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Candidate Performance Data

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.

Candidate Performance Data

CAEP Annual Reporting Measures 1-8 Results (2018-2019):

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.
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.
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.
2019 Employer Satisfaction Survey Results for AUM Completers

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.
Responses to the First-Year Teacher Survey

MEASURES ON PROGRAM OUTCOME AND CONSUMER INFORMATION:

During the Fall 2019 semester, all completers from 2016-17, 2017-2018, and 2018-19 academic cycles were invited to complete a survey indicating their employment status.
AUM Employment Status of Completers’ Results

External Reports:

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:

  • State certification and license requirements for completers of traditional and alternative teacher preparation programs
  • Statewide pass rates on state assessments of completers of teacher preparation programs
  • Information on teacher standards and their alignment with student standards
  • Criteria for identifying low-performing schools of education
  • Number of students enrolled in teacher preparation programs by gender, race, and ethnicity
  • Total number of teachers completing teacher preparation programs and receiving initial credentials
  • Number of teachers prepared by credential area, academic major, and subject area

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.

Alabama State Department of Education Admissions (ALSDE)

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

NCATE 2013-2014

Institutional Report (IR) (Exhibits referenced in the IR are not posted due to large file size.)

Offsite Board of Examiners (BOE Report)

EPP Rejoinder

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