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. Know patterns of child growth and development to insure developmentally appropriate practices for all children;
2. Recognize and provide environments that are safe and health y, predictable, and consistent:
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;
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;
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;
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
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. An understanding of the diverse roles of elementary teachers.
2. Knowledge of the history, philosophy, theories, and principles that under gird modern elementary education.
3. Sensitivity to attitudes, emotions, cultural heritage, and special needs of all children.
4. Knowledge in promoting good school/community relations through effective communication skills.
5. Appropriate decision-making skills in developing and implementing the educational process.
6. Knowledge of human growth and development as it applies to the appropriate developmental practice in elementary school.
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. Opportunities to plan and implement developmentally appropriate practices with children in grades K through 6.
9. Opportunities for practical experiences in a sequential program.
10. Skills and research for the use of educational technology in the classroom.
11. Multicultural education approaches to learning by creating instructional opportunities adapted to learners from diverse cultural backgrounds and exceptional learners.

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

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.  Due to the covid-19 pandemic North Carolina Department of Instruction did not collect data due to challenges of student assessment during the pandemic.  Livingstone College did not have any graduates from the Educator Preparation Program (EPP) during the 2018 and 2020 academic year; therefore, data is not provided.

Teacher Effectiveness Survey Data

The survey was administered by the Livingstone College Educator Preparation Program to the principals or assistant principals to complete on 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.

Livingstone College did not have any graduates from the Educator Preparation Program (EPP) during the 2018 and 2020 academic year; therefore, data is not provided. 

Employers Satisfaction Survey Data

Livingstone College EPP requires that completers pass all North Carolina State Board of Education (SBE) required licensure exams are outlined in policy LICN-003.

Livingstone College did not have any graduates from the Educator Preparation Program (EPP) during the 2018 and 2020 academic year; therefore, data is not provided.  Due to the covid-19 pandemic 2021 completers were exempted from completing state required assessments.  

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 2018 and 2020 academic year; therefore, data is not provided. 

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.  Also view the North Carolina Educator Preparation Program Dashboard link.

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