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Â鶹ÍøÕ¾Áбí’s College of Education is committed as an Education Preparation Provider (EPP) to prepare and develop informed, innovative, reflective, globally-minded and effective professional teacher candidates. Candidate performance is carefully monitored at various milestones during their program to promote positive student learning outcomes. Â鶹ÍøÕ¾Áбí’s College of Education, in accordance with our various accreditation and assessment measures, seek to demonstrate our candidates’ accountability and provide transparent data concerning student performance. This is facilitated not only by our academic excellence in the areas of educator preparation for licensure, but is enhanced further by many hours of clinical field experience within a diverse range of schools and educational institutions.
Undergraduate And Initial Certification Programs
2016-2017
College of Education Department of Teacher
TRADITIONAL UNDERGRADUATES
Fall 2016-Spring 2017
| ACT Scores | Â鶹ÍøÕ¾Áбí Average | Compared to the National Average Scale Score |
|---|---|---|
| Average: | 22.63 | >63% |
Total Number of Program Completers GPA
| Graduating Fall 2016-Spring 2017 | Total Undergraduate | Median GPA for All Majors |
|---|---|---|
| 176 | 3.49 |
Total Number of Program Completers (Male and Female)
| Graduating Fall 2016-Spring 2017 | Male | Female |
|---|---|---|
| Total: 176 | 35 | 141 |
| % of the Program Completers | 20% | 80% |
| Majors | Number of Completers |
|---|---|
| Biology | 1 |
| Collaborative (K-6) | 10 |
| Collaborative (6-12) | 5 |
| Early Childhood | 4 |
| Elementary | 104 |
| English Language Arts | 7 |
| General Science | 2 |
| Health/Physical Education | 2 |
| History | 2 |
| Mathematics | 8 |
| Music | 11 |
| Physical Education | 8 |
| Social Science | 10 |
| Theatre | 2 |
| Total | 176 |
ALT-A GRADUATES
Fall 2016-Spring 2017
| ACT Scores | Â鶹ÍøÕ¾Áбí Average | Compared to the National Average Scale Score |
|---|---|---|
| Average: | 21.21 | >57% |
Total Number of Program Completers Alt-A TEP Admission GPA
| Graduating Fall 2016-Spring 2017 | Total Alt-A Graduate | Median TEP Admission GPA for All Majors |
|---|---|---|
| 13 | 3.64 |
Total Number of Program Completers Alt-A GPA
| Graduating Fall 2016-Spring 2017 | Total Alt-A Graduate | Median GPA for All Majors |
|---|---|---|
| 13 | 3.75 |
Total Number of Program Completers Alt-A (Male and Female)
| Graduating Fall 2016-Spring 2017 | Male | Female |
|---|---|---|
| Total: 176 | 1 | 12 |
| % of the Program Completers | 8% | 92% |
Total Number of Program Completers Alt-A (Male and Female)
| Majors | Number of Completers |
|---|---|
| Collaborative (K-6) | 1 |
| Elementary | 4 |
| English Language Arts | 3 |
| Mathematics | 4 |
| Music | 1 |
| Total | 13 |
2016-2017
Over 47%. A Conducted case study shows the impact on student learning indicated a 47.75% average gain from Pre to Post assessment for a Â鶹ÍøÕ¾Áбí graduate.
Â鶹ÍøÕ¾Áбí Graduate, A, completed a Pre-Assessment, taught the lesson, and then completed a Post-Assessment on Foreshadowing. The average score for the Pre-Assessment was 35%. The average score for the Post-Assessment was 82.75%. The impact on student learning indicated a 47.75% average gain from Pre to Post assessment.
95% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to impact P-12 student learning.
Fall 2016 Employer Survey Report
95% of the Â鶹ÍøÕ¾Áбí New Hires were moderately well to extremely well prepared to impact P-12 Student Learning.
2016-2017
95% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to be an effective teacher.
Over 95% of the Â鶹ÍøÕ¾Áбí New Hires were moderately well to extremely well prepared to use data driven decision making to access client /student progress.
Over 95% of the Â鶹ÍøÕ¾Áбí New Hires were moderately well to extremely well prepared to teach their Content Knowledge.
Over 90% of the Â鶹ÍøÕ¾Áбí New Hires were moderately well to extremely well prepared to demonstrate Professional Knowledge.
Over 90% of the Â鶹ÍøÕ¾Áбí New Hires were moderately well to extremely well prepared to demonstrate Professional Literacy.
We are excited about the potential for growth of our new hire!
2016-2017
Over 95% of employers would hire more Â鶹ÍøÕ¾Áбí Graduates.
Over 50% of Â鶹ÍøÕ¾Áбí graduates have been employed with their school system for three or more years.
91% of the Â鶹ÍøÕ¾Áбí New Hires demonstrate Professionalism moderately well to extremely well.
97% of the Â鶹ÍøÕ¾Áбí New Hires demonstrate Professionalism moderately well to extremely well prepared to respond to Diversity.
I'm a proud graduate of Â鶹ÍøÕ¾Áбí. Thank you for continuing to prepare graduates for jobs in the educational field.
2016-2017
90% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to communicate high expectations.
90% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to state long-range goals and short-term objectives (ACOS/ACCRS).
62% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to monitor student performance.
95% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to identify various instructional strategies.
81% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to measure student progress systematically.
90% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to prepare instructional resources for use.
86% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to provide feedback about student performance.
81% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to orient students to the lesson.
90% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to use assessment results.
86% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to give clear directions.
86% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to manage class time.
90% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to develop an effective lesson.
62% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to manage student behavior.
95% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to provide practice and summarization for the students.
100% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to speak clearly, correctly, and coherently utilizing standard English.
90% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to demonstrate knowledge of subject matter and pedagogy.
100% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to write clearly, correctly, and coherently utilizing standard English.
86% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to involve students in interaction.
100% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared for the legal and procedural requirements of your role (i.e., school law).
90% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to express positive effect/minimize negative effect.
85% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to develop an awareness and understanding of the school and its community.
90% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to maintain physical environment conductive to learning within limitations of facilities.
Candidate Exit Survey
2012-2017 Candidate Exit Survey Outcomes
95% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel good to excellent that they are prepared to develop an effective lesson.
Over the seven cycles of data collected relating to Â鶹ÍøÕ¾Áбí’s College of Education
Department of Teacher Education’s Candidate Exit Survey responses to question; 2.3
How well were you prepared to develop an effective lesson? ACCRS/ InTASC #7/#8
95% (782 of 815) of the candidates responded in the Excellent or Good Preparation range.
5% (33 of 815) of the candidates responded in the Weak or Unsatisfactory Preparation
range.
95% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel good to excellent that they are prepared to monitor student performance.
Over the seven cycles of data collected relating to Â鶹ÍøÕ¾Áбí’s College of Education
Department of Teacher Education’s Candidate Exit Survey responses to question; 3.1
How well were you prepared to monitor student performance? InTASC #6
95% (782 of 817) of the candidates responded in the Excellent or Good Preparation range.
5% (35 of 817) of the candidates responded in the Weak or Unsatisfactory Preparation
range.
95% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel good to excellent that they are prepared to involve students in interaction.
Over the seven cycles of data collected relating to Â鶹ÍøÕ¾Áбí’s College of Education
Department of Teacher Education’s Candidate Exit Survey responses to question; 5.1
How well were you prepared to involve students in interaction? ACCRS/ InTASC #5/#8
97% (798 of 815) of the candidates responded in the Excellent or Good Preparation range.
3% (17 of 815) of the candidates responded in the Weak or Unsatisfactory Preparation
range.
2016-2017
College of Education Traditional Undergraduates
Traditional Graduates Teacher Completer Data
- Total number of MALE program completers 35
- Total number of FEMALE program completers 141
- Median GPA for program completers 3.49
- Total number of Program completers 176
Fall 2016-Spring 2017
| Majors | Number of Completers |
|---|---|
| Biology | 1 |
| Collaborative (K-6) | 10 |
| Collaborative (6-12) | 5 |
| Early Childhood | 4 |
| Elementary | 104 |
| English Language Arts | 7 |
| General Science | 2 |
| Health/Physical Education | 2 |
| History | 2 |
| Mathematics | 8 |
| Music | 11 |
| Physical Education | 8 |
| Social Science | 10 |
| Theatre | 2 |
| Total | 176 |
College of Education Alt-A Graduates
Alt-A Graduates Teacher Completer Data
- Total number of MALE program completers 1
- Total number of FEMALE program completers 12
- Median GPA for program completers 3.75
- Total number of Program completers 13
Fall 2016-Spring 2017
| Majors | Number of Completers |
|---|---|
| Collaborative (K-6) | 1 |
| Elementary | 4 |
| English Language Arts | 3 |
| Mathematics | 4 |
| Music | 1 |
| Total | 13 |
2016-2017
PRAXIS
- 2016-2017 PRAXIS First Time & Repeat Pass Rate
- 2013-2016 PRAXIS Comparison State vs Troy
TITLE II
- 2016-2017 Title II Traditional Program Report
- 2016-2017 Title II Alt-A Program Report
2016-2017
86% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded indicated that they were employed full-time teaching.
2016-2017
The student loan default rates can be viewed at underneath Cohort Default Rates.
Graduate and Advanced Certification Programs
Â鶹ÍøÕ¾Áбí in most affordable Online Masters in Elementary Education by College Choice.
Â鶹ÍøÕ¾Áбí’s College of Education offers a CAEP-accredited, online Master of Science in Education with a concentration in Elementary Education that prepares students for leadership. The purpose of Troy’s Master of Education graduate program is to develop innovative, informed, reflective decision makers with outstanding pedagogical training.
Â鶹ÍøÕ¾Áбí’s online MS in Education is a 36-credit program designed for practicing teachers in public or private school settings. Courses are 100 percent online – though some courses are also available on campus for students who prefer a hybrid program. Troy’s program also allows for flexible course planning, so that students are not confined to regimented course sequences and can take full- or part-time course loads. All teacher education certification programs are approved by the Alabama State Department of Education.
The U.S. Department of Education reports that high-quality teacher preparation can make a dramatic impact on student outcomes – even outweighing negative factors like poverty.
2016-2017
Over 95% of employers would hire more Â鶹ÍøÕ¾Áбí Graduates.
Over 50% of Â鶹ÍøÕ¾Áбí graduates have been employed with their school system for three or more years.
91% of the Â鶹ÍøÕ¾Áбí New Hires demonstrate Professionalism moderately well to extremely well.
97% of the Â鶹ÍøÕ¾Áбí New Hires demonstrate Professionalism moderately well to extremely well prepared to respond to Diversity.
2016-2017
100% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Advanced Completers that responded feel Moderately Well to Extremely Well prepared to communicate high expectations.
100% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to state long-range goals and short-term objectives (ACOS/ACCRS).
67% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to monitor student performance.
100% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to identify various instructional strategies.
78% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to measure student progress systematically.
100% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to prepare instructional resources for use.
100% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to provide feedback about student performance.
78% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to orient students to the lesson.
100% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to use assessment results.
100% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to give clear directions.
78% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to manage class time.
100% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to develop an effective lesson.
78% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to manage student behavior.
100% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to provide practice and summarization for the students.
100% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to speak clearly, correctly, and coherently utilizing standard English.
100% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to demonstrate knowledge of subject matter and pedagogy.
100% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to write clearly, correctly, and coherently utilizing standard English.
100% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to involve students in interaction.
100% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared for the legal and procedural requirements of your role (i.e., school law).
100% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to express positive effect/minimize negative effect.
100% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to develop an awareness and understanding of the school and its community.
90% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel moderately well to extremely well prepared to maintain physical environment conductive to learning within limitations of facilities.
2016-2017
Data in Progress
The purpose of all certification programs in the College of Education is to develop practicing master teachers, instructional support personnel, and education specialists who more effectively serve students in P-12 settings. As master teachers, instructional support personnel, and education specialists, they participate as leaders in their schools and contribute to their profession.
Candidates completing an approved teacher certification program are eligible to apply for the Alabama Class A professional certificate.
2016-2017
89% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Education Advanced Completers that responded indicated that they were employed full-time teaching.
2016-2017
The student loan default rates can be viewed at underneath Cohort Default Rates.