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.
2024-2025
Our plan for the CAF脡 Director and Certification Specialist to attend faculty meetings
within these partner districts to request access to student achievement data and teacher
evaluation records online through Qualtrics did not start during the month of November,
as we had planned. Due to the reorganization of colleges within the university, the
College of Education became the College of Education and Behavioral Sciences with
the addition of four departments from the College of Science and Communication. None
of the new departments fall under CAEP review. The program coordinators were going
to email their recent graduates (0-3 years) to request data, as well. A few emails
went out to completers. However, the co-coordinators needed to send follow-up emails
to coordinators to notify completers again.
The CAF脡 Director and Certification Specialist met with partner schools in January
and February to request student achievement (progress monitoring data and/or teacher
developed pre- and post-test data) and teacher evaluations. We only received 4 sets
of student achievement (2 per ELE/ECE and 2 per SEC/P12) and 6 Teacher evaluations
using the Alabama State Department of Education's protocol, Alabama Teacher Observation
Tool (ATOT) (3 at ECE/ELE and 3 at SEC/P12). The Completer survey solicited volunteers
for sharing achievement data and teacher evaluations. 99 completers volunteered to
help with the data collection. However, no one submitted data. We had high hopes but
were disappointed that no one followed through even after a reminder email had been
sent. While the achievement data showed growth of students it is a very low number
of data sets. Decisions cannot be made using this low number. Data sets were low for
teacher evaluations. The data is promising with teachers ranging from evident to very
evident. We need more data to make determinations and program changes. Last year,
we received no data. This year we did receive data, but it was a small data set for
student achievement and teacher evaluations. There was growth but it was minimal.
We will continue to revise and strengthen the data collection plan.
Student Achievement Data
We partnered with three school systems who provided the following data.
| Program |
ELE
|
SEC-Math/Music Choral
|
| N=Completers/Data Collection 4 total |
2
|
2
|
| Total number of students |
35
|
30
|
|
Pre-test Mean
|
Teacher 1-53
Teacher-2-589.3
|
Teacher 1-481.16
Teacher-2-61
|
|
Post-test Mean
|
Teacher 1-75.22
Teacher-2-602.52
|
Teacher 1-496.16
Teacher-2-100
|
|
Percentage of students who increased scores
|
Teacher 1-100%
Teacher-2-72%
|
Teacher 1-84%
Teacher-2-100%
|
|
Test type
|
Teacher 1-used a teacher created assessment
|
Teacher 1 used a standardized progress monitoring assessment
|
|
Teacher 2 used a standardized progress monitoring assessment
|
Teacher 2-used a teacher created assessment
|
All initial programs reviewed the data. Analysis from all programs stated improvement
in student learning from pre-test to post-test. However, the data set is extremely
limited which reduces the reliability of the findings. Program coordinators stated
they would reach out multiple times to completers to request data in order to have
an increase in data sets.
2026-2027 Plan of Action to Strengthen Completer Data Collection and Analysis
We have a new assessment coordinator for the college who will be helping with the
data collection, partnering with the CAF脡 Director and Certification Specialist and
the Co-Coordinators of Assessment for Teacher Education. After the data was collected,
the CAF脡 Director, Certification Specialist, co-coordinators of assessment, and college
assessment coordinator met to revise and update the data collection plan. It was agreed
that the 鈥渂oots on the ground鈥� meetings and requests for data with partner schools
will start in October. We decided to wait until the first 9-week grading period ended
before we request data. We want our newly hired completers to settle into their new
positions. Program coordinators will be sent an email to send out to completers 0-3
years from graduation requesting achievement data and teacher evaluations. The co-coordinators
will send follow-up emails in early December and again in late January.
Current partner schools that provided the data this reporting cycle will be contacted
first. The next step will be meeting in-person with school administrators (superintendent,
central office, and building principals) to explain the data collection and request
the data from new partner schools. Each semester, follow-up emails, phone calls, and/or
visits will be made to remind partners to submit data. In addition, we will administer
the completer survey to recent graduates and ask school administrators, central office
supervisors, mentors, and instructional coaches to complete the employer survey. These
coordinated efforts aim to improve response rates and ensure more comprehensive, high-quality
data for program assessment and continuous improvement. We will continue to send out
employer surveys to school systems who participate in the fall and spring career fairs
at the university. A final follow-up (emails, phone calls, and/or visits) will be
made in March for the last submission of data before the April Data Day analysis by
faculty and stakeholders.
Data Day is at the beginning of April where faculty and stakeholders come together
to analyze data by programs in initial degree levels. Faculty and stakeholders triangulate
this data to make programmatic or course changes.
Additional data to support indicator R4.1a:
2024-2025 FOLLOW-UP SURVEY FOR INITIAL COMPLETERS
77.80% of the 含羞草传媒 University 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.
2024-2025 FOLLOW-UP SURVEY COMMENTS BY INITIAL COMPLETERS
- I could not be more thankful for all the support I've received at my time at 含羞草传媒.
Even as a new teacher, I feel extremely confident in my own ability as an educator.
- I loved everything about it [education program], especially my advisor during the
ALT A program.
- My first year of teaching has not been easy but I do feel I received as much preparation
as possible from 含羞草传媒. I have friends in the first year from different (university)
programs and their schools did not prepare them like 含羞草传媒 did for me.
2024-2025 Completer Survey Data
2024-2025 EMPLOYER SURVEY REPORT
82.40% of employers who responded to the 2022-2023 survey stated completers were Very Well
to Extremely Well prepared to impact P-12 Student Learning.
2024-2025 EMPLOYER SURVEY COMMENT:
- As Superintendent of a rural county school system, I am extremely pleased with the
quality and preparation of educators produced by 含羞草传媒 University.
2024-2025 Employer Survey Data
Data must address: (b) completer effectiveness in applying professional knowledge,
skills, and dispositions.
We partnered with three school systems who provided the teacher evaluations. These
teacher evaluations are the Alabama State Department of Education's observation forms.
ALABAMA TEACHER OBSERVATION TOOL (ATOT) DIMENSION
The Alabama Teacher Growth Program uses a formative tool created in partnership with
Cognia to assess performance levels and identify areas of strength and areas of growth
for all classroom teachers. The tool has five dimensions: Culture/Climate, Learning,
Essentials, Agency, and Relationships. The dimensions align with the Alabama Core
Teaching Standards (ACTS). The data chart below provides information about the ATOT
dimensions.
The following information provides the observers with parameters to rate each item
on the ATOT. The rubric consists of three factors: Implementation of Practices, Authenticity
of Practices, and Effect on Learners that are rated using the following rubric descriptors:
(4) Very Evident, (3) Evident, (2) Somewhat Evident, and (1) Not Evident.
|
Very Evident (4)
All/Fully-More than 75% of the learners
|
Evident (3)
Most/Mostly-51%-74% of the learners
|
Somewhat Evident (2)
Some/Minimally-25-50% of the learners
|
Not Evident-1
Less than 25% of the learners
|
| Indicator |
Elementary Group
Early Childhood, Elementary
|
Secondary Group
Math/PE
|
Aggregated
Means |
|
N=
Number of
teacher observations
|
3 |
3 |
6 |
|
Culture and Climate Dimension: A learning environment created and sustained in which each learner is cared for,
is safe, has a sense of belonging, and feels secure to share thoughts.
- Fosters an environment that embraces all learners
- Treats each learner equitably
- Encourages learners to share their opinions without fear of negative comments from
their peers
- Creates enthusiasm for the learning at hand
|
|
Culture and Climate Dimension:
Mean
Range
|
3.63
3.38-4
|
4
4
|
3.82
3.38-4
|
|
Learning Dimension: Processes established to ensure learners have opportunities to demonstrate an understanding
of the content and apply that knowledge and acquisition of skills.
- Communicates clear explanations about the activities or tasks
- Implements lessons and/or activities that stimulate learners to use higher-order thinking
skills
- Delivers lessons that are relatable to the learners and aligned to their interests
- Monitors learners' understanding of the content and/or the acquisition of skills
- Adapts instruction and/or activities that meet individual learner's needs
- Provides learners with purposeful feedback about their progress and/or needs
|
|
Learning Dimension:
Mean
Range
|
3.5
3.5
|
3.83
3.5-4
|
3.67
3.5-4
|
|
Essentials Dimension: Core competencies demonstrated by an effective teacher, such as presence and disposition,
pedagogical knowledge, content knowledge, and management of the learning environment.
- Delivers and/or facilitates the lesson with knowledge and confidence
- Communicates and upholds high expectations for learners' behaviors to maximize learning
and well-being
- Facilitates use of resources that support learners'
- Implements instructional strategies that actively engage learners
- Manages the learning time in an efficient and optimal manner
|
|
Essentials Dimension:
Mean
Range
|
3.6
3.5-3.8
|
4
4
|
3.75
3.5-4
|
|
Agency Dimension: Actions that foster learners' ability to self-direct and self-regulate learning.
- Empowers learners to be responsible for the learning at hand
- Gives learners choices about the learning activities or tasks
- Provides assistance for learners to navigate and monitor their learning progress
- Encourages learners to persevere with or seek challenging activities or tasks
- Builds learners' growth mindset and self-efficacy
|
|
Agency Dimension:
Mean
Range
|
3.3
2.9-3.8
|
3.93
3.8-4
|
3.62
2.90-4
|
|
Relationships Dimension: Actions that foster healthy, positive connections between the teacher and learners.
- Promotes respectful and caring interactions toward and between learners
- Cultivates learner cooperation, collaboration, and inclusivity
- Preserves learners' dignity while attending to their individual needs
|
|
Relationships Dimension:
Mean
Range
|
3.67
3.5-4
|
4
4
|
3.84
3.5-4
|
|
Total Mean
|
3.52 |
3.94 |
3.73 |
|
Total Range
|
3.36-3.78 |
3.83-4 |
3.36-4 |
Areas for Improvement for ELE Group:
- Communicate clear expectations; lessons are aligned to student interest or engaging;
purposeful feedback
- Creates enthusiasm for learning
- Student choice; encourages learners to persevere with or seek challenging activities
or tasks
Areas for Improvement for SEC/ P12:
- Lessons are aligned to student interest or engaging; stimulates HOT questions within
lessons; adapts lesson or activities to learner's needs
- Student choice
Teacher evaluations were strong in demonstrated effectiveness in applying professional
knowledge, skills, and dispositions. The evaluations showed that improvement can
be made in providing differentiated lessons, engaging students in their learning,
student choice, higher order thinking skills, and aligned to their interests. However,
the data set is extremely limited which reduces the reliability of the findings. Program
coordinators stated they would reach out multiple times to completers to request data
in order to have an increase in data sets.
2026-2027 Plan of Action to Strengthen Completer Data Collection and Analysis
We have a new assessment coordinator for the college who will be helping with the
data collection, partnering with the CAF脡 Director and Certification Specialist and
the Co-Coordinators of Assessment for Teacher Education. After the data was collected,
the CAF脡 Director, Certification Specialist, co-coordinators of assessment, and college
assessment coordinator met to revise and update the data collection plan. It was agreed
that the 鈥渂oots on the ground鈥� meetings and requests for data with partner schools
will start in October. We decided to wait until the first 9-week grading period ended
before we request data. We want our newly hired completers to settle into their new
positions. Program coordinators will be sent an email to send out to completers 0-3
years from graduation requesting achievement data and teacher evaluations. The Co-coordinators
will send follow-up emails in early December and again in late January.
Current partner schools that provided the data this reporting cycle will be contacted
first. The next step will be meeting in-person with school administrators (superintendent,
central office, and building principals) to explain the data collection and request
the data from new partner schools. Each semester, follow-up emails, phone calls, and/or
visits will be made to remind partners to submit data. In addition, we will administer
the completer survey to recent graduates and ask school administrators, central office
supervisors, mentors, and instructional coaches to complete the employer survey. These
coordinated efforts aim to improve response rates and ensure more comprehensive, high-quality
data for program assessment and continuous improvement. We will continue to send out
employer surveys to school systems who participate in the fall and spring career fairs
at the university. A final follow-up (emails, phone calls, and/or visits) will be
made in March for the last submission of data before the April Data Day analysis by
faculty and stakeholders.
Data Day is at the beginning of April where faculty and stakeholders come together
to analyze data by programs in initial degree levels. Faculty and stakeholders triangulate
this data to make programmatic or course changes.
Additional supporting data to show indicators of teaching effectiveness R4.1b
2024-2025 EMPLOYER SURVEY
- 82.4% of the 含羞草传媒 University New Hires were Very Well to Extremely Well prepared to use data driven decision making to access client /student progress.
- 80.40% of the 含羞草传媒 University New Hires were Very Well to Extremely Well prepared to teach their Content Knowledge.
- 77.68% of the 含羞草传媒 University New Hires were Very Well to Extremely Well prepared to demonstrate Professional Knowledge.
- 80.60% of the 含羞草传媒 University New Hires were Very Well to Extremely Well prepared to demonstrate Professional Literacy.
2024-2025 EMPLOYER SURVEY COMMENT
- As Superintendent of a rural county school system, I am extremely pleased with the
quality and preparation of educators produced by 含羞草传媒 University.
2024-2025 Employer Survey Data
2025 Educator Preparation Institutional Report Card for Performance on Required Content
Knowledge and Pedagogy Tests and Responses to the First and Second Year Teacher Survey
created by the Alabama Association of Colleges for Teacher Education for 含羞草传媒 University.
This is the EPP Report Card provided by the ALSDE and contains responses from first
and second 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 62% compared to state-wide
completers at 53%. 含羞草传媒 scores ranged to 3-19 percentage point ABOVE the state average.
For the full report card:
For the 13-item alignment from the report card: 2025 ALSDE-EPP Report Card- Employers
in blue and Completers in Green