Delaware State University

Dover, Delaware

Undergraduate
Elementary
Traditional

National Percentile

COMING SOON

Enrollment

Admissions

To ensure that every child - regardless of race or background - receives a quality education, their teachers need to be effective. To support that aim, programs should screen for academic caliber during admissions to ensure that teacher candidates come from the top half of the college-going population. For consideration under this standard, tests used as an academic screen must be normed to the college-going population.

Institution-level selectivity for Delaware State University

  • Median SAT score: 893
  • Median ACT score: 19
Program admissions requirement(s):
  • Program GPA admissions requirement: 3.0
Admissions characteristics of enrolled candidates:
  • Recently admitted teacher candidates' average GPA: 3.35

University and program admissions criteria are not set high enough to ensure all teacher candidates are among the top half of the college-going population.

Next Steps
To improve under this standard, set the GPA requirement for admission into the teacher prep program at 3.3 or require SAT/ACT scores above the national median.

C

Program Diversity

A diverse teacher workforce benefits all students, particularly students of color. While there has been real progress over the last twenty years in diversifying the teacher workforce,1 these gains have not kept pace with a rapidly diversifying student population. To accelerate progress, strategic recruitment efforts by teacher preparation programs are essential.

  • Teacher prep enrollment: 68 percent candidates of color2
  • Delaware teacher workforce: 14 percent teachers of color3
  • Local demographics: 37 percent persons of color4
Programs earning an A+ contribute significantly to the diversification of the teacher workforce. Programs earn this grade when the percentage of enrolled candidates of color exceeds the diversity of the state teacher workforce by 10 or more percentage points and also meets or exceeds the diversity of the local population.

Delaware State University is found to be 54.0 percentage points more diverse than the Delaware teacher workforce and 31.1 percentage points more diverse than the local population.
1 Ingersoll, Richard M.; Merrill, Elizabeth; Stuckey, Daniel; and Collins, Gregory. (2018). Seven Trends: The Transformation of the Teaching Force – Updated October 2018. CPRE Research Reports.
2 Three-year average sourced from Title II National Teacher Preparation Data
3 National Teacher and Principal Survey data (state supplied data substituted for missing values)
4 U.S. Census core-based statistical area (CBSA) data

A+

Knowledge

Early Reading

Courses reviewed: EDUC 324, EDUC 325, EDUC 335, and EDUC 340

The research-based content proven to be necessary for teaching all children to read should be clearly evident in course materials such as lecture topics, assignments and textbooks. All of a program's required reading courses — not just some courses — should impart what is necessary to teach reading.

The program meets the standard because its coursework covers all five of the components of effective reading instruction:

  • Phonemic Awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Comprehension Strategies

A

Elementary Mathematics

Coming Soon

Building Knowledge

Coming Soon

Practice

Clinical Practice

Student teaching serves a critical role in preparing teacher candidates to take the reins of their own classroom. This apprenticeship allows candidates to build on coursework by learning directly from an established teacher, and practice and refine essential instructional and management skills.

Student teaching should be at least 10 weeks long in order to offer opportunities for repeated cycles of practice and growth. It should be full- or nearly-full-time, and include several weeks during which the candidate has primary responsibility for teaching the whole class for full days, so that the candidate can experience the full demands of being a teacher.

  • Our review finds that the program includes at least 10 weeks of full- or nearly-full-time student teaching, and exposes candidates to the full responsibilities of a teacher.
In addition, there are two essential steps that programs should take to safeguard the value of the experience:

1. Supply student teachers with sufficient feedback by requiring supervisors to provide student teachers with at least four instances of written feedback based on observations.
  • A review of program policy finds that supervisors are required to provide a minimum of 4 instances of written feedback based on observations.
2. Establish a structured process for selecting strong cooperating teachers that includes the collection of sufficient information to confirm that cooperating teachers have relevant skills, including ability as a mentor and instructional effectiveness as measured by student learning.
  • Analysis finds that this program collects information on cooperating teachers' skills in both areas.
Based on the findings above, the program meets this standard.

Next Steps
  • Require program supervisors to observe student teachers at least four times during the final semester of clinical experiences and provide written feedback after each observation. Research finds that when student teachers are observed at least five times by university supervisors over the course of the student teaching placement, they are more effective when they have classrooms of their own. While feedback from cooperating teachers is also valuable, no research of comparable strength defines the ideal quantity of feedback from cooperating teachers.
  • Clear requirements for cooperating teachers can help to guide the cooperating teacher selection process. At a minimum, cooperating teachers should be both strong mentors of adults and highly effective instructors. Our review finds that program requirements include that cooperating teachers must be strong mentors, but do not address teacher effectiveness as defined by student learning.

A

Classroom Management

New teachers and their principals consistently report that classroom management is one of their greatest challenges. Teachers will be better prepared to establish a positive classroom environment if, during their preparation programs, they practice and receive feedback on the five classroom management strategies shown by conclusive research to be useful for all students. These strategies are:

  1. Rules and Routines – Establishing classroom rules and routines that set expectations for behavior;
  2. Learning Time – Maximizing the time that students are engaged in learning by pacing lessons appropriately, managing class materials and the physical setup of the classroom, and teaching interesting lessons;
  3. Praise – Using meaningful praise and other forms of positive reinforcement to encourage appropriate behavior;
  4. Low-profile Redirection – Using unobtrusive means that do not interrupt instruction to prevent and manage minimally disruptive behavior; and
  5. Consequences – Addressing more serious misbehavior with consistent, appropriate consequences.
Student teaching and residency are crucial times for the development and refinement of classroom management skills. The first few months of school are just as critical for candidates in alternative programs who have full responsibility for a classroom of children. Evaluation and observation forms used during these experiences can shape the feedback that participants receive on key classroom management strategies.

A review of program evaluation and/or observation instruments finds that they provide feedback on student teachers' use of the following classroom management strategies:
  • Rules and Routines
  • Learning Time (manage time; manage student engagement; manage the physical classroom)
  • Low-profile Redirection
  • Consequences
The program nearly meets the standard because the feedback provided to student teachers addresses most but not all of the critical classroom management strategies.

Next Steps
Consider modifying evaluation and observation instruments to provide participants with feedback on their use of the following strategies:
  • Learning Time (manage materials)
  • Praise

B

Download Data
Rating Notes

Programs which meet the requirements for an A and also meet additional, related criteria earn an A+.

Scores of "CBD" could not be determined because NCTQ was unable to obtain sufficient data or the information that we obtained was inconclusive.

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