School of Education

NCATE | State Accreditation

The State Standards are addressed in the IR Addendum

Exhibits List

Ex-A (O,CF) | Ex-B (S1)| Ex-C (S2) | Ex-D (S3) | Ex-E (S4)| Ex-F (S5)| Ex-G (S6)


A. Overview and Conceptual Framework


Links to unit catalogs* and other printed documents (SOE Overview Brochure) describing general education (see page 69), specialty/content studies ('117','121','125','129') and professional studies ('129').
*Unit catalog modified to concisely reflect Teacher Education courses,(see original)


Syllabi for professional education courses:

Course No

Course Title (Required Courses for all Teacher Education disciplines)

Semester Credit Hours (33 total*)

EDUC 104
EDUC 203
EDUC 230
EDUC 316
EDUC 320
EDUC 323
EDUC 328
EDUC 450

Introduction to Education
Human Growth and Development
Working with Diverse Learners 
Educational Psychology 
Hist., Princip. and Philosophy of Ed 
Instructional Strategies 
The Teaching of Reading 
Professional Clinical Practice


*Applicable to 2008-11 review period - 34 credit hour requirement begun 2011-12 academic year with the addition of Freshman and Sophomore Seminar classes (.5 credits each)


Conceptual framework


Findings of other national accreditation associations related to the preparation of education professionals: NASM


Follow link for updated institutional, program and faculty information in AIMS

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B. Standard 1. Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.


State program review documents and state findings (Recent review documents for Early Childhood, Elementary and Middle School Education are available in AIMS; Art, English and Mathematics Education SPA reports, and the Music Education good-standing confirmation are attached for documentation.)


Title II reports submitted to the state: TII 2008-09 (Westat), TII 2009-10 (Westat), TII 2010-11 (Westat)*, TII 2009-10 (ETS) & TII 2010-11 (ETS)

*as requested during onsite


Key assessments and scoring guides used for assessing candidate learning against standards and proficiencies identified in the unit’s conceptual framework


Data and summaries of results on Key assessments, including proficiencies identified in the unit’s conceptual framework (Data disaggregated by program)


Key assessments and scoring guides used for assessing professional dispositions, including fairness and the belief that all students can learn


Data and summaries of results on Key assessments of candidates’ professional dispositions (Data should be disaggregated by program, and for off-campus, distance learning, and alternative route programs.)


Examples of candidates’ assessment and analysis of P-12 student learning will be available during on-site visit.


Samples of candidates’ work (e.g., portfolios at different proficiency levels) from programs across the unit will be provided during the on-site visit.


Follow-up studies of graduates and summaries of the results


Employer feedback  on graduates and summaries of the results


Data collected by state and/or national agencies on performance of educator preparation programs and the effectiveness of their graduates in classrooms and schools (ADEPT performance scores 2008, 2009 & 2010 in-service alumni), including student achievement data, when available

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C. Standard 2. The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the performance of candidates, the unit, and its programs.


Description of the unit’s assessment system in detail including the requirements and key assessments used at transition points


Admission criteria and data from key assessments used for entry to programs


Policies, procedures and practices* for ensuring that key assessments of candidate performance and evaluations of program quality and unit operations are fair, accurate, consistent, and free of bias.

Key Assessments
Assessments are reviewed and revised to thoroughly reflect standards and changes in standards aligned with the SPA particular to each major, each of which affiliates with NCATE, and SC State Department of Education standards, aligning with their policies and expectations for educators
Candidate Exit Surveys
To ensure fairness, transparency is encouraged by inviting representatives of the public schools and the unit student body to serve on or observe advisory committee meetings (TEC, UAEC)
To ensure accuracy, the candidate exit survey is comprehensive with over 60 items, aligned with NCATE and Claflin University standards, and is scheduled for revision summer of 2012
To ensure consistency and avoid bias, candidate exit surveys are filled anonymously and collected by neutral parties


Policies, procedures and practices for ensuring that data are regularly collected, compiled, aggregated, summarized, analyzed, and used for continuous improvement 


Data and summaries  of results on Key assessments disaggregated by program


Policies, procedures and practices for managing candidate complaints (section 8.5.5 page 73)


File of candidate complaints and the unit’s responses and resolutions (This information will be available during the onsite visit)


Examples of significant changes made to courses, programs, and the unit in response to data gathered from the assessment system. The unit plans to implement a matriculation support plan when fully approved by institution.

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D. Standard 3. The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn.


Examples across programs of collaborative activities between unit and P-12 schools to support the design, implementation, and evaluation of field experiences and clinical practice, including memoranda of understanding.
Formal agreements have been signed by 17 school districts for a 3 year span for candidate placements (Calhoun County, Orangeburg Consolidated 3 and 5, Clarendon 2, Sumter 2 and 17, Richland 1 and 2, Lexington 2 and 4, Barnwell 29 and 45, Florence County 1, 3, 4 and 5, and Darlington)


Policies, practices, and data on candidate placement in field experiences and clinical practice


Criteria for the selection of clinical faculty, which includes both higher education and P–12 school faculty.

Clinical Faculty: Higher Education (University Supervisors) P-12 (Mentor Teachers)

University supervisors are selected and report to the School of Education’s Director of Professional Clinical and Field Experiences who serves as the main university supervisor.  The director selects additional university supervisors based on their expertise in a specific major (e.g. English Education faculty will assist with observations of English Education candidates)            

The Office of Professional Clinical and Field Experiences organizes a briefing session to familiarize all clinical faculty with the instruments used to evaluate candidates.

Mentor teachers must have met the following criteria:

1. Possess a valid professional certificate in the area of supervision.

2. Taught successfully for at least three years at the grade level or subject area for which supervision is assigned.

3. Completed ADEPT/SAFE-T evaluation.

4. Attended Claflin University’s orientation program for mentor teachers, administrators and professional clinical supervisors.


Examples of support* and evaluation** of clinical faculty across programs
*faculty credentials can be viewed in personnel files
**items 61-62 on survey


Guidelineshandbooks on field experiences and clinical practice for candidates, and clinical faculty, including support provided by the unit and opportunities for feedback and reflection


Assessment instruments and scoring guides used for and data collected from field experiences and clinical practice for all programs, including use of technology for teaching and learning can be found here


Performance data on candidates entering and exiting from clinical practice for all programs 

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E. Standard 4. The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse populations, including higher education and P–12 school faculty, candidates, and students in P–12 schools.


Proficiencies related to diversity that candidates are expected to demonstrate through  working with students from diverse groups in classrooms and schools (Refer to item number 5, 10, 12 and 19 of the Conceptual Framework Alignment Chart)


Curriculum components and experiences that address diversity proficiencies (see also Working With Diverse Learners)


Assessment instruments, scoring guides, and data related to candidates meeting diversity proficiencies, including impact on student learning


Data table on faculty demographics can found on page 25


Data table on candidates demographics


Data table on demographics of P-12 students in schools used for clinical practice


Policies and practices, including good faith efforts, for recruiting and retaining diverse faculty (policy 200.17). Claflin University encourages open application by advertising positions in the Chronicle of Higher Learning, State and local newspapers, and via the web


Policies and practices, including good faith efforts, for recruiting and retaining diverse candidates


Policies, procedures, and practices that support candidates working with P-12 students from diverse groups

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F. Standard 5. Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance; they also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development.


Data table on qualifications of professional education faculty 


Data table on qualifications of clinical faculty P–12 school professionals and professional education faculty


Policies and practices to assure clinical faculty meet unit expectations


Policies, expectations, and samples of faculty scholarly activities


Summary of faculty service and collaborative activities in schools and with the professional community grants, professional development.


Policies, procedures, and practices (Chapter 5) for faculty evaluation (including promotion and tenure); for summaries and examples of the results in areas of teaching, scholarship and service view collection on-site


Policies, procedures, and practices (Faculty Handbook 4.5.14, 5.8.1, 6.2.2) for professional development and summaries of the results 

Examples of professional development activities include: 1) Conceptual Framework Development workshops, 2) Assessment System Development workshops, 3) Professional Development workshops, 4) Jenzabar™ workshops, 5) PLATO Usage and Monitoring workshops, 6) Blackboard™ workshops, 7) Performance Assessment workshops, 8) Integrating Technology into the Curriculum workshops, 9) Using Curriculum Standards for Teaching workshops, 10) Diversity workshops, 11) Grant Writing workshops, and 12) Clinical Supervision Orientation workshops.

Since continuous improvement of faculty is strongly encouraged by Claflin University, constant opportunities for professional development are offered and it is the practice of the institution to earmark budgetary line items to support faculty attendance at workshops, seminars and conferences. Departmental funds aim to support at least one (1) activity per academic year per full-time faculty, and there are additional institutional funds (Center for Excellence), key activities, and grant sponsored opportunities for additional supported activities to be approved. Professional Development is also a consideration for eligibility for promotion (5.8.1) and may also be used for periods to as part of a development plan (6.2.2)

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G. Standard 6. The unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards.


Policies, procedures, and practices for governance and operations of the unit 
Decision Making Process, Hiring Policies (Faculty Handbook 5.2), Teacher Education Advisory Council bylaws


Organizational chart and description of the unit governance structure and its relationship to institutional governance structure


Policies, procedures, and practices for candidate services such as counseling and advising can be found on page 60


Policies, procedures, and practices for candidate recruitment and admission, and accessibility to candidates and the education community


Academic calendars, catalogs, grading policies (pg151), and unit advertising


Most current unit budget, with provisions for assessment, technology, and professional development are available on-site


Budgets of comparable units with clinical components on campus.* 2008-11 Comparison of Schools budgets provided on-site.

*All teacher education programs are administered from Claflin University's single-campus. No satellite site has a clinical component.


Policies (faculty handbook), procedures*, and practices** for faculty workload and summary of faculty workload

*Procedures for workloads are located in section 6.3 of the faculty handbook (pg. 59)
**Practices in the Unit pertaining to workload include:
1. Director positions generally receive a 3-6 credit hour reduction
2. Incoming faculty may not receive advisees in the first semester of employment
3. Heavy grant duties may qualify for credit hour load reduction


Candidates’ access to physical and/or virtual classrooms, computer labs, curriculum resources (see Student Resources), and library resources that support teaching and learning


Candidates’ access to distance learning including support services and resources

* Not applicable

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