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2021-2022

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 2021-Spring 2022

Total number of Program Completers in Traditional and Alt A 

Graduating Fall 2021-Spring 2022	Total Undergraduate & Alt-A
	172

Total Number of Program Completers

Graduating Fall 2021-Spring 2022	Total Undergraduate
	147

 

Majors	Number of Completers
Art	1
Biology	0
Chemistry	0
Collaborative (K-6) & (6-12)	9
Early Childhood	8
Elementary	76
Elementary & Collab K-6	0
English Language Arts	6
General Science	1
Mathematics	4
Music-Instrumental &  Music-Choral	23
Physical Education	5
Social Science	7
History	2
Theatre	5
Total	147

 

ALT-A GRADUATES
Fall 2021-Spring 2022

Total Number of Program Completers Alt-A 

Graduating Fall 2021-Spring 2022	Total Alt-A Graduate
	25

Total Number of Program Completers Alt-A 

Majors	Number of Completers
Art	1
Collaborative (K-6) & (6-12)	1
Early Childhood	4
Elementary	8
English Language Arts	4
General Science	2
History	1
Physical Education	1
Social Science	2
Mathematics	1
Total	25

 

• �鶹��վ�б� Quick Data Links for ALL Majors
• �鶹��վ�б� Student Achievement

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. 

2021-2022

Inviting volunteers from the Follow-Up Survey for Graduates and from one large size school system, we were able to collect progress monitoring achievement data from three programs: Early Childhood, Elementary and Special Education/Collaboration K-6. This was existing data in the school systems. Middle and high school systems do not implement the progress monitoring software. For the next year middle and high school completers will administer pre- and post-test tests to provide student learning data. 

Progress monitoring data shows percentage of students in the different levels of achievement. Some end-of-the-year data have higher number of students than the beginning of the year data due to new students enrolled in the school and classes. Although there are students still in Level I, these students may have increased their scores but not enough to move to Level II. 

Students took the assessment at the beginning of the school year and then took an end of the year assessment. Charts show the percentage of students scoring at each level of 1- lowest to 5-highest and exceed expectations.  For each year, the teachers have moved increased student learning by moving them to the next level. While some of the lowest levels still contain student numbers,  these students may have increased their learning even by a few points.

The 5 levels are categorized as

• Level 1 at or below the 20th percentile
• Level 2 at or below the 40th percentile
• Level 3 at or below the 60th percentile
• Level 4 at or below the 80th percentile
• Level 5 Above 80th percentile

These percentiles are national percentiles comparing the students to their peers across the nation. During and coming out of the pandemic we know that student scores have decreased overall. All schools across the nation have expressed concern about the loss of learning.

This chart with shows completers decreased the percentage of students in the lower levels (1, 2) and increased the percentage of students in higher levels (3, 4, 5), demonstrating a positive impact on P-12 learning during the 2021-2022 school year.

Program	Early Childhood Grades 1-2	Elementary Grades 1-6	Special Education Grades 1-6
N=Completers/Data Collection      143 total	31	104	8
Total number of students Pre-test (Beginning of the year)/Post-test (End of the.year)	Pre-323 Post-347	Pre-1,486 Post-1,627	Pre-82 Post-93
Pre-test Student Numbers / Post test % of students in each level Level 1	Pre-25.4% Post-17%	Pre-19.7% Post-15.2%	Pre-45.1% Post- 34.4%
Level 2	Pre-24.4% Pos-19.8%	Pre-18.6% Post-14.8	Pre-17% Post-25.8%
Level 3	Pre-18.3% Post-24.7%	Pre-20.1% Post-22.1%	Pre-18.3% Post-16.1%
Level 4	Pre-19.8% Post-20.1%	Pre-19.4% Post-22.3%	Pre-9.8% Post-14%
Level 5	Pre-12.1% Post-18.4%	Pre-22.2% Post-25.6%	Pre-9.8% Post-9.7%
Difference between Beginning of year to end of year	Almost 50% of students were below average at the beginning of the school year. By the end of the school year the number decreased to by almost half to 27%. Slightly over half of the students scored average or above at the beginning of the year and the number increased by the end of the year to 63.2%	38.3% of students were below average at the beginning of the school year. By the end of the school year the number decreased to 30%. 61.7% of the students scored average or above at the beginning of the year and the number increased by the end of the year to 70%.	62.1% of students were below average at the beginning of the school year. By the end of the school year the number decreased to 60.2%. 37.9% of the students scored average or above at the beginning of the year and the number increased by the end of the year to 39.8%.

For the 2022-2023 school year we have increased collection of data from one to three school systems to collect data not only from their progress monitoring software but to include pre- and post-test data from all programs. These pre- and post -tests will be developed by the completers and used in grades and subjects in which the progress monitoring assessments are not administered. 

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. 

2022 FOLLOW-UP SURVEY FOR GRADUATES

73.91% of the �鶹��վ�б� 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 has increased significantly from the previous year, but did not meet benchmark. It 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 

• 2020-2021 survey shows 44.44% of completers that responded believe Very Well to Extremely Well they are prepared to impact P-12 student learning
• 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.

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. 

2021-2022 EMPLOYER SURVEY REPORT

97.15% of employers who responded to the 2018-2019 survey stated completers were Very Well to Extremely Well prepared to impact P-12 Student Learning.

2021-2022 EMPLOYER SURVEY COMMENT:

Prepared for traditional classrooms, need to prepare for differentiated environments based on student strengths, gaps in learning and student interest

�鶹��վ�б� graduates are always prepared for providing students a quality education in the classroom.

2021-2022 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.

2021-2022

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	Secondary Group Art*, Science*, Math*, History*, ELA*	Aggregated Means
N= Number of teacher observations	28	23	51
Professional Knowledge Mean Range	2.03 2.02-2.05	2.02 1.75-2.33	2.02 1.75-2.33
Planning Mean Range	2.09 2.05-2.13	2.30 2-2.5	2.24 2-2.5
Differentiation/Diversity Mean Range	2.04 2-2.06	2.10 1.75-2.5	2.08 1.75-2.5
Assessment Mean Range	2.05 2-2.05	2.07 1.83-2.5	2.05 1.83-2.5
Classroom Management Mean Range	2.12 1.88-2.35	1.68 0-2.25	1.81 0-2.35
Climate and Culture Mean Range	2.34 2.25-2.42	2.27 2-2.5	2.29 2-2.5
Technology Mean Range	2.06 2-2.12	2.10 2-2.2	2.08 2-2.2
Total Mean Total Range	2.10 1.88-2.42	2.08 0-2.5	2.09 0-2.42

Teachers observed for this data collection demonstrated overall effective teaching in applying professional knowledge, skills, and dispositions. The Classroom Management  indicator mean score was just below 2.0- effectiveness at 1.81, corroborating data from completer and employer surveys.  However, the score for the secondary completers was lower overall at 1.68. Although all programs are not represented separately 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*	Classroom Management, Organization, Content, Assessments; Knowledge of Subject Matter.  Consideration for Students and high expectations. Differentiated Instruction; Effective and efficient lesson; Planning, learning environment, expectations for student participation/behavior; Positive classroom environment;  Knowledge of content -Pedagogy -Climate and culture -Science of reading implementation;  Works well with grade level team and the instructional coaches Enthusiasm when teaching;  Clean and organized classroom Small group and centers Continue to allow/encourage students to take ownership and be leaders of their own learning.	Differentiation with small group math;  Continue to increase your knowledge on the science of reading. Continue to grow your bank of engaging activities.;  Student engagement (attention of all students);  Classroom management skills; Student selection, anchor charts revealing previous content taught and serve as a research tool for the students.  Questioning that leads to peer teaching and explanation.  Continue to build your bank of student engagement activities. Use assessment data to drive tier 2/small groups and having students track their own growth toward goals. Look for leadership roles; look at NBCT
Art*, Science*, Math*, History*, ELA*	Well organized and prepared for class.  Teacher circulated about classroom and asked group and individual questions. Classroom was student-centered.;  Clear grasp of the different levels of students in your classroom and provide activities that will keep all levels engaged.   You are very positive with students and colleagues, and you have been a really good addition to our school.  You help lead your co-teacher in planning and bring effective teaching strategies to the classroom.  Great understanding of her curriculum, which helps her to make real world connections when teaching.   Thank you for your positivity!;  Relationships with students; making students understand why they need to do what is ask of them.	Classroom management and discipline. Delivery of CHAMPS expectations Professional development in subject area.  Continual collaboration with colleagues to discover new and better ways to engage students and achieve academic growth.;   Incorporate technology into lessons Consider a little more student input (answering questions, etc.)

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.

Data suggests the EPP completers have a positive impact on P12 student learning. While data collected is still too small to make conclusive results, the EPP remains diligent to increase the number of student data and teacher evaluations by increasing the number of partner schools who will provide the data. Two new school systems will provide data for the 2022-2023 school year. With a new Director of the Certification and Field Experience Office, partnerships will be re-established and stronger with consistent leadership. Her staff have been developing databases, visiting school systems, and talking with P12 school administration.

One action that was started prior to the pandemic was adding a volunteer opportunity to completers taking the Completer survey. They can volunteer to provide pre- and post-test data. Once individuals add their contact information, an email is sent to them with the data request, with a link to add the data to a Qualtrics form.  With partner schools joining us in the data collection, having school administration send out the email will make it more likely for completers to open the email and then decide if they would like to help the EPP. With the school system sending it out, completers know the school system has approved the data sharing.  

Additional supporting data to show indicators of teaching effectiveness R4.1b

2021-2022 EMPLOYER SURVEY

• 74.73% of the �鶹��վ�б� New Hires were Very Well to Extremely Well prepared to use data driven decision making to access client /student progress.
• 78.03% of the �鶹��վ�б� New Hires were Very Well to Extremely Well prepared to teach their Content Knowledge.
• 81.16% of the �鶹��վ�б� New Hires were Very Well to Extremely Well prepared to demonstrate Professional Knowledge.
• 72.38% of the �鶹��վ�б� New Hires were Very Well to Extremely Well prepared to demonstrate Professional Literacy.

2021-2022 EMPLOYER SURVEY COMMENT

Prepared for traditional classrooms, need to prepare for differentiated environments based on student strengths, gaps in learning and student interest

�鶹��վ�б�Graduates tend to be more prepared to enter the classroom ready to go; they have more practical application of classroom management and investigative practices. 

2022 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 �鶹��վ�б�.

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 54% compared to state-wide completers at 50%. Scores ranged up to 12 percentage points ABOVE the state average to 8 percentage points BELOW the state average. 

For the full report card:
For the 13-item alignment from the report card: Employers in blue and Completers in Green

2021-2022 EMPLOYER SURVEY

97.15% of employers would hire more �鶹��վ�б� Completers.

Over 31% of �鶹��վ�б� graduates have been employed with their school system for three or more years. 

83.89% of �鶹��վ�б� Completers demonstrate Professionalism Very Well to Extremely Well.  The following Professionalism categories with completer ratings are:

• Engaging Clients at 87.22% Very Well to Extremely Well. 
• Creating Challenging Opportunities at 82.22% Very Well to Extremely Well. 
• Enabling Independent Growth through lifelong learning at 82.22% Very Well to Extremely Well. 

Dispositional Performance as an Educator:

• Learner Development at 80.62% Very Well to Extremely Well. 
• Learning Differences at 81.43% Very Well to Extremely Well.
• Learning Environment at 74.29% Very Well to Extremely Well. 
• Content Knowledge at 85.72% Very Well to Extremely Well. 
• Application of Content: Understands how to connect concepts at 90.72% Very Well to Extremely Well. 
• Assessment at 77.86% Very Well to Extremely Well. 
• Planning for Instruction at 80.72% Very Well to Extremely Well. 
• Instructional Strategies at 80.72% Very Well to Extremely Well. 
• Professional Strategies at 77.86% Very Well to Extremely Well.
• Leadership and Collaboration at 82.06% Very Well to Extremely Well. 

81.34% of the �鶹��վ�б� Completers are prepared to respond to Diversity Very Well to Extremely Well. The following diversity categories with completer ratings are:

• Respect and Rapport at 83.61% Very Well to Extremely Well. 
• Equity at 87.23% Very Well to Extremely Well. 
• Belief in Potential of All at 87.45% Very Well to Extremely Well. 
• Globally Conscious at 78.92% Very Well to Extremely Well. 

SURVEY COMMENTS

• �鶹��վ�б�students are well prepared and have good knowledge of various teaching methods.
• We love to hire �鶹��վ�б�graduates because when we hire students from �鶹��վ�б�they are quality highly effective and efficient classroom teachers.
• �鶹��վ�б�Graduates tend to be more prepared to enter the classroom ready to go; they have more practical application of classroom management and investigative practices. 

 

EPP Report Card-Employers of First Year Completers

2022 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 �鶹��վ�б�.

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 54% compared to state-wide completers at 50%. Scores ranged up to 12 percentage points ABOVE the state average to 8 percentage points BELOW the state average.

• For the full report card:
• For the 13-item alignment from the report card:      Employers in blue and Completers in Green

2021-2022 Competency

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 13 of our completers met the requirements for licensure by the State of Alabama. The reasons 11 graduates were not submitted for certification: 

• 9 did not pass edTPA at that time. They have since met the requirements and have submitted paperwork for certification.
• 1 did not pass the Foundations of Reading Test (FORT)
• 1 decided to leave the program. 

2021-2022 FOLLOW-UP SURVEY FOR GRADUATES (Completers)

• 86.15% of the �鶹��վ�б� College of Education Department of Teacher' Education Completers that responded indicated that they were employed full-time teaching.
• 1.54% of the �鶹��վ�б� College of Education Department of Teacher' Education Completers that responded indicated that they were employed as a substitute teacher.
• 1.54% of the �鶹��վ�б� College of Education Department of Teacher' Education Completers that responded indicated that they were employed part-time teaching.
• 4.62% of the �鶹��վ�б� College of Education Department of Teacher' Education Completers that responded indicated that they were attending college for a higher degree,

 

97.15% of employers’ responding to the P-12 Employer Satisfaction Survey would continue to hire �鶹��վ�б�graduates.

2021-2022 FOLLOW-UP SURVEY FOR GRADUATES (Completers)

• 82.61% of �鶹��վ�б� College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to communicate high expectations.
• 86.95% of the �鶹��վ�б� 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 �鶹��վ�б� College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to monitor student performance.
• 86.95% of the �鶹��վ�б� 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 �鶹��վ�б� 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 �鶹��վ�б� 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 �鶹��վ�б� 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 �鶹��վ�б� 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 �鶹��վ�б� College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to use assessment results.
• 82.61% of the �鶹��վ�б� College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well  prepared to give clear directions.
• 60.87% of �鶹��վ�б� College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to manage class time.
• 91.30% of the �鶹��վ�б� College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to develop an effective lesson.
• 57.71% of �鶹��վ�б� College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to manage student behavior.
• 82.61% of the �鶹��վ�б� 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 �鶹��վ�б� 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 �鶹��վ�б� 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 �鶹��վ�б� 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 �鶹��վ�б� 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 �鶹��վ�б� 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 �鶹��վ�б� 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 �鶹��վ�б� 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 �鶹��վ�б� 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. 

76.92% of �鶹��վ�б� College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to Impact P-12 Student Learning

82% of �鶹��վ�б� College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well to be an effective teacher.

EPP Report Card-First Year Completers

2022 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 �鶹��վ�б�.

Of the 13 items from this survey that indicate impact on P-12 student learning, TROY’s first-year graduates responded in range of 4 percentage points BELOW the state average to 3 percentage point ABOVE the state average, with an overall mean scoring in the Strongly Agree-Agree range of TROY’s first-year graduates at 93% compared to state-wide first-year graduates at 93%. 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:   Employers in blue and Completers in Green

2021-2022

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 2021-Spring 2022 Total Advanced Program Completers
113

 

Majors	Number of Completers
MS-Art	0
MS-Biology	1
MS-Collaborative (K-6)	3
MS-Collaborative (6-12)	0
MS-Early Childhood	1
MS-Elementary	21
MS-English Language Arts	1
MS-Gifted	15
MS-History	1
MS - Instructional Leadership and Administration	11
MS-Mathematics	3
MS-Music-Instrumental	4
MS-Music-Vocal	0
MS-Physical Education (PE)	0
MS-School Counseling	9
MS-Social Science	0
Education Specialist-Elementary Education	18
Education Specialist-Early Childhood	1
Education Specialist-Instructional Leadership and Administration	6
Education Specialist-School Counseling	9
Education Specialist-Teacher Leader	9
Total	113

 

The purpose of Troy’s Master of Education graduate program is to develop innovative, informed, reflective decision makers with outstanding pedagogical training. �鶹��վ�б�’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.

2021-2022 Employer Survey

97.15% of employers would hire more �鶹��վ�б� Completers.

Over 31% of �鶹��վ�б� graduates have been employed with their school system for three or more years. 

83.89% of �鶹��վ�б� Completers demonstrate Professionalism Very Well to Extremely Well. The following Professionalism categories with completer ratings are:

• Engaging Clients at 87.22% Very Well to Extremely Well. 
• Creating Challenging Opportunities at 82.22% Very Well to Extremely Well. 
• Enabling Independent Growth through lifelong learning at 82.22% Very Well to Extremely Well. 

Dispositional Performance as an Educator

• Learner Development at 80.62% Very Well to Extremely Well. 
• Learning Differences at 81.43% Very Well to Extremely Well. 
• Learning Environment at 74.29% Very Well to Extremely Well. 
• Content Knowledge at 85.72% Very Well to Extremely Well. 
• Application of Content: Understands how to connect concepts at 90.72% Very Well to Extremely Well. 
• Assessment at 77.86% Very Well to Extremely Well. 
• Planning for Instruction at 80.72% Very Well to Extremely Well. 
• Instructional Strategies at 80.72% Very Well to Extremely Well. 
• Professional Strategies at 77.86% Very Well to Extremely Well. 
• Leadership and Collaboration at 82.06% Very Well to Extremely Well. 

81.34% of the �鶹��վ�б� Completers are prepared to respond to Diversity Very Well to Extremely Well. The following diversity categories with completer ratings are:

• Respect and Rapport at 83.61% Very Well to Extremely Well. 
• Equity at 87.23% Very Well to Extremely Well. 
• Belief in Potential of All at 87.45% Very Well to Extremely Well. 
• Globally Conscious at 78.92% Very Well to Extremely Well. 

SURVEY COMMENTS

• �鶹��վ�б�students are well prepared and have good knowledge of various teaching methods. 
• We love to hire �鶹��վ�б�graduates because when we hire students from �鶹��վ�б�they are quality highly effective and efficient classroom teachers. 
• �鶹��վ�б�Graduates tend to be more prepared to enter the classroom ready to go; they have more practical application of classroom management and investigative practices. 

 

2021-2022 Competency

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, all completed. However, one candidate not listed, did not want certification in Alabama and did not complete the paperwork. 

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.   These individuals would not submit paperwork until they meet requirements or remember to complete the paperwork. 

The EPP discovered that graduates are not required to have certification in order to get the pay raise for the higher degree. Some completers submit an Official Transcript to the HR department at their schools to receive the pay raise & forget to complete process for certification. To remind candidates of the process, advanced programs started adding an addendum to syllabi to remind students to submit certification paper. Programs with internships/practicums include details about the certification process in a handbook.

2021-2022 FOLLOW-UP SURVEY FOR GRADUATES (Completers)

90.63% of the �鶹��վ�б� College of Education Department of Teacher' Education Completers that responded indicated that they were employed full-time teaching.

3.13% of the �鶹��վ�б� College of Education Department of Teacher' Education Completers that responded indicated that they were employed outside of the teaching field.

3.13% of the �鶹��վ�б� College of Education Department of Teacher' Education Completers that responded indicated that they were attending college to earn an advanced degree.

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. 

 

97.15% of employers’ responding to the P-12 Employer Satisfaction Survey would continue to hire �鶹��վ�б�graduates.

2021-2022 Follow-Up Survey of Graduates-Advanced Programs

• 68.75% of �鶹��վ�б� 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 �鶹��վ�б� 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 �鶹��վ�б� College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to monitor student performance.
• 68.75% of the �鶹��վ�б� 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 �鶹��վ�б� 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 �鶹��վ�б� 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 �鶹��վ�б� 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 �鶹��վ�б� 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 �鶹��վ�б� College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to use assessment results.
• 84.38% of the �鶹��վ�б� College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to give clear directions.
• 65.63% of �鶹��վ�б� College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to manage class time.
• 70.97% of the �鶹��վ�б� 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 �鶹��վ�б� College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to manage student behavior.
• 68.76% of the �鶹��վ�б� 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 �鶹��վ�б� 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 �鶹��վ�б� 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 �鶹��վ�б� 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 �鶹��վ�б� 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 �鶹��վ�б� 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 �鶹��վ�б� 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 �鶹��վ�б� 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 �鶹��վ�б� 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. 

 73.91% of �鶹��վ�б� College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to Impact P-12 Student Learning

78.26% of �鶹��վ�б� College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well to be an effective teacher.