Annual Report 2022

1. Completer effectiveness (CAEP Component R4.1)

The UAB School of Education has provided data from the Candidate Preservice Assessment of Student Teaching (CPAST). Data for 2020-2021 indicate that candidate scores are highest in the following five areas:

Participates in Research and /or Evidence-based Professional Development (PD)
Meets Deadlines and Obligations
Safe and Respectful Learning Environment
Demonstrates Punctuality
Responds Positively to Feedback and Constructive Criticism

Additionally, School of Education completers have participated in the Tripod Survey. The Tripod survey invites P-12 grade students to report on the effectiveness of their teacher. The survey measures seven areas in what is known as the “framework of effective teaching.” The seven areas include care, confer, captivate, clarify, consolidate, challenge, and classroom management.

Data from the 2020-2021 Tripod Survey administration are posted below. Noticeable areas of high and low scores have been highlighted in the reports. The overall highest scores are in Consolidate, which refers to how teachers integrate and synthesize ideas for effective student learning. Many faculty members focus on metacognitive strategies and guide UAB candidates to consider how to best organize instruction for student critical thinking. The lowest area scores were for Classroom Management. This survey was conducted on first-year teachers, and classroom management is an area for improvement for many new teachers. The data in this report will guide the program’s review of the classroom management courses to support the new teachers.

CPAST Data File

2021

Tripod's 7Cs

Framework

UAB Completers – Tripod Survey 2021:

Care	Early	Elementary	Middle	High	Overall Average
1	92	84	87	90
2	91	85	69	0
3		89	94	70
	91.5	86	83.33	53.33	78.54

Confer	Early	Elementary	Middle	High	Overall Average
1	75	57	80	90
2		57	78	70
3			93	80
	75	57	83.66	80	73.91

Captivate	Early	Elementary	Middle	High	Overall Average
1	77	37	100	40
2		45	94	70
3		91	86
4			54
	77	57.66	83.5	55	68.29

Clarify	Early	Elementary	Middle	High	Overall Average
1	83	88	100	80
2	81	85	93	70
3	77	84	86	40
4		84	86	50
5			87	50
6			73	60
7			79	80
8			93	60
9			100	60
	80.33	85.25	88.55	61.11	78.81

Consolidate	Early	Elementary	Middle	High	Overall Average
1	70	81	86	100
2	70	75	100	60
3	97	79	100	73
4		78
	79	78.25	95.33	77.66	82.56

Challenge	Early	Elementary	Middle	High	Overall Average
1	7	37	93	70
2	65	85	93	70
3	78	82	87	60
4		69	74	60
5		71	80	90
	50	68.8	85.4	70	68.55

Classroom Management	Early	Elementary	Middle	High	Overall Average
1	59	57	73	10
2	45	38	40	80
3		53	77	10
4		73	73	70
5			53	50
6			41	70
7			80	100
	52	55.25	62.42	55.71	56.34

2. Satisfaction of employers and stakeholder involvement. (CAEP R4.2, R5.3, RA4.1)

The Alabama Association of Colleges for Teacher Education members developed a survey to be administered to employers of first-year teachers who graduated from the UAB School of Education and who completed the Alabama State Board of Education-approved undergraduate program or alternative master’s degree program leading to their first or initial Professional Educator Certificate. The employer data provided in the annual Institutional Report Cards show the percentage of employers who rated their first-year teachers as teacher leaders, effective teachers, emerging teachers, or ineffective teachers. The UAB School of Education Annual Institutional Report Card is published on the Alabama State Department of Education website. The Report Card includes data on student assessment pass rates as well as summaries of teacher and employer responses to the first-year teacher survey.

2021 Education Preparation Institutional Report Card.

Additionally, the School of Education piloted a UAB-specific survey for completers. Each completer was asked, “How satisfied are you with the education you received at UAB?” Overall, the completers indicated a high level of satisfaction and provided commentary that expressed appreciation for their professors within their educational programs. One completer stated, “UAB’s education program truly prepares its students to become educators. The program provides rigorous courses, diverse opportunities for learning, and an adequate amount of hands-on experience.” Strengths of the program that were noted included a strong understanding of inquiry-based learning, collaboration, and lesson plan development. Recommendations for areas of improvement included more technology, classroom management, and differentiated instruction, specifically in ESL and in working with students who have IEPs and other learning needs.

The School of Education has designed a satisfaction survey for advanced program completers and their supervisors. A draft of the documents is provided here. The instruments are going through a review process within the School of Education and will be piloted in the next reporting cycle.

Advanced Completer and Advanced Employer Satisfaction Survey Drafts

3. Candidate competency at completion. (R3.3)

As a component of our continuous improvement efforts, faculty at the UAB School of Education regularly review our student learning outcomes and consider student performance on certification and licensure expectations. The 2020-2021 completers data include GPA, edTPA, and Praxis information.

Fall 2020 edTPA Data
Certification Program	Cut Score	N	Mean Score
Collaborative Special Education	37	**	**
Elementary Education	44	33	48.36
English as a Second Language Education	37	**	**
Middle School Math Education	37	**	**
Music (Instrumental) Education	37	**	**
Secondary Biology Education	37	**	**
Secondary Chemistry Education	37	**	**
Secondary English Language Arts Education	37	**	**
Secondary General Social Studies **Data not reported for fewer than 5 candidates	37	**	**

Spring 2021 edTPA Data
Certification Program	Cut Score	N	Mean Score
Art	37	**	**
Collaborative Special Education	37	**	**
Dual ESL & Spanish	37	**	**
Early Childhood Special Education	37	6	45
Elementary	44	14*	56.14
English as a Second Language Education	37	**	**
Middle School Math Education	37	5	43.2
Music (Choral)	37	**	**
Music (Instrumental) Education	37	**	**
Physical Education	37	**	**
Secondary Biology Education	37	**	**
Secondary English Language Arts Education	37	11	45
Secondary General Science	37	**	**
Secondary General Social Studies	37	9	45.55
Secondary Math	37	**	**
Spanish	32	**	**
Includes four dual Early Childhood/Elementary candidates *Data not reported for fewer than 5 candidates

Fall 2021 edTPA Data
Certification Program	Cut Score	N	Mean Score
Collaborative Special Education	37	**	**
Early Childhood	37	6	43.5
Early Childhood Special Education	37	**	**
Elementary Education	44	17*	53.47
English as a Second Language Education	37	**	**
Music (Choral) Education	37	**	**
Secondary Biology Education	37	**	**
Secondary Chemistry Education	37	**	**
Secondary English Language Arts Education	37	**	**
Secondary General Science Education	37	**	**
Secondary General Social Studies Education	37	5	44.6
Secondary Math Education	37	**	**
Includes two dual Early Childhood / Elementary candidates *Data not reported for fewer than 5 candidates

4. Ability of completers to be hired (in positions for which they have prepared).

The UAB School of Education has received data from the Alabama Department of Education regarding completers since 2015 who are employed in Alabama Public Schools.

Initial Completers

According to the Title II data, UAB prepared 136 candidates for initial certification. In April 2022, the School of Education surveyed all completers, and based on the responses, 61 out of 66 initial completer respondents are working in a school. Of the five who are not working in a school, one is seeking employment at a college or university, and one is working in a childcare center; therefore, only 3 out of the 66 respondents are employed outside of education.

Advanced Completers

According to the Title II data, UAB prepared 113 advanced program completers. In April 2022, the School of Education surveyed all completers, and based on the responses, 26 out of 30 advanced completer respondents are working in a school. Of the 30 respondents, 20 are working in the field for which they were prepared. Of the ten others, eight are currently working in school settings. Several are waiting on school psychometry or administrative position openings.

Title II Traditional Reports

2020

Title II Alternative Reports