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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
2017-2018
College of Education Department of Teacher
TRADITIONAL UNDERGRADUATES
Fall 2017-Spring 2018
Total Number of Program Completers GPA
| Graduating Fall 2017-Spring 2018 | Total Undergraduate | Median GPA for All Majors |
|---|---|---|
| 177 | 3.47 |
| Majors | Number of Completers |
|---|---|
| Biology | 1 |
| Collaborative (K-6) | 7 |
| Collaborative (6-12) | 5 |
| Early Childhood | 2 |
| Elementary | 109 |
| English Language Arts | 11 |
| Health/Physical Education | 3 |
| History | 1 |
| Mathematics | 5 |
| Music-Instrumental | 12 |
| Music-Choral | 1 |
| Physical Education | 11 |
| Social Science | 9 |
| Total | 177 |
ALT-A GRADUATES
Fall 2017-Spring 2018
Total Number of Program Completers Alt-A GPA
| Graduating Fall 2017-Spring 2018 | Total Alt-A Graduate | Median GPA for All Majors |
|---|---|---|
| 15 | 3.84 |
Total Number of Program Completers Alt-A
| Majors | Number of Completers |
|---|---|
| Collaborative (K-6) | 1 |
| Elementary | 8 |
| English Language Arts | 1 |
| General Science | 1 |
| History | 1 |
| Mathematics | 2 |
| Visual Arts | 1 |
| Total | 15 |
2017-2018
81% growth. The case study shows the impact on student learning indicated a 30.38% average gain from Pre to Post assessment for two Â鶹ÍøÕ¾Áбí graduates.
Â鶹ÍøÕ¾Áбí Graduate, A and B completed a Pre-Assessment, taught the lesson, and then completed a Post-Assessment. The average score for the Pre-Assessment was 41.19%. The average score for the Post-Assessment was 71.57%. The impact on student learning indicated a 30.38% average gain from Pre to Post assessment and 81% of the students increased their learning growth.
90% 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 2017 Employer Survey Report
100% of the Â鶹ÍøÕ¾Áбí New Hires were moderately well to extremely well prepared to impact P-12 Student Learning.
2017-2018
100% 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.
100% 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.
100% of the Â鶹ÍøÕ¾Áбí New Hires were moderately well to extremely well prepared to teach their Content Knowledge.
100% of the Â鶹ÍøÕ¾Áбí New Hires were moderately well to extremely well prepared to demonstrate Professional Knowledge.
100% of the Â鶹ÍøÕ¾Áбí New Hires were moderately well to extremely well prepared to demonstrate Professional Literacy.
We love to hire Â鶹ÍøÕ¾Áбígraduates because when we hire students from Â鶹ÍøÕ¾Áбíthey are quality, highly effective, and efficient classroom teachers.
2017-2018
100% of employers would hire more Â鶹ÍøÕ¾Áбí Graduates.
Over 40% of Â鶹ÍøÕ¾Áбí graduates have been employed with their school system for three or more years.
100% of the Â鶹ÍøÕ¾Áбí New Hires demonstrate Professionalism moderately well to extremely well.
100% of the Â鶹ÍøÕ¾Áбí New Hires demonstrate Professionalism moderately well to extremely well prepared to respond to Diversity.
Â鶹ÍøÕ¾Áбístudents are well prepared and have good knowledge of various teaching methods.
2017-2018
100% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher 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).
80% 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.
80% 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.
100% 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.
80% 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.
100% 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.
80% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to manage student behavior.
80% 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.
60% 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.
100% 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.
2017-2018
The College of Education Department of Teacher Education (DTE) definition of graduation rate is based on when students enter the Teacher Education Program (TEP) and then, when they graduate. According to IPEDS, the Â鶹ÍøÕ¾Áбí graduation rate for full time, first-time degree or certification seeking undergraduates within 150% of normal time to program completion for 2017-2018 is 39%. DTE had a rolling admission policy prior to the 2017-2018 establishment of the cohort model.
Based on a recent Alabama State department of Education (ALSDE) mandate, Troy’s cohorts officially began in fall, 2016. Our first full cohort graduated in the 2017-2018 academic year, with a fall, 2017, total Class B and Alt A graduation rate of 150%. The spring, 2018, total Class B and Alt A graduation rate was 89%. While students are strongly encouraged to remain with the cohort many students do not for various reasons. In addition, many students have difficulty passing exams and may not graduate until the following semester or two. If our average was in the 40 percentile for 2016-2017, then it is assumed many of those students graduated in 2017-2018 accounting for the high graduation rate.
2017-2018
Of 192 graduates only 1 did not meet licensing (certification) and any additional state requirements due to the ALSDE GPA requirement.
Each candidate completes the state approved checklist for their particular program. Based on the recommendation to ALSDE, derived from the completion of the R & R/Review & Recommendation for Application Based on Completion of an Alabama Class B Program and the Supplemental NA1/Recommendation for Certification forms, all but one of our completers met the requirements for licensure by the State of Alabama. That one student graduated, but was not eligible for licensure due to the ALSDE GPA requirement.
2017-2018
100% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded indicated that they were employed full-time teaching.
The number of employers’ responding to the P-12 Employer Satisfaction Survey 100% of employers in fall, 2017, would continue to hire Â鶹ÍøÕ¾Áбígraduates.
2017-2018
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.
2017-2018
100% of employers would hire more Â鶹ÍøÕ¾Áбí Graduates.
Over 40% of Â鶹ÍøÕ¾Áбí graduates have been employed with their school system for three or more years.
100% of the Â鶹ÍøÕ¾Áбí New Hires demonstrate Professionalism moderately well to extremely well.
100% of the Â鶹ÍøÕ¾Áбí New Hires demonstrate Professionalism moderately well to extremely well prepared to respond to Diversity.
2017-2018
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).
80% 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.
80% 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.
100% 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.
80% 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.
100% 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.
60% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to manage student behavior.
80% 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.
40% 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.
100% 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.
2017-2018
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.
2017-2018
100% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Education Advanced Completers that responded indicated that they were employed full-time teaching.
2017-2018
The student loan default rates can be viewed at underneath Cohort Default Rates.