT TEACHER NAME at the following teaching tasks” using the following response scale: Much less effective (1), Less effective (2), Comparable (3), More effective (4), Much more effective (5)
The data presented here is the most recent data available as of April 2022. 2020-2021 data are expected in Summer 2022.
The results of the NC Employer Survey over three years indicate that more than 85% of employers consider UNCG initial licensure completers to be at least as effective as other beginning teachers prepared in NC on all standards. Standard 1 had the largest number of completers rated “less effective” or “much less effective” in two out of three years.
NC Employer Survey Average Percentages Across NC Professional Teaching Standards 2017-2018
| NC Standard | EPP | N | Much less Effective (1) | Less Effective (2) | Comparable (3) | More Effective (4) | Much More Effective (5) |
|---|---|---|---|---|---|---|---|
| Standard 1 | Other NC Prepared | 931 | 1.7 | 7.8 | 47.4 | 30.3 | 12.8 |
| UNCG | 53 | 2.8 | 12.3 | 37.3 | 33.0 | 14.6 | |
| Standard 2 | Other NC Prepared | 931 | 1.9 | 8.0 | 48.1 | 28.2 | 13.8 |
| UNCG | 53 | 3.1 | 10.4 | 37.7 | 34.3 | 14.5 | |
| Standard 3 | Other NC Prepared | 931 | 1.2 | 6.5 | 46.0 | 31.4 | 14.9 |
| UNCG | 53 | 2.5 | 8.2 | 42.1 | 30.2 | 17.0 | |
| Standard 4 | Other NC Prepared | 931 | 1.5 | 8.2 | 47.8 | 29.7 | 12.9 |
| UNCG | 53 | 2.5 | 8.5 | 41.5 | 35.5 | 11.9 | |
| Standard 5 | Other NC Prepared | 931 | 1.5 | 6.3 | 48.7 | 30.8 | 12.6 |
| UNCG | 53 | 3.8 | 7.6 | 38.7 | 35.9 | 14.2 |
NC Employer Survey Average Percentages Across NC Professional Teaching Standards 2018-2019
| NC Standard | EPP | N | Much less Effective (1) | Less Effective (2) | Comparable (3) | More Effective (4) | Much More Effective (5) |
|---|---|---|---|---|---|---|---|
| Standard 1 | Other NC Prepared | 916 | 2.2 | 7.6 | 48.1 | 29.0 | 13.1 |
| UNCG | 70 | 2.5 | 5.4 | 43.2 | 38.6 | 10.4 | |
| Standard 2 | Other NC Prepared | 916 | 2.8 | 8.6 | 46.3 | 28.7 | 13.6 |
| UNCG | 70 | 2.5 | 7.7 | 47.7 | 32.7 | 9.5 | |
| Standard 3 | Other NC Prepared | 916 | 1.4 | 5.8 | 51.3 | 28.0 | 13.5 |
| UNCG | 70 | 0.0 | 5.4 | 53.2 | 30.0 | 11.4 | |
| Standard 4 | Other NC Prepared | 916 | 1.7 | 7.1 | 49.9 | 28.7 | 12.7 |
| UNCG | 70 | 2.5 | 2.7 | 55.1 | 30.5 | 9.2 | |
| Standard 5 | Other NC Prepared | 916 | 1.5 | 6.9 | 49.7 | 28.8 | 13.0 |
| UNCG | 70 | 2.9 | 4.3 | 46.4 | 38.6 | 7.9 |
NC Employer Survey Average Percentages Across NC Professional Teaching Standards 2019-2020
| NC Standard | EPP | N | Much less Effective (1) | Less Effective (2) | Comparable (3) | More Effective (4) | Much More Effective (5) |
|---|---|---|---|---|---|---|---|
| Standard 1 | Other NC Prepared | 1063 | 1.0 | 7.1 | 43.9 | 32.0 | 16.0 |
| UNCG | 74 | 3.0 | 11.8 | 31.1 | 31.8 | 22.3 | |
| Standard 2 | Other NC Prepared | 1063 | 1.6 | 8.0 | 44.7 | 28.7 | 17.0 |
| UNCG | 74 | 4.4 | 8.3 | 35.3 | 27.5 | 24.5 | |
| Standard 3 | Other NC Prepared | 1063 | 1.0 | 5.4 | 46.8 | 29.9 | 17.0 |
| UNCG | 74 | 2.4 | 5.4 | 40.3 | 22.3 | 24.7 | |
| Standard 4 | Other NC Prepared | 1063 | 0.9 | 5.6 | 47.6 | 30.2 | 15.7 |
| UNCG | 74 | 3.3 | 7.5 | 39.3 | 25.4 | 24.5 | |
| Standard 5 | Other NC Prepared | 1063 | 1.3 | 4.7 | 47.5 | 28.9 | 17.6 |
| UNCG | 74 | 4.1 | 8.8 | 35.1 | 31.1 | 21.0 |
Measure 2: Satisfaction of Employers – Advanced Programs
This set of assessments aligns to CAEP Annual Report Measure 2: Satisfaction of employers and stakeholder involvement (Components R4.2, R5.3, RA 4.1).
Our advanced level plans are proceeding with their phase-in plans as presented in our CAEP site visit in fall 2021.
Measures of employer satisfaction for all advanced programs are being piloted in Spring 2022. The first cycle of data will be available to be reported in Fall 2022.
Measure 3: Candidate Competency at Completion – Initial Programs
This set of assessments aligns to CAEP Annual Report Measure 3: Candidate competency at completion (Component R3.3), specifically for initial level programs.
UNCG initial level programs use multiple measures to determine if teacher candidates are ready for the profession. See the following links and data tables for a summary of these data.
Licensure Exams
Initial teaching candidates must successfully pass one or more standardized exams to qualify for a North Carolina teaching license. The NC Department of Public Instruction maintains a data dashboard that allows you to examine performance on licensure exams. Go to the dashboard, select “Licensure Exam Pass Rates” in the menu on the left, then select the tab “Select and Compare EPPs” at the top of the page. Next, select any combination of programs you wish; we recommend “All EPPs” for the state as a whole and “UNCG” for our institution. You can select any year of data. UNCG pass rates are comparable to the state overall, although there is variation for individual license areas. For example, UNCG graduates in Special Education have a higher pass rate than the state, while UNCG middle grades graduates have a lower pass rate than the state.
For data on individual tests, the Federal Title II reporting process collects pass rates on these exams into one data report. See our most recent Title II report for Traditional Programs (starting on page 27) and Alternative Programs (starting on page 26). Note that pass rates are only given for licensure categories where there are at least ten graduates for privacy reasons. The key measure for each licensure exam is the Pass Rate column – the right-most column in the data tables.
edTPA
The teaching performance of UNCG candidates is assessed summatively using the edTPA. The edTPA is a nationally normed proprietary performance assessment of planning, instruction and assessment, aligned to the InTASC standards. The edTPA consists of three tasks. Each task is assessed using 4 or 5 rubrics. Most programs at UNCG complete 15-rubric assessments. The only exception is World Languages French and Spanish), which is a 13-rubric assessment. Each rubric is scored on a scale of 1-5 and the rubric scores are added together for a total score on the assessment. The state of North Carolina considers a total score of 38 to be a passing score. The data presented represent all program completers and were collected during their student teaching semester (either fall or spring).
edTPA
| Year | Number of candidates completing initial program | Number of candidates taking assessment | Average score | State passing score |
|---|---|---|---|---|
| 2018-19 | 171 | 167 | 40.0 | 38 |
| 2019-20 | 182 | 174 | 43.2 | |
| 2020-21 | 200 | 200 | 42.7 |
Candidates’ average scores on the edTPA exceed the state required score across three cycles of data. The edTPA data show that UNCG candidates are assessed using a nationally normed performance-based assessment and that candidates demonstrate the knowledge, skills and dispositions that are associated with a positive impact on the learning and development of P-12 students.
Teacher Candidate Evaluation Rubric
The Teacher Candidate Evaluation Rubric (TCE) is a proprietary assessment instrument designed by McREL for the state of North Carolina. It is used to assess candidate performance on the NC Professional Teaching Standards and is completed by university-based and field-based clinical educators.
- Standard 1 of the TCE measures how well teacher candidates demonstrate leadership.
- Standard 2 of the TCE measures how well teacher candidates establish a respectful environment for a diverse population of students.
- Standard 3 measures how well teacher candidates know the content they teach.
- Standard 4 measures how well teacher candidates facilitate learning for their students.
- Standard 5 measures how well teacher candidates reflect on their practice.
Each element of the TCE rubric is scored on a scale of 1-4. A score of 3 is identified as proficient. Each standard has multiple elements. The chart below presents the average scores for each standard.
| Year | Number of candidates | Average of TCE-S1 | Average of TCE-S2 | Average of TCE-S3 | Average of TCE-S4 | Average of TCE-S5 |
|---|---|---|---|---|---|---|
| 2018-19 | 171 | 3.24 | 3.29 | 3.22 | 3.25 | 3.19 |
| 2019-20 | 182 | 3.29 | 3.34 | 3.23 | 3.28 | 3.26 |
| 2020-21 | 200 | 3.26 | 3.31 | 3.23 | 3.28 | 3.24 |
Across three cycles of data, UNCG candidates meet or exceed the proficient level on all 5 NC Professional Teaching Standards as measured by the Teacher Candidate Evaluation rubric.
Candidate Dispositions Assessment Process
The Candidate Dispositions Assessment Process 2.0 (CDAP 2.0) was developed at UNCG by a collaboration of assessment experts and faculty members, resulting in an assessment instrument intended to provide actionable information to faculty and to help teacher candidates understand how to successfully demonstrate dispositions that meet professional standards. The UNCG Dispositions Rubric is intended to measure dispositional strengths and weaknesses of teacher candidates seeking initial teaching licensure. Dispositions are important to a teacher’s success; therefore, scores on the UNCG Dispositions Rubric are intended to be a critical component of decisions regarding a teacher candidate’s recommendation for licensure. The Dispositions rubric is scored from 0-3, with a score of 2 as proficient. Candidates must be rated as proficient (score of 2) on all of the Dispositions in order to be recommended for licensure.
| Year | Number of candidates | Average of Ethical | Average of Responsible | Average of Reflective | Average of Receptive | Average of Collaborative | Average of Committed | Average of Respectful | Average of Equitable | Average of Advocacy |
|---|---|---|---|---|---|---|---|---|---|---|
| 2018-19 | 171 | 2.40 | 2.48 | 2.41 | 2.45 | 2.35 | 2.41 | 2.42 | 2.39 | 2.40 |
| 2019-20 | 182 | 2.49 | 2.59 | 2.44 | 2.51 | 2.41 | 2.53 | 2.42 | 2.48 | 2.43 |
| 2020-21 | 200 | 2.45 | 2.50 | 2.40 | 2.44 | 2.38 | 2.46 | 2.41 | 2.38 | 2.39 |
Across three cycles of data, candidates met or exceeded the proficient level for all dispositions at the final time point.
Measure 3: Candidate Competency at Completion – Advanced Programs
This set of assessments aligns to CAEP Annual Report Measure 3: Candidate competency at completion (Component RA3.4)
Our advanced level plans are proceeding with their phase-in plans as presented in our CAEP site visit in fall 2021. Status on these measures is indicated for each program below.
For the MEd in Teacher Education and the MSA/PMC, one cycle of data was collected in Spring 2021 (see below). Three cycles of data will be available by Spring 2023.
MSA/PMC in School Leadership
One cycle of data was collected in Spring 2021 (see below). Three cycles of data will be available by Spring 2023.
Ratings from The North Carolina School Executive Evaluation Rubric Spring 2021
There are 7 standards evaluated on the NC School Executive Evaluation Rubric for Preservice Candidates. 8 candidates who completed in Spring 2021 were evaluated on the rubric. All 8 were rated as proficient on all 7 standards.
Standard 1. Strategic Leadership: All students scored proficient
Standard 2: Instructional Leadership: All students scored proficient
Standard 3: Cultural Leadership: All students scored proficient
Standard 4: Human Resource Leadership: All students scored proficient
Standard 5: Managerial Leadership: All students scored proficient
Standard 6: External Development Leadership: All students scored proficient
Standard 7: Micro-political Leadership: All students scored proficient
MEd in Teacher Education
One cycle of data was collected in Spring 2021 (see below). Three cycles of data will be available by Spring 2023.
MEd in Teacher Education Teacher Research Project Data 2020-2021
On both the Teacher Leadership Project Rubric and the Teacher Research Project Rubric, candidates receive a score of Exceeds Expectations (3), Meets Expectations (2), or Does Not Meet Expectations (1) on each element of the rubric. In Spring 2021, 22 candidates completed the two projects.
MEd in Teacher Education Teacher Research Project Data 2020-2021
MEd in Teacher Education Teacher Research Project Data 2020-2021
| Indicator | Standards Assessed | N | Average Score |
|---|---|---|---|
| Demonstrate in-depth knowledge of curriculum, instruction, and assessment. | NC Standards for Graduate Teacher Candidates S3 | 22 | 2.41 |
| Seek out and use existing research to inform school practices. | NC Standards for Graduate Teacher Candidates S4 CAEP A.1.1 Use of research and understanding of qualitative, quantitative, and/or mixed methods research methodologies | 22 | 2.50 |
| Design: Candidate clearly articulates research questions that are open-ended, focused AND situated or contextualized by literature/previous research | NC Standards for Graduate Teacher Candidates S4 CAEP A.1.1 Use of research and understanding of qualitative, quantitative, and/or mixed methods research methodologies | 22 | 2.45 |
| Design: Candidate clearly describes research contexts and study participants (e.g., number of participants, demographics, current level of performance, grade level, prior experiences ) in a way that is relevant to the research question and situates study contexts within literature/previous research | NC Standards for Graduate Teacher Candidates S4 CAEP A.1.1 Use of research and understanding of qualitative, quantitative, and/or mixed methods research methodologies | 22 | 2.50 |
| Design: Candidate describes how data were collected (e.g., number of interviews, interview questions, protocols) in a clear and detailed way AND connects data collection method to research question AND includes multiple data sources (e.g., data triangulation) | NC Standards for Graduate Teacher Candidates S4 CAEP A.1.1 Use of research and understanding of qualitative, quantitative, and/or mixed methods research methodologies | 22 | 2.82 |
| Design: Candidate describes how each source of data was analyzed in a clear and detailed way AND includes rationale for using particular methods of analysis to answer the research question(s). | NC Standards for Graduate Teacher Candidates S4 CAEP A.1.1 Use of research and understanding of qualitative, quantitative, and/or mixed methods research methodologies | 22 | 2.18 |
| Design: Candidate comprehensively and accurately identifies and discusses potential limitations of the study (e.g., accurately identifies and discusses potential limitations of study findings) | NC Standards for Graduate Teacher Candidates S4 CAEP A.1.1 Use of research and understanding of qualitative, quantitative, and/or mixed methods research methodologies | 22 | 2.68 |
| Analysis: Candidate comprehensively and accurately articulates the results of data analysis in response to the research question(s) | NC Standards for Graduate Teacher Candidates S4 CAEP A.1.1 Applications of data literacy | 22 | 2.36 |
| Analysis: Candidate supports claims about student and school performance with evidence from the study. The candidate synthesizes and contextualizes results from the study with prior research/literature. | NC Standards for Graduate Teacher Candidates S4 CAEP A.1.1 Applications of data literacy | 22 | 2.50 |
| Determine needs and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base. | NC Standards for Graduate Teacher Candidates S4 CAEP A.1.1 Employment of data analysis and evidence to develop supportive school environments | 22 | 2.55 |
MEd in Teacher Education Teacher Leadership Project Data 2020-2021
| Indicator | Standards Assessed | N | Average Score |
|---|---|---|---|
| Sets goals and establishes priorities while promoting educational initiatives that positively affect student learning: Purpose and goals for teacher leadership project | NC Standards for Graduate Teacher Candidates S1 CAEP A.1.1 Leading and/or participating in collaborative activities with others CAEP A.1.1 Use of research | 22 | 2.82 |
| Sets goals and establishes priorities while promoting educational initiatives that positively affect student learning: literature about research and/or practices for student learning | NC Standards for Graduate Teacher Candidates S1 CAEP A.1.1 Leading and/or participating in collaborative activities with others CAEP A.1.1 Use of research | 22 | 2.77 |
| Establish a positive and productive environment for a diverse population of students, their families, and the community. | NC Standards for Graduate Teacher Candidates S2 CAEP A.1.1 Application of professional dispositions | 22 | 2.45 |
| Demonstrate effective ongoing communication, collaboration, and team-building among colleagues. | NC Standards for Graduate Teacher Candidates S1 CAEP A.1.1 Leading and/or participating in collaborative activities with others CAEP A.1.1 Application of professional dispositions | 22 | 2.68 |
| Promote educational initiatives by planning and implementing a project that positively affects student learning: Candidate presents a coherent plan that addresses the need(s) identified in a cohesive manner. | NC Standards for Graduate Teacher Candidates S1 CAEP A.1.1 Employment of data analysis and evidence to develop supportive school environments | 22 | 2.68 |
| Promote educational initiatives by planning and implementing a project that positively affects student learning: Candidate describes how the plan was implemented. | NC Standards for Graduate Teacher Candidates S1 CAEP A.1.1 Employment of data analysis and evidence to develop supportive school environments | 22 | 2.73 |
| Contribute to systematic, critical analysis of learning: Evidence of feedback collected from stakeholders | NC Standards for Graduate Teacher Candidates S5 CAEP A.1.1 Employment of data analysis and evidence to develop supportive school environments | 22 | 2.09 |
| Contribute to systematic, critical analysis of learning: Reflects on the evidence collected from stakeholders | NC Standards for Graduate Teacher Candidates S5 CAEP A.1.1 Employment of data analysis and evidence to develop supportive school environments | 22 | 2.45 |
| Model personal and professional reflection to extend student learning and school improvement. | NC Standards for Graduate Teacher Candidates S5 CAEP A.1.1 Application of professional dispositions | 22 | 2.09 |
MEd in Birth-Kindergarten Interdisciplinary Studies
Within the BK program, the first three cycles of data for the Dispositions instrument will be available for analysis and use by the program faculty in Fall 2024, after collecting the third cycle in Spring 2024. Data from the newly developed Data Literacy instrument and the revised Portfolio 4 instrument will be available in 2025.
MEd in Special Education General Curriculum
For the MEd in Special Education, data will be collected from student artifacts (i.e., major assignments) in SES 647 (Teacher Leadership Project) and SES 652 (Action Research Project) beginning Summer 2022. Therefore, the first three cycles of data will be available by Fall 2024.
Measure 4: Ability of Completers to be Hired
The NC Department of Public Instruction maintains a data dashboard that allows you to examine the percentage of our graduates who are employed in North Carolina public schools within three years of completion of their program. Go to the dashboard, select “Teaching in NC” in the menu on the left, then select the tab “Select and Compare EPPs” at the top of the page. Next, select any combination of programs you wish; we recommend “All EPPs” for the entire state as a whole and “UNCG” for our institution. The graphs will present several years of employment data, showing both the percentage of program completers who are employed in a NC public school within three years of graduation and the percentage that have been working for at least two years.
Note that above the graphs, you can select licensure area categories, then scroll down and select a more specific license to see that data. In some cases, our numbers of graduates are small and therefore the data must be interpreted with caution.
The MSA in School Administration and Post Masters Certificate in School Administration (advanced level programs) are represented in the licensure area category of “Administrative”. The graphs generally indicate that for overall categories, UNCG graduates are employed at similar rates to completers from programs across the state. There is some variation for individual license areas, for example at the secondary level, UNCG graduates are employed at slightly higher rates than graduates of other programs across the state, while special education candidates are employed at a slightly lower rate.