The College of Education’s assessment system features data collection from a variety of sources including performance assessments and satisfaction surveys. Systematic analysis of these data sources drive continuous improvement in the College of Education’s teacher preparation programs.
The AUM College of Education recognizes that the development of a competent, committed, and reflective educator means the development of a Professional Educator.
CAEP Annual Reporting Measures 1-4 Results:
In compliance with CAEP accreditation requirements, each Education Preparation Provider (EPP) is required to provide the public with indicators of program outcome and impact. These indicators serve as an accreditation resource for monitoring AUM’s performance as compared to established benchmarks. At the same time, the following reported measures provide prospective candidates, policymakers, the media, and CAEP with evidence of our completers’ performance in P-12 schools and consumer information associated with program outcome.
MEASURES OF PROGRAM IMPACT:
Measure 1: Impact on P-12 Learning and Development Alabama does not provide student learning data tagged to completers’ EPPs to demonstrate impact of their initial teacher preparation. AUM thus chose to demonstrate completers’ impact on their students’ learning and followed the guidelines for a case study as described in the CAEP Handbook (2018, p. 48, 102). To demonstrate impact, two sets of data are provided using multiple measures. Therefore, the case study methodology utilized to collect impact on P-12 data involved identifying a cohort of AUM initial completers in a regional school system. This school system provided STAR assessments on grades K-2 and SCANTRON assessments on students in grades 3-8.
**Due to Covid-19, the Alabama Department of Education was not able to administer state assessments. Therefore, no data is available to measure the Impact on P-12 Learning and Development for the 2019-2020 assessment cycle.
2017-2019: AUM Impact on Learning Results
Measure 2: Indicators of Teaching Effectiveness The Alabama State Department of Education (ALSDE) has recently provided Alabama EPPs access to employer evaluation data that would demonstrate teacher effectiveness associated with individual completers. Therefore, the methodology utilized to collect employer evaluation data to determine recent completers’ teaching effectiveness data involved identifying a cohort of completers from a regional school system as provided by ALSDE.
**Due to Covid-19, the Alabama Department of Education was not able to administer formal evaluations. Therefore, no data was available that appropriately satisfied the EPP’s needs for the 2019-2020 assessment cycle. No updated report is included because of the pandemic.
201-2019 AUM Educate Alabama Teacher Evaluation Results
Measure 3: Results of Employer Surveys, Including Retention and Employment Milestones The employer satisfaction survey evaluated the same items assessed by first-year completers and consists of 21 items based on the InTASC Learning Progressions and five indicators specific to Alabama. The survey was administered by the ALSDE and data analyzed and reported to the College of Education.
Measure 4: Results of Completer Surveys The Alabama State Department of Education (ALSDE) administered a completer satisfaction survey in Spring 2018 that required first-year teachers to assess their teacher preparation program.
MEASURES ON PROGRAM OUTCOME AND CONSUMERÂ INFORMATION:
Title II Report
Title II of the Higher Education Act requires schools of education to submit annual reports on the quality of teacher preparation in initial teacher certification programs. Reporting is for candidates who complete either a B.S. in initial teaching programs or an M.Ed. in initial teaching programs. The reporting period is September 1 – August 31. These reports include information on:
States in turn are required to report to the U.S. Department of Education information on certification and licensure requirements, pass rates on state assessments disaggregated and ranked by institution, and other information. The state reports are accessible through the Web at https://title2.ed.gov/View.asp.
2017-2018 B.S. Initial Teaching Programs M.Ed. Initial Teaching Programs
2016-2017 B.S. Initial Teaching Programs M.Ed. Initial Teaching Programs
2015-2016 B.S. Initial Teaching Programs M.Ed. Initial Teaching Programs
2014-2015 B.S. Initial Teaching Programs M.Ed. Initial Teaching Programs
2013-2014 B.S. Initial Teaching Programs M.Ed. Initial Teaching Programs
2012-2013 B.S. Initial Teaching Programs M.Ed. Initial Teaching Programs
2011-2012 B.S. Initial Teaching Programs M.Ed. Initial Teaching Programs
2010-2011 B.S. Initial Teaching Programs M.Ed. Initial Teaching Programs
2009-2010 B.S. Initial Teaching Programs M.Ed. Initial Teaching Programs
The Alabama State Department of Education (ALSDE) requires colleges/schools of education to submit annual reports on the number of candidates unconditionally admitted to each State approved program. The reporting period is September 1 – August 31. 2016-2017 2015-2016 2014-2015 2013-2014 2012-2013 ​2011-2012
EPP 2019 Annual Report EPP 2018 Annual Report EPP 2017 Annual Report EPP 2016 Annual Report EPP 2015 Annual Report EPP 2014 Annual Report NCATE 2012 Annual Report NCATE 2011 Annual Report
Institutional Report (IR) (Exhibits referenced in the IR are not posted due to large file size.)
Offsite Board of Examiners (BOE Report)
EPP Rejoinder
Through it’s various departments, the AUM College of Education offers a variety of resources to give students the necessary knowledge and skills to be..
The core mission of the College of Education advising office is to assist students from admission to graduation. Students have the opportunity to meet..
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