Quick Data Links
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 accredited through various organizations.
- All programs at Â鶹ÍøÕ¾Áбí are accredited through the Southern Association of Colleges and Schools Commission on Colleges.
- All undergraduate and graduate programs that lead to certification within P-12 schools are approved by the Alabama State Department of Education (ALSDE).
- Undergraduate and Initial Certification Programs in the Department of Teacher Education are nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP).
- Graduate and Advanced Certification Programs are accredited through NCATE.
- Initial and advanced (graduate) programs in Music Education are fully accredited through the National Association of Schools of Music (NASM).
- Advanced (graduate) School Counseling Programs are accredited through the Council for Accreditation of Counseling and Related Educational Programs (CACREP)
Undergraduate And Initial Certification Programs
2020-2021
College of Education Department of Teacher Education Undergraduate and Initial Certification Programs are accredited through the following:
Council for the Accreditation of Educator Preparation (CAEP) reviewed and fully accredited all programs except the music programs
National Association of Schools of Music reviewed and full accredited the Music Education Programs.
| 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 |
| 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 2020-Spring 2021
Total number of Program Completers in Traditional and Alt A
| Graduating Fall 2019-Spring 2020 | Total Undergraduate & Alt-A |
|---|---|
| 136 |
Total Number of Program Completers
| Graduating Fall 2019-Spring 2020 | Total Undergraduate |
|---|---|
| 129 |
| Majors | Number of Completers |
|---|---|
| Art | 0 |
| Biology | 0 |
| Chemistry | 0 |
| Collaborative (K-6) | 3 |
| Collaborative (6-12) | 3 |
| Early Childhood | 6 |
| Elementary | 70 |
| Elementary & Collab K-6 | 1 |
| English Language Arts | 12 |
| 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 |
|---|---|
| 7 |
Total Number of Program Completers Alt-A
| Majors | Number of Completers |
|---|---|
| Collaborative (K-6) | 0 |
| Collaborative (6-12) | 1 |
| Early Childhood | 1 |
| Elementary | 5 |
| English Language Arts | 0 |
| Social Science | 0 |
| Music-Instrumental | 0 |
| Mathematics | 0 |
| Total | 7 |
Data must address: (a) completer impact in contributing to P-12 student-learning growth AND (b) completer effectiveness in applying professional knowledge, skills, and dispositions.
2020-2021
On the Follow-Up Survey for Graduates, the question to request completers to share pre- and post-test data to show the impact on P-12 learning received 17 volunteers. However, of the five volunteers who submitted information, only two of the five volunteers submitted pre- and post-test data. Because the response rate was so low, the EPP reached out to school systems. We currently have one school system providing progress monitoring data for the 2020-2021 year of students in completer classrooms. In order to ensure no personal identifiable information is revealed the school system is working with the company to provide the data linked to the program (ECE, ELE, SEC-Math, etc.) We continue to reach out to completers to provide either progress monitoring data or pre-and post-test data. Now that school is consistently in-person and no longer vacillating between in-person, virtual and blended, teachers are back into one routine. Therefore, we think completers will send the requested data before the end of school this year.
From the two volunteers, the data shows all students showed learning growth from the pre-test to the post-test. Although this is an extremely small number, we plan to update this chart with additional data to show impact on P-12 learning during the Summer of 2022.
| Program |
Elementary |
Music |
Aggregated |
|---|---|---|---|
| N=Participants/Data Collection | 1 | 1 | 2 |
| N=Number of students in data set | 9 | 5 | 14 |
|
Pre-test Mean Range |
53% 0-89 |
61% 26-92 |
57% 0-92 |
|
Post-test Mean Range |
75.2% 70-99 |
100% 100 |
87.6% 70-100 |
|
Mean % of growth; |
100% | 100% | 100% |
The data from the two Â鶹ÍøÕ¾Áбí completers consisted of a pre-and post-assessments. They administered a pre-assessment, taught the lesson, and then completed a post-assessment which was the same as the pre-assessment. The variable between the pre-test and the post-test was the instruction provided to students by the completer. The average score for the pre-assessment was 57%. The average score for the post-assessment was 87.6%. The impact on student learning indicated a 30.61% average gain from pre- to post-assessment and 100% of the students increased their learning growth. We expect additional data to be submitted by the end of the school year.
Additional data to support indicator R4.1a:
Focus Group Interview
Four individuals agreed to participate, one ELE major, two Collab K-6 majors and one double major of Collab K-6 and ELE. Although this is a very small group and does not represent all programs, it provided a deeper understanding of the impact completers have on P-12 student-learning growth. These completers were candid, providing suggestions to improve the program and commending faculty and instructional practices that helped them to positively impact student learning. However, when they were asked how they know they have a positive impact on P-12 student learning, they provided anecdotal stories of learning growth for specific students who were below grade level and how they made great gains to reach benchmark or almost reaching benchmark. They also indicated that the scores on their progress monitoring tests show students have increased in learning, even if by 2 points, which showed growth in student learning. These interviewees agreed to send progress monitoring data before the end of school.
2021 FOLLOW-UP SURVEY FOR GRADUATES
44.44% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded believe Very Well to Extremely Well that they are prepared to impact P-12 student learning. This may be due to the pandemic with schools changing from in-person to virtual to blended multiple times throughout the school year.
As we look over time, responses from
- 2019-2020 survey showed 59% of completers that responded believe Very Well to Extremely Well they are prepared to impact P-12 student learning
- 2018-2019, prior to the pandemic, 100% of completers that responded believe Very Well to Extremely Well they are prepared to impact P-12 student learning.
The timing of the 2019-2020 survey was at the time schools changed to virtual learning. Preliminary data from the 2021-2022 survey for graduates show a higher percentage of completers who believe Very Well to Extremely Well they are prepared to impact P-12 student learning. After reviewing the data from previous surveys and the survey for the current year, data shows the pandemic may have had a negative impact on completer’s beliefs of their impact on student learning.
Fall 2020 and Spring 2021 EMPLOYER SURVEY REPORT
The survey was changed to provide specific program feedback from employers. However, this change created a longer time period to complete the survey. Of the 27 employers who started the survey, no one completed it. Looking at past trends, 96.82% of employers who responded to the 2019-2020 survey and 86% of employers who responded to the 2018-2019 survey stated completers were Very Well to Extremely Well prepared to impact P-12 Student Learning.
2019-2020 EMPLOYER SURVEY COMMENT:
TROY graduates are very well prepared coming out of college.
2020-2021 EMPLOYER FOCUS GROUP COMMENT:
Both interviewed administrators strongly stated that I would like to hire more TROY graduates because they come to us well-prepared in knowledge and the course of study standards, and they look forward to working with P-12 students.
Data must address: (b) completer effectiveness in applying professional knowledge, skills, and dispositions.
2020-2021
One large school system that hires many of our graduates from all programs shared completed teacher evaluations from the administrators at 8 schools ranging from early childhood to high school. This large school system hires many of our graduates from all programs. These evaluations conducted by administrators utilized a proprietary protocol. This observation tool evaluates teacher behaviors that influence P-12 learning and administrator comments included student behaviors. Observations are scored 0-Ineffective, 1-Developing, 2-Effective, 3-Exemplary. With less than 10 individuals listed most programs (indicated by an *), the EPP categorized the programs into Early Childhood and Elementary and Secondary (Middle school to high school).
| Indicator |
Elementary Group Early Childhood*, Elementary, Collab K-6*
|
Secondary Group Art*, Science*, Math*, History*, ELA* |
Aggregated Means |
|---|---|---|---|
|
N= teacher observations |
5 | 1 | 13 |
|
Professional Knowledge Mean Range |
1.89 1-3 |
2.13 2-3 |
2.01 1-3 |
|
Planning Mean Range |
2.11 1-3 |
2.36 1-3 |
2.24 1-3 |
|
Differentiation/Diversity Mean Range |
2.33 1-3 |
1.71 1-3 |
2.02 1-3 |
|
Assessment Mean Range |
2.00 2-3 |
2.14 1-3 |
2.07 1-3 |
|
Classroom Management Mean Range |
2.33 1-3 |
2.19 1-3 |
2.26 1-3 |
|
Climate and Culture Mean Range |
2.00 1-3 |
2.29 2-3 |
2.15 1-3 |
|
Technology Mean Range |
2.33 1-3 |
2.51 2-3 |
2.42 2-3 |
|
Total Mean Total Range |
2.06 1-3 |
2.19 1-3 |
2.13 1-3 |
Teachers observed for this data collection demonstrated overall effective teaching in applying professional knowledge, skills, and dispositions. The Professional Knowledge indicator mean score was just below 2.0- effectiveness. Completers in the secondary group scored below effectiveness in Differentiation/Diversity. Although all programs are not represented in this data collection, scores indicate TROY completers have a positive influence on effective P-12 student learning. Comments from the administrators on strengths and weaknesses included:
| Summary of Strengths | Summary of Growth/Focus | |
|
Early Childhood*, Elementary Collab K-6* |
|
|
|
Art*, Science*, Math*, History*, ELA* |
|
|
The summary of growth/focus will be used as suggestions to improve the programs at TROY. The Summary of Strengths will be included as strengths in the programs to maintain.
Additional supporting data to show indicators of teaching effectiveness R4.1b
Because the 2020-2021 Employer Survey resulted in no data, the EPP will use the data from the 2019-2020 Employer Survey.
2019-2020 EMPLOYER SURVEY
86.59% of the Â鶹ÍøÕ¾Áбí New Hires were Very Well to Extremely Well prepared to use data driven decision making to access client /student progress.
96% of the Â鶹ÍøÕ¾Áбí New Hires were Very Well to Extremely Well prepared to teach their Content Knowledge.
94.8% of the Â鶹ÍøÕ¾Áбí New Hires were Very Well to Extremely Well prepared to demonstrate Professional Knowledge.
92% of the Â鶹ÍøÕ¾Áбí New Hires were Very Well to Extremely Well prepared to demonstrate Professional Literacy.
2019-2020 EMPLOYER SURVEY COMMENT
Â鶹ÍøÕ¾Áбígrads are very well prepared coming out of college.
2021 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 with an overall average of scores in the Teacher Leader-Effective range at 53% compared to state-wide completers at 55%. Scores ranged up to 4 percentage points ABOVE the state average to 5 percentage points BELOW the state average.
For the full report card:
For the 13-item alignment from the report card: 2021 Report Card
2020-2021
Because the 2020-2021 Employer Survey resulted in no data, the EPP will use the data from the 2019-2020 Employer Survey.
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.
94.1% of Â鶹ÍøÕ¾Áбí Completers demonstrate Professionalism Very Well to Extremely Well. The following Professionalism categories with completer ratings are:
- Engaging Clients at 96.31% Very Well to Extremely Well.
- Creating Challenging Opportunities at 96.07% Very Well to Extremely Well.
- Enabling Independent Growth through lifelong learning at 93.79% Very Well to Extremely Well.
- Learner Development at 100% Very Well to Extremely Well.
- Learning Differences at 91.75% Very Well to Extremely Well.
- Learning Environment at 98.57% Very Well to Extremely Well.
- Content Knowledge at 94.03% Very Well to Extremely Well.
- Application of Content: Understands how to connect concepts at 89.48% Very Well to Extremely Well.
- Assessment at 89.48% Very Well to Extremely Well.
- Planning for Instruction at 91.76% Very Well to Extremely Well.
- Instructional Strategies at 95.46% Very Well to Extremely Well.
- Professional Strategies at 93.18% Very Well to Extremely Well.
- Leadership and Collaboration at 93.19% Very Well to Extremely Well.
97.7% of the Â鶹ÍøÕ¾Áбí Completers are prepared to respond to Diversity Very Well to Extremely Well. The following diversity categories with completer ratings are:
- Respect and Rapport at 95.45% Very Well to Extremely Well.
- Equity at 95.46% Very Well to Extremely Well.
- Belief in Potential of All at 95.46% Very Well to Extremely Well.
- Globally Conscious at 90.91% Very Well to Extremely Well.
SURVEY COMMENTS
- Please inform all students about the state application process : www.alsde.edu/teachinalabama.
- Â鶹ÍøÕ¾Áбístudents have much pride in their school and display such professionalism in their ethics.
- If Â鶹ÍøÕ¾Áбí is holding a Spring Teacher Recruitment Event, we would love to attend that as well!
- Â鶹ÍøÕ¾Áбígrads are very well prepared coming out of college.
- Partner with public schools' offices of curriculum and instruction to align what is taught in undergrad directly to what schools and students need today.
EPP Report Card-Employers of First Year Completers
2021 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 with an overall average of scores in the Teacher Leader-Effective range at 53% compared to state-wide completers at 55%. Scores ranged up to 4 percentage points ABOVE the state average to 5 percentage points BELOW the state average.
- For the full report card:
- For the 13 item alignment from the report card: 2021 Report Card
2020-2021
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. Both students had not passed edTPA.
2020-2021
2020-2021 FOLLOW-UP SURVEY FOR GRADUATES
86.96% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded indicated that they were employed full-time teaching.
4.35% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded indicated that they were employed as a substitute teacher.
4.35% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded indicated that they were employed part-time teaching.
100% of employers’ responding to the P-12 Employer Satisfaction Survey would continue to hire Â鶹ÍøÕ¾Áбígraduates.
2020-2021
82.61% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to communicate high expectations.
86.95% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to state long-range goals and short-term objectives (ACOS/ACCRS).
82.61% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to monitor student performance.
86.95% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to identify various instructional strategies.
82.61% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to measure student progress systematically.
78.26% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to prepare instructional resources for use.
82.61% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to provide feedback about student performance.
77.27% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to orient students to the lesson.
73.91% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to use assessment results.
82.61% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to give clear directions.
60.87% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to manage class time.
91.30% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to develop an effective lesson.
65.71% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to manage student behavior.
82.61% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to provide practice and summarization for the students.
95.65% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to speak clearly, correctly, and coherently utilizing standard English.
91.31% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to demonstrate knowledge of subject matter and pedagogy.
86.96% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to write clearly, correctly, and coherently utilizing standard English.
73.91% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to involve students in interaction.
82.61% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared for the legal and procedural requirements of your role (i.e., school law).
65.22% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to express positive effect/minimize negative effect.
86.96% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to develop an awareness and understanding of the school and its community.
78.26% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to maintain physical environment conductive to learning within limitations of facilities.
Follow-Up Survey for Graduates-Initial Programs
EPP Report Card-First Year Completers
2021 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 8 percentage points BELOW the state average to 1 percentage point ABOVE the state average, with an overall mean scoring in the Strongly Agree-Agree range of TROY’s first-year graduates at 90% compared to state-wide first-year graduates at 95%. TROY completers scored themselves closely 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: 2021 Completer Report Card
Graduate and Advanced Certification Programs
2020-2021
Advanced (Graduate) Programs and Certification Programs are accredited through the following:
- The National Council for Accreditation of Teacher Education (NCATE) fully accredits all advanced programs except Music Education and School Counseling.
- The National Association of Schools of Music (NASM) fully accredits the advanced programs in Music Education.
- The Council for Accreditation of Counseling and Related Educational Programs (CACREP) fully accredits the advanced programs in School Counseling.
| Graduating Fall 2018-Spring 2019 Total Advanced Program Completers |
|---|
| 97 |
| Majors | Number of Completers |
|---|---|
| MS-Art | 0 |
| MS-Biology | 1 |
| MS-Collaborative (K-6) | 2 |
| MS-Collaborative (6-12) | 2 |
| MS-Early Childhood | 4 |
| MS-Elementary | 35 |
| MS-English Language Arts | 0 |
| MS-Gifted | 10 |
| MS - Instructional Leadership and Administration | 4 |
| MS-Mathematics | 0 |
| MS-Music-Instrumental | 6 |
| MS-Music-Vocal | 0 |
| MS-Physical Education (PE) | 1 |
| MS-School Counseling | 7 |
| MS-Social Science | 1 |
| Education Specialist-Elementary Education | 10 |
| Education Specialist-Early Childhood | 1 |
| Education Specialist-Instructional Leadership and Administration | 9 |
| Education Specialist-School Counseling | 0 |
| Education Specialist-Teacher Leader | 4 |
| Total | 97 |
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.
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.
2020-2021
Because the 2020-2021 Employer Survey resulted in no data, the EPP will use the data from the 2019-2020 Employer Survey.
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.
94.1% of Â鶹ÍøÕ¾Áбí Completers demonstrate Professionalism Very Well to Extremely Well. The following Professionalism categories with completer ratings are:
- Engaging Clients at 96.31% Very Well to Extremely Well.
- Creating Challenging Opportunities at 96.07% Very Well to Extremely Well.
- Enabling Independent Growth through lifelong learning at 93.79% Very Well to Extremely Well.
- Learner Development at 100% Very Well to Extremely Well.
- Learning Differences at 91.75% Very Well to Extremely Well.
- Learning Environment at 98.57% Very Well to Extremely Well.
- Content Knowledge at 94.03% Very Well to Extremely Well.
- Application of Content: Understands how to connect concepts at 89.48% Very Well to Extremely Well.
- Assessment at 89.48% Very Well to Extremely Well.
- Planning for Instruction at 91.76% Very Well to Extremely Well.
- Instructional Strategies at 95.46% Very Well to Extremely Well.
- Professional Strategies at 93.18% Very Well to Extremely Well.
- Leadership and Collaboration at 93.19% Very Well to Extremely Well.
97.7% of the Â鶹ÍøÕ¾Áбí Completers are prepared to respond to Diversity Very Well to Extremely Well. The following diversity categories with completer ratings are:
- Respect and Rapport at 95.45% Very Well to Extremely Well.
- Equity at 95.46% Very Well to Extremely Well.
- Belief in Potential of All at 95.46% Very Well to Extremely Well.
- Globally Conscious at 90.91% Very Well to Extremely Well.
SURVEY COMMENTS
- Please inform all students about the state application process : www.alsde.edu/teachinalabama.
- Â鶹ÍøÕ¾Áбístudents have much pride in their school and display such professionalism in their ethics.
- If Â鶹ÍøÕ¾Áбí is holding a Spring Teacher Recruitment Event, we would love to attend that as well!
- Â鶹ÍøÕ¾Áбígrads are very well prepared coming out of college.
- Partner with public schools' offices of curriculum and instruction to align what is taught in undergrad directly to what schools and students need today.
2020-2021
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.
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 A Program and Class AA Program and the Supplemental NA1/Recommendation for Certification forms. Two reasons have been uncovered as to why completers may not meet licensure requirements. One reason is that they have not submitted their licensure paperwork in a timely manner. Therefore, the submission shows up for the next academic year or years later. Another reason completers may not meet licensure requirements is that they have not been able to pass the Praxis exam in their field required by the Alabama State Department of Education.
2020-2021
2020-2021 FOLLOW-UP SURVEY FOR GRADUATES
90.63% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded indicated that they were employed full-time teaching.
3.13% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded indicated that they were employed outside of the teaching field.
100% of employers’ responding to the P-12 Employer Satisfaction Survey would continue to hire Â鶹ÍøÕ¾Áбígraduates.
Some teaching field positions have limited openings. Teachers will earn their certification in another field in order to be ready to apply and be hired when there is an opening. For example, the number of gifted specialists in a school system are low. General education teachers will earn gifted certification to be eligible to be hired when a position opens up or a new one is created.
2020-2021
2020-2021 Follow-Up Survey of Graduates-Advanced Programs
68.75% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Advanced Completers that responded feel Very Well to Extremely Well prepared to communicate high expectations.
74.20% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to state long-range goals and short-term objectives (ACOS/ACCRS).
75% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to monitor student performance.
68.75% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to identify various instructional strategies.
74.19% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to measure student progress systematically.
68.75% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to prepare instructional resources for use.
78.13% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to provide feedback about student performance.
67.74% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to orient students to the lesson.
74.20% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to use assessment results.
84.38% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to give clear directions.
65.63% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to manage class time.
70.97% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to develop an effective lesson.
53.13% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to manage student behavior.
68.76% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to provide practice and summarization for the students.
87.51% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to speak clearly, correctly, and coherently utilizing standard English.
77.42% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to demonstrate knowledge of subject matter and pedagogy.
90.32% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to write clearly, correctly, and coherently utilizing standard English.
65.63% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to involve students in interaction.
81.25% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared for the legal and procedural requirements of your role (i.e., school law).
75.01% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to express positive effect/minimize negative effect.
75.01% of Â鶹ÍøÕ¾Áбí College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to develop an awareness and understanding of the school and its community.
75% of the Â鶹ÍøÕ¾Áбí College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to maintain physical environment conductive to learning within limitations of facilities.