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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.
Programs in the Department of Teacher Education are nationally accredited by the Council
for the Accreditation of Educator Preparation. (CAEP).
Undergraduate And Initial Certification Programs
2019-2020
College of Education Department of Teacher Education
CAEP Reviewed Programs
National Accreditation
| Undergraduate | Alternative A Masters |
|---|---|
| Art (visual) | Art |
| Biology | Biology |
| Chemistry | |
| Collaborative (K-6) | Collaborative Teacher (K-6) |
| Collaborative (6-12) | Collaborative Teacher (6-12) |
| Comprehensive General Science | General Science |
| Early Childhood Education | Early Childhood Education |
| Elementary Education | Elementary Education |
| English Language Arts | English Language Arts |
| Health | |
| History | History |
| Mathematics | Mathematics |
| Music-Instrumental | Music-Instrumental |
| Music-Choral | Music-Vocal/Choral |
| Physical Education | Physical Education |
| Social Science | Social Science |
| Theatre |
TRADITIONAL UNDERGRADUATES
Fall 2019-Spring 2020
Total number of Program Completers in Traditional and Alt A
| Graduating Fall 2019-Spring 2020 | Total Undergraduate & Alt-A |
|---|---|
| 140 |
Total Number of Program Completers
| Graduating Fall 2019-Spring 2020 | Total Undergraduate |
|---|---|
| 124 |
| Majors | Number of Completers |
|---|---|
| Art | 2 |
| Biology | 1 |
| Chemistry | 1 |
| Collaborative (K-6) | 9 |
| Collaborative (6-12) | 4 |
| Early Childhood | 6 |
| Elementary | 62 |
| Elementary & Collab K-6 | 1 |
| English Language Arts | 10 |
| Mathematics | 4 |
| Music-Instrumental | 12 |
| Music-Choral | 1 |
| Physical Education | 7 |
| Social Science | 2 |
| History | 1 |
| Theatre | 1 |
| Total | 124 |
ALT-A GRADUATES
Fall 2019-Spring 2020
Total Number of Program Completers Alt-A
| Graduating Fall 2019-Spring 2020 | Total Alt-A Graduate |
|---|---|
| 16 |
Total Number of Program Completers Alt-A
| Majors | Number of Completers |
|---|---|
| Collaborative (K-6) | 3 |
| Collaborative (6-12) | 2 |
| Early Childhood | 1 |
| Elementary | 5 |
| English Language Arts | 2 |
| Social Science | 1 |
| Music-Instrumental | 1 |
| Mathematics | 1 |
| Total | 16 |
2019-2020
During Fall of 2019, we were preparing for the targeted CAEP visit. Pre- and post-test data was not collected. However, at the annual March Career Fair, we connected with our partners to receive annual permission to contact TROY completers for impact on P-12 learning data. At the Career Fair, superintendents and administrators recruit TROY graduates for positions open in their systems which are partner school systems with TROY. Near the end of March 2020, we received permission from 12 partner school systems which grew our numbers from 3 school systems to 15 school systems. However, before we could contact our completers, schools were closed due to COVID19. Because schools were forced to close and learning was transferred to the online platform, teachers were scrambling to adjust their instruction. No one was willing to participate in data collection. When we contacted school systems by phone, a few suggested waiting until fall of 2020. A plan was implemented to contact our completers in the fall. However, with schools continuing to be closed, completers were still not volunteering to participate. The plan was revised to contact completers each semester and not just in the spring. On the Follow-Up Survey for Graduates, a new question was added to ask for volunteers to share data to show the impact on P-12 learning.
We plan to have pre- and post-test data to show impact on P-12 learning posted in Spring of 2022.
Additional data to support indicator 4.1:
2020 FOLLOW-UP SURVEY FOR GRADUATES
72% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded believe Moderately Well to Extremely Well they are prepared to impact P-12 student learning.
Fall 2019 and Spring 2020 EMPLOYER SURVEY REPORT
100% of the Â鶹ÍøÕ¾Áбí employers who responded to the survey stated completers were Moderately Well to Extremely Well prepared to impact P-12 Student Learning.
We will still display the 2018-2019 data until the new cycle of data can be posted in Spring of 2022.
Data from 2018-2019
| Growth by Cycles |
Cycle 1 |
Cycle 2 |
Cycle 3 |
Aggregated |
|---|---|---|---|---|
| N=participants | 2 | 3 | 8 | 13 |
| Range | 62-100 | 100 | 78-100 | 62-100 |
|
Mean % of growth; |
81% | 100% | 96% | 92.3% growth |
| Program | Elementary |
Special |
Secondary |
Secondary English |
P-12 Visual Arts |
Aggregated Means |
|---|---|---|---|---|---|---|
|
N= |
5 | 1 | 3 | 2 | 2 | 13 |
| Range | 62-100 | 100 | 100 | 78-100 | 95-100 | 62-100 |
|
Mean % of |
91.4% | 100% | 100% | 89% | 97.5% | 95.6% growth |
SPRING 2019 PRE-AND POST-ASSESSMENTS
96% growth. The case study shows the impact on student learning indicated a 29.2% average gain from Pre to Post assessment for two Â鶹ÍøÕ¾Áбí graduates.
Â鶹ÍøÕ¾Áбí Graduates completed a Pre-Assessment, taught the lesson, and then completed a Post-Assessment. The average score for the Pre-Assessment was 43%. The average score for the Post-Assessment was 72.2%. The impact on student learning indicated a 29.2% average gain from Pre to Post assessment and 96% of the students increased their learning growth.
2018 FOLLOW UP SURVEY FOR GRADUATES
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 2018 AND SPRING 2019 EMPLOYER SURVEY REPORT
100% of the Â鶹ÍøÕ¾Áбí New Hires were Moderately Well to Extremely Well prepared to impact P-12 Student Learning.
2018-2019 EMPLOYER SURVEY COMMENT
TROY graduates are very well prepared coming out of college.
2019-2020
Evaluations conducted by administrators utilizing a proprietary protocol were not obtained this year. Administrators did not want to share due to the pandemic. Even though evaluations were completed in the Fall of 2019, prior to the pandemic, the employers opted out of this data collection. A plan was developed to contact employers twice a year (Fall and Spring) to collect evaluation data. Since we will not have any evaluations from this year, we will post data from the evaluations completed in the 2020-2021 school year in Spring of 2022.
Additional supporting data to show indicators of teaching effectiveness
Fall 2019 and Spring 2020 EMPLOYER SURVEYS combined scores indicate:
- 95% of the employers who responded stated Â鶹ÍøÕ¾Áбí Completers were Moderately Well to Extremely Well prepared to use data driven decision making to access client /student progress.
- 100% of the employers who responded stated Â鶹ÍøÕ¾Áбí Completers were Moderately Well to Extremely Well prepared to teach their Content Knowledge.
- 99.5% of the employers who responded stated Â鶹ÍøÕ¾Áбí Completers were Moderately Well to Extremely Well prepared to demonstrate Professional Knowledge.
- 97.6% of the employers who responded stated Â鶹ÍøÕ¾Áбí Completers were Moderately Well to Extremely Well prepared to demonstrate Professional Literacy.
- Additional data from 2019-2020 EMPLOYER SURVEY:
- 100% of employers would hire more Â鶹ÍøÕ¾Áбí Graduates.
- Over 33% of Â鶹ÍøÕ¾Áбí Completers have been employed with their school system for three or more years.
- 100% of the employers who responded stated Â鶹ÍøÕ¾Áбí Completers demonstrate Professionalism Moderately Well to Extremely Well.
- 100% of the employers who responded stated Â鶹ÍøÕ¾Áбí Completers are prepared to respond to Diversity Moderately Well to Extremely Well.
- SURVEY COMMENTS
- Love Â鶹ÍøÕ¾Áбístudents. My favorite school to come to [for Career Fairs].
- Â鶹ÍøÕ¾Áбístudents have much pride in their school and display such professionalism in their ethics.
- Partner with public schools' offices of curriculum and instruction to align what is taught in undergrad directly to what schools and students need today.
2020 Educator Preparation Institutional Report Card for Performance on Required Content Knowledge and Pedagogy Tests and Responses to the First-Year Teacher Survey created by the Alabama Association of Colleges for Teacher Education for Â鶹ÍøÕ¾Áбí. This is the EPP Report Card provided by the ALSDE and contains responses from first year teachers and their employers. Of the 13 items from this survey that align to the EPP developed employer and completers surveys, the responses indicate impact on P-12 student learning. Employers scored TROY completers in a range of 7-25 percentage points ABOVE the state average with an overall average of scores in the Teacher Leader-Effective range at 78.9% compared to state-wide completers at 59%. No scores were below the state average. Over the three year period that this report card has been provided, this survey shows the highest scores TROY completers earned and are extremely favorably in comparison with other EPPs in the state.
- For the full report card:
- For the 13 item alignment from the report card: 2019-2020
We will still display the 2018-2019 data until the new cycle of data can be collected, analyzed, and displayed.
2018-2019
Evaluations were conducted by administrators utilizing a state approved proprietary protocol. While the observation tool language indicates student behavior, the EPP asserts that these student behaviors are the result of teacher behaviors that influence P-12 learning. Each category has multiple subsections. Observations are scored from 0 (not evident) to 4 (very evident).
Teacher Observation
| Element |
Elementary |
High School |
Total |
|---|---|---|---|
| A. Equitable Learning | 3.4 | 3.2 | 3.3 |
|
B. High Expectations |
3.6 | 3.2 | 3.4 |
| C. Supportive Learning | 3.7 | 3.7 | 3.7 |
| D. Active Learning | 3.0 | 2.8 | 2.9 |
| E. Progress Monitoring | 3.4 | 2.9 | 3.2 |
| F. Well-Managed Learning | 3.7 | 3.3 | 3.5 |
| G. Digital Learning | 1.3 | 2.3 | 1.8 |
| Total | 3.2 | 3.1 | 3.15 |
Teachers observed by in this data collection demonstrate effective learning environments.
Although digital learning is scored as somewhat evident, teachers may not have been
using technology during the observed lesson. Although all programs are not represented
yet and numbers of observations are low, scores indicate TROY completers have a positive
influence on effective P-12 student learning.
2018-2019 EMPLOYER SURVEY
86.5% 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.
98.7% of the Â鶹ÍøÕ¾Áбí New Hires were Moderately Well to Extremely Well prepared to teach their Content Knowledge.
99.3% of the Â鶹ÍøÕ¾Áбí New Hires were Moderately Well to Extremely Well prepared to demonstrate Professional Knowledge.
98.7% of the Â鶹ÍøÕ¾Áбí New Hires were Moderately Well to Extremely Well prepared to demonstrate Professional Literacy.
2018-2019 EMPLOYER SURVEY COMMENT
Â鶹ÍøÕ¾Áбí education graduates are well prepared to present classroom content.
2019-2020 EMPLOYER SURVEY
- 100% of employers would hire more Â鶹ÍøÕ¾Áбí Completers.
- Over 33% of Â鶹ÍøÕ¾Áбí graduates have been employed with their school system for three or more years.
- 99.5% of the Â鶹ÍøÕ¾Áбí Completers demonstrate Professionalism Moderately Well to Extremely Well.
- 97.7% of the Â鶹ÍøÕ¾Áбí Completers are prepared to respond to Diversity Moderately Well to Extremely Well.
SURVEY COMMENT
- Love Â鶹ÍøÕ¾Áбístudents. My favorite school to come to [for Career Fairs].
- Â鶹ÍøÕ¾Áбístudents have much pride in their school and display such professionalism in their ethics.
- Partner with public schools' offices of curriculum and instruction to align what is taught in undergrad directly to what schools and students need today.
2020 Educator Preparation Institutional Report Card for Performance on Required Content Knowledge and Pedagogy Tests and Responses to the First-Year Teacher Survey created by the Alabama Association of Colleges for Teacher Education for Â鶹ÍøÕ¾Áбí. This is the EPP Report Card provided by the ALSDE and contains responses from first year teachers and their employers. Of the 13 items from this survey that align to the EPP developed employer and completers surveys, the responses indicate impact on P-12 student learning. Employers scored TROY completers in a range of 7-25 percentage points ABOVE the state average with an overall average of scores in the Teacher Leader-Effective range at 78.9% compared to state-wide completers at 59%. No scores were below the state average. Over the three year period that this report card has been provided, this survey shows the highest scores TROY completers earned and are extremely favorably in comparison with other EPPs in the state.
- For the full report card:
For the 13 item alignment from the report card: 2019-2020
2018-2019 EMPLOYER SURVEY COMMENT
- Â鶹ÍøÕ¾Áбístudents have much pride in their school and display such professionalism in their ethics.
2019-2020
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.
80% 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).
86% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to monitor student performance.
92% 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.
76% 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.
87% 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.
81% 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.
89% 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.
78% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to use assessment results.
92% 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.
83% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Moderately Well to Extremely Well prepared to manage class time.
92% 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.
65% 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.
95% 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.
89% 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.
95% 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.
89% 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.
77% 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).
84% 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.
84% 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.
92% 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.
EPP Report Card-First Year Completers
2020 Educator Preparation Institutional Report Card for Performance on Required Content Knowledge and Pedagogy Tests and Responses to the First-Year Teacher Survey created by the Alabama Association of Colleges for Teacher Education for Â鶹ÍøÕ¾Áбí. Of the 13 items from this survey that indicate impact on P-12 student learning, TROY’s first-year graduates responded in range of 1 percentage point below the state average and 2 percentage points above the state average, with an overall mean scoring in the Strongly Agree-Agree range of TROY’s first-year graduates at 99.23% compared to state-wide first-year graduates at 98.15%. TROY completers scored themselves as favorably or higher in comparison with other first year completers from other EPPs in the state.
- For the full report card:
- For the 13 item alignment from the report card: 2019-2020
2019-2020
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 the Integrated Postsecondary Education Data System (IPEDS) form the National Center for Education Statistics, the Â鶹ÍøÕ¾Áбí graduation rate for the 2011 cohort for full time, first-time degree or certification seeking undergraduates to program completion
- Within 4 years is 19%
- Within 6 years is 39%
- Within 8 years is 43%
TROY’s fall, 2019, cohort total Class B and Alt A graduation rate was 98% with 1 student who did not graduate at that time but did graduate in fall of 2020. TROY’s spring, 2019, cohort total Class B and Alt A graduation rate was 100%.
2019-2020
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 2 of our completers met the requirements for licensure by the State of Alabama. One student had not passed edTPA and one student had not completed all of the paperwork to be recommended.
2019-2020
Ability of completers to be hired in education positions for which they have prepared: To be able to be hired in educational positions, students must graduate from the program and pass the edTPA requirement by the Alabama State Department of Education. Out of 139 completers, only two did not meet licensure requirements for a rate of 98.5% of graduates who have the ability to be hired.
2019-2020 reporting of the latest data
The latest default report by the Federal Student Aid office of the U.S. Department of Education (six-digit OPE ID is 001047) provides loan default rate data for the years 2017, 2016 and 2015. The default rate for 2017 was 9.6%; 2016 was 9.8%; and, 2015 was 10.4%. The number in default in 2017 was 498; 2016 was 562; and, 2015 was 747. The number in repayment in 2017 was 5169; 2016 was 5683; and 2015 was 7139.
The student loan default rates can be viewed by visiting , click on GO to a search by school name. On the new page enter Â鶹ÍøÕ¾Áбí and click search. Then select Â鶹ÍøÕ¾Áбí to access the last 3 years of loan default rate information that is available.
Graduate and Advanced Certification Programs
| Graduating Fall 2018-Spring 2019 Total Advanced Program Completers |
|---|
| 39 |
| Majors | Number of Completers |
|---|---|
| MS-Collaborative (K-6) | 2 |
| MS-Early Childhood |
2 |
| MS-Elementary | 13 |
| MS-English Language Arts | 1 |
| MS-Gifted | 12 |
| MS-Mathematics | 3 |
| MS-Music-Instrumental | 2 |
| MS-Social Science | 1 |
| EdS-Elementary Education | 3 |
| Total | 39 |
Â鶹ÍøÕ¾Áбí in 2020 Best Online Masters’ in Elementary Education by TheBestSchools.org. TheBestSchools selected the degree programs based on the quality of program and range of courses provided, as well as school awards, rankings, and reputation.
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.
2019-2020 EMPLOYER SURVEY
100% of employers would hire more Â鶹ÍøÕ¾Áбí Completers.
Over 33% of Â鶹ÍøÕ¾Áбí graduates have been employed with their school system
for three or more years.
99.5% of the Â鶹ÍøÕ¾Áбí Completers demonstrate Professionalism Moderately Well
to Extremely Well.
97.7% of the Â鶹ÍøÕ¾Áбí Completers are prepared to respond to Diversity Moderately
Well to Extremely Well.
We are waiting for results from the 2019-2020 survey due to the change in how teachers are currently working with students online. We will post results as soon as surveys have been completed. However, we continue to report the results from the previous survey.
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.
2018-2019
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.
2018-2019
100% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Education Advanced Completers that responded indicated that they were employed full-time teaching.
2019-2020 reporting of the latest data
The latest default report by the Federal Student Aid office of the U.S. Department
of Education (six-digit OPE ID is 001047) provides loan default rate data for the
years 2017, 2016 and 2015. The default rate for 2017 was 9.6%; 2016 was 9.8%; and,
2015 was 10.4%. The number in default in 2017 was 498; 2016 was 562; and, 2015 was
747. The number in repayment in 2017 was 5169; 2016 was 5683; and 2015 was 7139.
The student loan default rates can be viewed by visiting https://www2.ed.gov/offices/OSFAP/defaultmanagement/cdr.html, click on GO to a search by school name. On the new page enter Â鶹ÍøÕ¾Áбí and click search. Then select Â鶹ÍøÕ¾Áбí to access the last 3 years of loan default rate information that is available.