All programs in the Spadoni College of Education are approved by the South Carolina Department of Education, and accredited by the National Council for Accreditation of Teacher Education (NCATE), 2010 Massachusetts Ave., NW, Suite 500, Washington, DC 20036; phone (202) 466-7496. NCATE is recognized by the U.S. Department of Education and the Council for Higher Education Accreditation to accredit programs for the preparation of teachers and other professional school personnel.
Title II Institutional Pass Rates
Spadoni College of Education Assessment Committee
The College Assessment Committee was established in 2009-2010, and now reflects the reorganized structure set in place in fall 2012. Each college at Coastal Carolina University has a College Assessment Committee. The committee coordinates the assessment creation and approval efforts within the College while supporting the needs of the College.
Assessment Committee Membership:
- Three faculty members (minimum of 3 faculty members)
- Lead Coordinators of the SCOE
- Live Text Coordinator
- Director of Program Evaluation and Accreditation
- Director of Clinical Experiences and Educator Licensure
- Associate Dean, SCOE (ex officio)
- Ensures a quality assurance process to verify goals, objectives, policies, and procedures of the College are aligned with the mission of the College, University, and the University’s Strategic Plan;
- Provides a framework that will be used to guide the College to move from initial implementation of assessment for continuous improvement;
- Develops sustained dialogue about teaching and learning that builds a culture of assessment and relies on evidence of student learning outcomes to inform actions;
- Reviews and evaluates programmatic and departmental assessment efforts for the continuous improvement of the College;
- Streamlines, integrates, and evaluates the process of data collection and analysis;
- Assists Program Coordinators in implementing the assessment procedures in the Assessment Handbook;
- Reviews the Professional Education Assessment Handbook annually and provides updates as needed; and checks the annual Teal Online Reports in the fall written by program faculty, to ensure that reports
• Identify program successes,
• Isolate programmatic areas for improvement,
• Address candidate learning.
- Aligned and streamlined college-wide (CAEP and SPA) and university-wide (SACS) assessment requirements and systems.
- Provided feedback and support to faculty undergoing assessment reviews and considered major assessment revisions.
- Monitored changes in CAEP and SPA requirements to ensure compatibility with the SCOE's procedures and assessments.
- Secured grant funding for a variety of initiatives, including:
• The development of a longitudinal attitudes and practices assessment survey for key stakeholders (pre-service teachers at SCOE, faculty in the SCOE, and local in-service teachers),
• The development of a "personalized learning module" to improve collaboration and communication within the internship triad.
- Discussed and raised potential policy changes to the full college faculty including:
• Updating the internship formative/summative evaluation,
• Removing the requirement of a "3" for each measure of the current internship evaluation,
• Creating and updating candidate disposition forms to reflect INTASC standards,
• Piloted new data collection software (Taskstream) to explore alternatives to the current system.
- Established program portfolios including all previous reports written by programs, all previous SPA reports, all current candidate data for key assessments, and previous candidate data for key assessments spanning back to 2011-2012. These portfolios were developed to enable faculty to have immediate access to current and prior data in order to monitor continuous improvement and determine current programmatic needs.