UAB’s School of Education and Human Sciences is CAEP accredited at the initial-licensure level and the advanced-level in the following current program areas.

Download CAEP Accreditation LetterOpens a PDF.

CAEP Accountability Measures for Academic Year 2023-2024

Measure 1: Completer Impact and Effectiveness

(a) Completer Impact in Contributing to P-12 Student-learning Growth

To examine our candidates’ impact on their P-12 learners, we employ the Panorama Student Survey. The Panorama survey was designed by the Harvard Graduate School of Education, and it is a reliable, valid survey instrument. The Panorama uses a Likert-like scale, which is familiar and useful for analyzing results. Additionally, the Panorama survey is a free resource available for use by higher education and school districts alike.

Methodology: The 2023-2024 academic year was the second year we employed the Panorama survey. The survey data focused on several dimensions, including classroom management and student engagement. After securing permission from partner districts’ superintendents, we provided a Qualtrics survey link with a unique site code to each of the volunteer completers from those districts. The completers provided the Panorama survey link to their learners. Learners scored completers on various indicators with a score range of 1-5, with one being the lowest and five the highest.

Findings: Altogether, 145 students completed the Panorama survey. We cannot draw generalizable conclusions with this number of third through twelfth-grade students. We can, however, provide some commentary on the results.

Based on the survey results, students in grades 3-5 indicated positive results in several areas. Classroom management received a mean score of 4.12, while student engagement was rated at 4.07. Students felt comfortable asking questions, with a mean score of 4.14, and noted their teacher’s excitement with a score of 4.19. The highest rating was for encouragement to do their best, with a mean score of 4.46.

For grades 6-12, the Panorama survey results also showed strong performance in several areas. Classroom management received a mean score of 4.13, while student engagement was rated at 4.17. Students noted that they felt comfortable asking questions, with a mean score of 4.26, and expressed interest in having the teacher again, scoring 4.15. The highest rating was the encouragement their teacher provides to keep trying, with a mean score of 4.56.

The Panorama survey results for both grades 3-5 and 6-12 highlighted strengths of these new teachers. With overall means above 4.0 on a 5-point scale, all areas indicate the candidates were prepared for their first year of teaching. These scores indicate a solid foundation upon which to build even more engaging lessons with opportunities for learners to think critically. We will do our best to increase the number of respondents in the upcoming year.

Download 2023-2024 Panorama Results: Grades 3-5 Opens a PDF.

Download 2023-2024 Panorama Results: Grades 6-12 Opens a PDF.

(b) Completer Effectiveness in Applying Professional Knowledge, Skills, and Dispositions

To assess the effectiveness of our program completers, we conducted 30 classroom lesson observations using an instrument that aligns with the formal lesson observation tool used during their internships. This familiar instrument ensured that completers were aware of the expectations. Completers from partner districts invited UAB faculty to observe their lessons and participate in debriefing sessions about the observations and their training at UAB. After each observation, UAB faculty provided the completers with the instrument and feedback.

Quantitative results from the observations indicated that of the 30 observations more than two-thirds of all observation items earned the highest scores, “strong evidence of implementation was observed.” Specific areas of strength were in articulating learning objectives, providing clear directions and explanations, and logically sequencing the learning experience; 24 completers showed “strong evidence” in each of these areas. Furthermore, 22 completers demonstrated “strong evidence” in providing feedback to facilitate students’ recognition of strengths and areas of improvement. The use of appropriate technology to engage students was observed with “strong evidence” in 21 completers, highlighting the effective integration of technology in the classroom.

The one area with relatively lower scores was in differentiating instruction for “individual needs, abilities, interests, and learning styles.” For this item, 10 completers showed “moderate evidence” and 1 showed “no evidence.” All others, 18, showed “strong evidence.” It is possible that differentiation was managed in a way that the observer could not identify the supports; however, the debriefing conversations did not fully document the purposeful use of differentiation. This will be an area for emphasis in future preparation.

Themes that emerged from the observations include the following points: completers challenged and supported learners, provided specific feedback to learners, referenced prior learning, made complex learning fun, used visible and effective classroom routines, and utilized well-planned formative assessments. Overall, each observation provided an opportunity for the faculty and completer to celebrate the implementation of skills learned during the initial teacher preparation program.

Download Completer Lesson Observation Form Opens a PDF.

Download Completer Observation Scores Opens a PDF.

Measure 2: Satisfaction of Employers and Stakeholder Involvement

(Initial) The Alabama Association of Colleges for Teacher Education (ALACTE) members developed a survey to be administered to employers of first- and second-year teachers who graduated from the UAB School of Education and Human Sciences 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- and second-year teachers as teacher leaders, effective teachers, emerging teachers, or ineffective teachers. The UAB School of Education and Human Sciences Annual Institutional Report Card is published on the Alabama State Department of Education website. The Report Card includes data on assessment pass rates as well as summaries of teacher and employer responses to the survey.

Download 2024 Education Preparation Institutional Report CardOpens a PDF.

(Advanced Employers) During the 2023-2024 academic year, we surveyed our advanced program employers to learn about their impressions of the impacts of our graduates. We had fewer than five responses to the employer survey, thus rather than posting the means, we will synthesize the information provided by this small set of respondents. For each of the standard RA1.1 Candidate Knowledge, Skills, and Professional Dispositions areas, employers reported they either agreed or strongly agreed with the UAB graduate’s ability to meet the goals of:

1. Applications of data literacy;
2. Use of research and understanding of qualitative, quantitative, and/or mixed methods research methodologies;
3. Employment of data analysis and evidence to develop supportive, diverse, equitable, and inclusive school environments;
4. Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents;
5. Supporting appropriate applications of technology for their field of specialization; and
6. Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to their field of specialization.

Completers were noted as fulfilling the teaching responsibilities for which they were certified and for fulfilling the additional job responsibilities as well.

To ensure we have a broader range of feedback to help with program review and improvement, moving forward we plan two improvements. In addition to requesting the program leaders to contact the completers, a message will be sent from SEHS administration as well. We will also discuss the survey and its value with our advisory board members; the advisory board represents the majority of the school districts where UAB advanced completers are employed. We hope these additional initiatives will help us secure a more representative response.

Download Survey of Employers of Advanced CompletersOpens a PDF.

Measure 3: Candidate Competency at Program Completion

(Initial) As a component of our continuous improvement efforts, faculty at the UAB School of Education and Human Sciences regularly review our student learning outcomes and consider candidate performance on certification and licensure expectations. The 2023-2024 completer data include edTPA, Praxis, and Pearson Foundations of Reading 190 data.

edTPA Assessment

*Data not reported for fewer than five candidates

Foundations of Reading Exam

Praxis Exam

*Data not reported for fewer than five candidates

Download 2024 Title II Traditional Report Based on 2023-2024 New Teachers Opens a PDF.

Download 2024 Title II Alternative Report Based on 2023-2024 New Teachers Opens a PDF.

(Advanced) During the 2023-2024 academic year, our advanced program candidates demonstrated notable achievements across various key assessments, reflecting their preparedness and dedication. Examples from our two largest programs are presented here.

Candidates demonstrated their “Employment of data analysis and evidence to develop supportive, diverse, equitable, and inclusive school environments” (RA1.1.c) through action research. Students in the EdS-TESOL program engaged in action research to address perceived gaps in English language instruction and assessment for speaking and listening. Achievement was measured using a detailed rubric, with the goal of 80% of students scoring at or above 90%. Impressively, all five EdS-TESOL students met this goal, achieving scores at or above 90%. This success underscores their thorough preparation and diligent effort.

Advanced candidates in School Psychology and School Psychometry were assessed on their “Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to their field of specialization” (RA1.1.f). Students were assessed using the School Psychology Professional Dispositions Rating rubric in courses ECY 689 and ESP 632. The group means were 3.0 and 2.99, respectively, with an overall mean score of 2.995. Every student scored at least a 2 on each indicator, indicating a solid performance across the board. The faculty are interested in improving professionalism and work characteristics specifically during internships. To address this topic, a one-day retreat named BREATHE (Burnout Reduction – Enhancing Awareness, Technology, Habits, and Engagement) has been developed. This retreat aims to help students manage stress and burnout through strategies and experiential learning.

Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared

(Initial) During the 2023-2024 academic year, 120 candidates earned initial certification. We have identified the employment of 92 of these completers. Of the 92, 8 are pursuing a graduate degree, 2 are serving in the military, and 1 is working in ministry. All others are teaching in Alabama, except for one in Texas and one in Tennessee. The completers are working in 23 school districts. Jefferson County, the county where UAB is located, hired the largest number of 2023-2024 completers (26). The next largest districts include Birmingham City (6), Homewood City (6), and private schools (6).

(Advanced) During the 2023-2024 academic year, 53 candidates earned advanced certification. The largest program was school psychometry with 23 graduates, and 17 others earned master’s degrees in educational leadership (6), elementary education (1), ESL (2), physical education (2), and special education (6). Additionally, 13 candidates earned an education specialist degree in educational leadership (3), TESOL (3), physical education (5), and collaborative teacher reading (2). Our advanced completers are working in their fields of study, and because the programs are offered online, they are working throughout Alabama and beyond. UAB advanced completers serve as school psychometrists from as far south as Thomasville, Alabama. We have advanced completers in physical education leading students in Georgia.