Finding Your Path

During the 2024-2025 academic year, UAB’s School of Education and Human Sciences offered the following CAEP accredited programs at the initial-licensure level and the advanced-level.

Download CAEP Accreditation LetterOpens a PDF.

CAEP Accountability Measures for Academic Year 2024-2025

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 2024-2025 academic year was the third 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, 160 students in grades 3-5 and 255 students in grade 9-12 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 affect in several areas. The highest ranked question was “How much does this teacher encourage you to do your best?” Of the 160 survey completers, 145 or 91% indicated the highest levels of encouragement: a tremendous amount or quite a bit. The single highest score was in response to “How excited would you be to have this teacher again?” The selection “extremely excited” was the response of 115 of the students, while only 8 indicated slight or no excitement to have the teacher again. Each of the other questions on the survey received over 100 responses at the highest or next to highest level on the five-point scales. Therefore, for these students, classroom management, engaging instruction, comfort in asking questions, and the teacher’s enthusiasm for teaching were all areas where UAB completers show relative strengths based on this data set.

For grades 6-12, the Panorama survey results also showed strong performance in several areas; however, for each of the questions, students provided more neutral responses than in the reports from the students in grades 3-5. Students noted that they felt comfortable asking questions, with 210 of the respondents indicating they were “quite” or “extremely comfortable.” The next most positive response was to the prompt, “During class, how good is the teacher at making sure students do not get out of control?” with 185 of the responding “quite” or “extremely good” and only 7 responding “not good at all.” The area with the most discrepancy was based on the prompt “How interesting does this teacher make what you are learning in class?” with 165 students reporting in the highest categories and 29 reporting in the lowest two categories. A variety of variables beyond the teacher’s control, such as the student’s interest in the subject matter, may affect this response; however, developing engaging lessons remains a top focus of our faculty. This feedback may reinforce the need to continue to develop these skills in our preservice candidates.

The Panorama survey results for both grades 3-5 and 6-12 highlighted strengths of these new teachers. With overall outcomes in the top two categories (e.g., quite excited and extremely excited to be in this teacher’s classroom) doubling the neutral and negative scores on nine of ten prompts, the data indicate the candidates were prepared for their first year of teaching. These scores indicate a solid foundation upon which to build.

Download 2024-2025 Panorama Results: Grades 3-5 Opens a PDF.

Download 2024-2025 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, where all 30 candidates demonstrated the expectation included the following areas: 1) Using appropriate materials and resources that were tied to the learning objectives and made learning relevant to students, 2) The lesson was relevant for learners with clear connections to prior knowledge and future learning, 3) Engaged students in critical thinking that promoted problem solving and conceptual connections, and 4) Used a variety of instructional strategies, including demonstrations and direct and/or indirect instruction to actively engage all students and differentiate/adjust instruction. Among the remaining 11 criteria, 26 to 29 of the teachers scored in the moderate or strong evidence category on each item.

The one area with relatively lower scores was once again in differentiating instruction for “individual needs, abilities, and interests.” For this item, 12 completers showed “moderate evidence” and 4 showed “no evidence.” All others, showed “strong evidence.” These results were shared in a Curriculum & Instruction department meeting as well as in our Advisory Board meeting, with a focus on helping our completers to better meet the needs of various students and to help prepare our preservice candidates more intentionally in this area. Overall, each observation provided an opportunity for the faculty and completer to celebrate the implementation of skills learned during the initial teacher preparation program. It also afforded an opportunity for coaching and continued support from our EPP to ensure completers know they are still valued members of the UAB community.

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 in collaboration with the Alabama State Department of Education (ALSDE), the School Superintendents of Alabama (SSA), and the Council for Leaders in Alabama Schools (CLAS), 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 initial professional educator certification. 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 2024-2025 academic year, we surveyed our advanced program employers to learn about their impressions of the impacts of our graduates. We had fewer 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 all 10 of the criteria on the survey, which are aligned with the following goals:

1. Applications of data literacy;
2. Use of research and understanding of qualitative, quantitative, and/or mixed methods research methodologies;
3. Use of research and understanding of qualitative, quantitative, and/or mixed methods research methodologies;
4. Employment of data analysis and evidence to develop supportive, diverse, equitable, and inclusive school environments;
5. Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents;
6. Supporting appropriate applications of technology for their field of specialization; and
7. 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.

Our hope was to collect additional employer feedback data to report. We made this plea with our Advisory Board; however, the respondents were still very low. Thus, as we work to collect this data to report in 2027, we have included a message on Facebook to seek support from employers, and we have sent the message to our Advisory Board, consisting of superintendents and HR leaders in our partner districts. We are seeking to make the Qualtrics surveys more easily accessible to encourage additional completers and their employers to respond. 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 2024-2025 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

SEHS Passing Rate: 85%; Alabama -1SEM Pass Rate: 100%

*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 2024-2025 academic year, our advanced program candidates demonstrated notable achievements across key assessments, reflecting their preparedness and dedication. Examples of candidates “Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to their field of specialization” (RA1.1.f) were a specific focus. Data from Educational Leadership, School Psychometry, and School Psychology are presented here.

Candidates enrolled in the master’s program in Educational Leadership demonstrated their application of professional dispositions through the EDL 657 Law & Ethics for School Leaders assignment titled Reflective Practice for Disposition and Ethics. On this key assessment aligned with the National Educational Leadership Preparation (NELP) standards, candidates exceeded expectations in three of the four criteria. In the area related to NELP standard 6.3 “Program completers understand and demonstrate the capacity to reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being,” one of the candidates scored at the meets standard level while all others scored at the exceed standard level. The assignment provided opportunities for the six candidates to demonstrate their preparedness to implement legal and ethical decisions and to communicate these to their school communities. They also demonstrated outstanding preparation in demonstrating professional dispositions and norm to support educational success and to cultivate ethical behaviors in others. These aspiring school principals demonstrated the expectations required for leading positive learning environments.

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). School Psychology students were assessed using the School Psychology Professional Dispositions Rating rubric in courses ESP 632 and ESP 689. Of the 40 candidates scored on 36 criteria, candidates earned a level 3.00 (highest score) or 2.00 in all areas except Work Productivity and Organizational Skills. On these two criteria, two and one students scored a level 1.00, respectively. Overall, the averages for the two courses were 2.95 for ESP 632 and 2.96 for ESP 689. Therefore, candidates are demonstrating behaviors indicative of professional expectations for the program and degree.

During the 2024-2025 academic year, School Psychometry candidates were assessed using the School Psychology Professional Dispositions Rating rubric in courses ESP 600, ESP 627, and ESP 689. Overall, the course data showed scores of 2.99 to 3.00, indicating exceptional outcomes for the more than 40 candidates (40 candidates in ESP 600, 8 candidates in ESP 627, and 49 candidates in ESP 689) scored on this common assessment instrument. The faculty continues to address issues of professionalism and work characteristics specifically during internships. To support healthy balance between work and rest, the faculty continue to provide the BREATHE retreat (Burnout Reduction – Enhancing Awareness, Technology, Habits, and Engagement). The workshop aims to help students manage stress and burnout through strategies and experiential learning.

Download 2024-2025 Educational Leadership Scores on Evaluating Ethical Dimensions, Law, & Policy Rubric Opens a PDF.

Download 2024-2025 School Psychology Scores on School Psychology Professional Dispositions Rating Opens a PDF.

Download 2024-2025 School Psychometry Scores on School Psychology Professional Dispositions Rating Opens a PDF.

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

(Initial) During the 2024-2025 academic year, 107 candidates earned initial certification. We have identified the employment of 86 of these completers. Of the 86, 5 are pursuing a graduate degree, 1 is teaching English in Spain, 1 is working for a private pre-school, and 3 are working in the private sector. All others are teaching in Alabama, except for one in Georgia, Illinois, and South Carolina. The completers are working in 24 Alabama school districts. Jefferson County, the county where UAB is located, hired the largest number of 2024-2025 completers (21). The next largest districts include Birmingham City (8), St. Clair County (6), private schools (4), and charter (3).

(Advanced) During the 2024-2025 academic year, 95 candidates earned advanced certification. The largest program was school psychometry with 25 graduates, and 6 others earned master’s degrees in educational leadership, ESL (16), physical education (1), and special education (4). Additionally, candidates earned an education specialist degree in educational leadership (4), school psychology (10), TESOL (17), secondary mathematics (1), physical education (5), and collaborative teacher reading (3). 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 Mobile, Alabama. We have two advanced completers serving roles in the Alabama State Department of Education.

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.

Download UAB CAEP Accredited Programs List Opens a PDF.

1. Completer Effectiveness (CAEP Component R4.1)

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

To learn how our candidates are impacting their P-12 learners, we piloted the Panorama survey this year. The Panorama was designed by the Harvard Graduate School of Education, and it is a reliable, valid survey instrument. In past years, we have utilized the TRIPOD Student Survey; however, we made this change because of analyzing and interpreting the data. The Panorama uses a Likert-like scale, which is familiar and useful for analyzing results. Additionally, Panorama is a free resource that provides us with an outlet to reach out to our completers without the need for a mediator, as we had previously done with TRIPOD.

Methodology: This year’s Panorama serves as a pilot for implementing this instrument. We focused this pilot survey on two dimensions: pedagogical effectiveness (M=3.89) and classroom rigorous expectations (M=3.86). After securing permission from three partner districts’ superintendents, we provided a Qualtrics survey link with a unique code to each of the volunteer completers from those three districts. The completers provided the Panorama survey link to their learners. Learners scored completers on 13 indicators with a range of 1-5, with one being the lowest and five the highest.

Findings: Altogether, 25 students completed this pilot Panorama survey. As this is pilot data and limited in scope, we cannot draw generalizable conclusions. We can, however, provide some commentary on the results.

Based on the survey results, completers scored highest on content knowledge, with a mean score of 4.56. Other areas of strength were motivating students to learn and encouraging students to do their best, with means of 4.09 and 3.96, respectively. Also, completers scored well in assessment and providing feedback, with a mean score of 3.94 and 3.92, respectively.

The lowest scores were in making the content engaging for the learners and deepening thinking by making the students explain their answers, with scores of 3.4 and 3.57, respectively. Classroom management received a score of 3.64.

From this initial pilot, we will share the results with the appropriate UAB program directors. They will be interested in using the impact data to inform their programs and also as follow up professional development for completers.

Download 2023 Panorama Results Opens a PDF.

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

To evaluate completer effectiveness, we conducted classroom lesson observations using an instrument aligned with the CPAST. This instrument was used because completers were familiar with the expectations. Completers in three partner districts welcomed UAB faculty to observe the lesson and to debrief about both the observation and the completers’ thoughts about their training at UAB. Additionally, after the observation, the UAB faculty shared the completed instrument and written feedback with each teacher.

Results from the quantitative observations were that the completers received the highest marks across the entire instrument with the exception of a few instances when differentiation was not observed. In two observations, the teachers did not differentiate instruction; this standardization may have been due to because both were advanced classes—advanced and honors. One of these two teachers explained later that she had differentiated but she had done so in a non-obtrusive/non-obvious way, which may indicate advanced skill in meeting learners’ needs.

Qualitative 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 was an opportunity for the faculty and completer to celebrate the implementation of skills learned during the initial teacher preparation program.

During debriefing sessions, one of the completers expressed a need for UAB to provide candidates with better preparation for IEP meetings and to guide candidates in how they will communicate with parents, especially for children with exceptionalities. Other candidates have volunteered to serve as guest speakers and presenters for current UAB candidates, to share the knowledge they have gained in their first year with current teacher candidates.

2023 Observation Form

2. Satisfaction of Employers and Stakeholder Involvement (CAEP R4.2, R5.3, RA4.1)

(INITIAL) 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 assessment pass rates as well as summaries of teacher and employer responses to the first-year teacher survey.

Download 2022 Education Preparation Institutional Report Card Opens a PDF.

(ADVANCED) We piloted the advanced program completer and employer surveys for our 2021-2022 completers during the spring term to allow ample time for these professionals to their roles. During our pilot, we received a relatively low return rate; therefore, we are not able to generalize the findings to the larger group as a whole. Employers selected “agree” (37.5%) or “strongly agree” (62.5%) across all criteria. We will develop strategies to seek more employer data so that we may provide some generalizable information in next year’s reporting.

To help gather data in this pilot cycle, we asked program directors to reach out to completers and invite them to participate. The advanced completers responded positively to the majority of the indicators, particularly those aligned to CAEP RA.4.2 and RA.1.1.d. Overall, they would strongly recommend UAB to those considering their field of study (M=4.9). They also strongly agreed that UAB prepared them for the teaching responsibilities they would complete (M=4.6) and for the additional responsibilities they would face (M=4.6). Another strong area was their preparation to collaborate with stakeholders (M=4.7).

Areas for potential growth include RA.1.1.a and RA.1.1.b related to data literacy and the use of research to solve problems in the classroom. As we continue to implement our advanced program plans, we will use this feedback to advise the faculty in curriculum decision-making. Additionally, we have compared the outcomes in these two standards, RA.1.1.a and RA.1.1.b with the data collection from the 2020-2021 academic year to ensure that faculty are cognizant of these particular areas for improvement.

Download Advanced Completer Survey Data Opens a PDF.

3. Candidate Competency at Completion (R3.3)

(INITIAL) As a component of our continuous improvement efforts, faculty at the UAB School of Education regularly review our student learning outcomes and consider candidate performance on certification and licensure expectations. The 2021-2022 completer data include edTPA and Praxis information.

AY 21-22 EdTPA Assessment

*Data not reported for fewer than five candidates.

AY 21-22 Praxis Exam

*Data not reported for fewer than five candidates

Download Initial Undergraduate edTPA and Praxis Data Opens a PDF.

Download Initial Graduate (Alternative Master's) edTPA and Praxis Data Opens a PDF.

(ADVANCED) As we implement the advanced program plans, we are analyzing the data for all advanced program standards. It is interesting to note that the data reflects the advanced completers' impressions of their understanding of data literacy and their ability to use research to solve problems in the classroom.

Candidates were scored on their understanding of data literacy (Standard RA.1.1.a.). They performed well in identifying problems and understanding data. Areas for improvement include determining a decision/action step and evaluating outcomes. On the Use of Research and Understanding Research scoring rubric (Standards RA.1.1.b.), scores indicate that candidates recognize the need for research, generate research using appropriate methodology, evaluate research, and reflect on the processes. The following two areas, however, were some of the weaknesses: organizing and managing research and its processes and synthesizing and applying research. Again, these two areas align with the completers’ survey results, thereby indicating a need for attention to these areas.

The School of Education has developed an Assessment Committee. Among the committee’s first charges, address the need for improved organization, synthesis, application, and evaluation of research.

4. Ability of Completers to be Hired (In Positions for which they have Prepared)

The Alabama State Department of Education provided a list of where UAB completers who were certified in 2021-2022 are employed. Our largest employers include Jefferson County (65), Shelby County (30), Birmingham City Schools (26), Hoover City Schools (26), and Pelham City Schools (18).

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 2022-2023

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 piloted the Panorama Student Survey during the 2022-2023 academic year. 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 2022-2023 academic year served as the Panorama survey pilot data collection cycle. We focused this pilot survey on two dimensions: pedagogical effectiveness (M=3.89) and classroom rigorous expectations (M=3.86). After securing permission from three partner districts’ superintendents, we provided a Qualtrics survey link with a unique site code to each of the volunteer completers from those three districts. The completers provided the Panorama survey link to their learners. Learners scored completers on 13 indicators with a score range of 1-5, with one being the lowest and five the highest.

Findings: Altogether, 25 students completed this pilot Panorama survey. As this is pilot data and limited in scope, we cannot draw generalizable conclusions. We can, however, provide some commentary on the results.

Based on the survey results, respondents rated the completers highest on content knowledge, with a mean score of 4.56. Other areas of strength were motivating students to learn and encouraging students to do their best, with means of 4.09 and 3.96, respectively. Also, completers scored well in assessment and providing feedback, with a mean score of 3.94 and 3.92, respectively.

The lowest scores were in making the content engaging for the learners and deepening thinking by making the students explain their answers, with scores of 3.4 and 3.57, respectively. Classroom management received a score of 3.64.

From this initial pilot, we will share the results with the appropriate UAB program directors. They will be interested in using the impact data to inform their programs and as follow up professional development for completers.

Download 2022-2023 Panorama Results: Grades 3-5 Opens a PDF.

Download 2022-2023 Panorama Results: Grades 6-12 Opens a PDF.

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

To evaluate completer effectiveness, we conducted classroom lesson observations using an instrument aligned with the formal lesson observation instrument, which was used when these completers were interns in the program. This similar observation instrument was used because completers were familiar with the expectations. Completers in three partner districts welcomed UAB faculty to observe the lesson and to debrief about both the observation and the completers’ thoughts about their training at UAB. Additionally, after the observation, the UAB faculty shared the completed instrument and written feedback with each completer.

Results from the quantitative observations were that the completers received the highest marks across the entire instrument except for a few instances when differentiation was not observed. In two observations, the teachers did not differentiate instruction; this standardization might be likely due to both courses being advanced sections of the course. One of these two completers explained later that she had differentiated but she had done so in a non-obtrusive/non-obvious way, which may indicate advanced skill in meeting learners’ needs.

Qualitative 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 was an opportunity for the faculty and completer to celebrate the implementation of skills learned during the initial teacher preparation program.

During debriefing sessions, one of the completers expressed a need for UAB to provide candidates with better preparation for IEP meetings and to guide candidates in how they will communicate with parents, especially for children with exceptionalities. Other candidates have volunteered to serve as guest speakers and presenters for current UAB candidates, to share the knowledge they have gained in their first year with current teacher candidates.

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 members developed a survey to be administered to employers of first-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-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 first-year teacher survey.

Download 2023 Education Preparation Institutional Report CardOpens a PDF.

(Advanced Employers) During the 2022-2023 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 scores and 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.

(Advanced Completers) During the 2022-2023 academic year, we surveyed our advanced completers and received responses from 13 graduates, including 10 master’s degree completers and 3 who earned the education specialist degree. Respondents received degrees in Educational Leadership, English as a Second Language, School Psychometry, and Special Education. Completers had worked at their current schools from two to 15 years, and eight of the completers hold tenure at their schools.

The two highest areas of strength based on the mean scores were attributed to the following prompts:

• I would recommend the education program I most recently completed at UAB to someone considering my field (M=4.91).
• My advanced program at UAB prepared me to participate in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents (M=4.73).

The only prompts with scores of “disagree” or “strongly disagree” include the following two prompts. The means for these two prompts were also the lowest on the survey.

• My advanced program at UAB prepared me to apply data literacy (M=4.45).
• My advanced program at UAB prepared me to use research (ex. action research) to solve problems in my classroom or school (M=4.18).

During the 2023-2024 academic year, the programs have begun to evaluate moving to a unified core set of courses for the master’s degree program. One reason for this potential move is to ensure that all program participants receive robust preparation in the CAEP advanced program standards, including data literacy and its application in classroom environments.

Download Advanced Completer Survey DataOpens 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 2022-2023 completer data include edTPA and Praxis information. Also, in September 2022, the Alabama State Department of Education replaced the Praxis Teaching Reading assessment with the Pearson Foundations of Reading 190 test. Data from the new reading assessment are included in this year’s report.

edTPA Assessment

*Data not reported for fewer than five candidates

Foundations of Reading Exam

Praxis Exam

*Data not reported for fewer than five candidates

(Advanced) As we implement the advanced program plans, we are analyzing the data for all advanced program standards and comparing results to the advanced completer survey data. It is interesting to note that the survey reflects the advanced completers' impressions of their understanding of data literacy and their ability to use research to solve problems in the classroom. The scores on the aligned rubrics in coursework completed by future completers does not align with the impressions of some of the 2022-2023 survey respondents (who completed their programs in 2021-2022).

During the 2022-2023 academic year, candidates were scored on their understanding of data literacy (Standard RA.1.1.a.). They performed well in identifying problems and understanding data. Areas for improvement include determining a decision/action step and evaluating outcomes. On the Use of Research and Understanding Research scoring rubric (Standards RA.1.1.b.), scores indicate that candidates recognize the need for research, generate research using appropriate methodology, evaluate research, and reflect on the processes. The following two areas, however, were some of the weaknesses: organizing and managing research and its processes and synthesizing and applying research. Again, these two areas align with the completers’ survey results, thereby indicating a need for attention to these areas.

As the programs consider a unified master’s degree, these data may help in further developing course assignments to ensure candidates meet the CAEP advanced standards for data literacy.

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

(Initial) During the 2022-2023 academic year, 115 candidates earned initial certification. Of the 115 completers, we can account for 103 who are teaching or substitute teaching. Of the 103 new teachers, all except seven are teaching in Alabama or Georgia. One is earning her master’s degree here at UAB. The completers are working in 29 school districts.

(Initial and Advanced) During the 2022-2023 academic year, the University of Alabama System created a report on the status of teacher education in the universities within the system (University of Alabama at Birmingham, University of Alabama in Huntsville, and University of Alabama). On page 22 of the University of Alabama Systems Report for UAB, which is linked below, employment data for both initial and advanced degrees from the Post-Secondary Employment Outcomes Project were as follows:

“Employment records one year after graduation were found for 1,196 UAB graduates with degrees in Education. 1,135 (95%) of them were employed in the state of Alabama. 711 (59%) were employed in Educational Services. Employment records five years after graduation were found for 1,055 UAB graduates with degrees in Education. 885 (84%) of them were employed in the state of Alabama. 639 (61%) were employed in Educational Services.”

The Alabama State Board of Education (ALSDE) has approved the UAB educator preparation programs.

The ALSDE has approved the following programs:

• Special Education
• Instructional Leadership
• Secondary English Language Arts
• Social Studies

through June 30, 2025, with the rest of our programs approved through June 30, 2028. Our UABTeach program was approved with innovative status, which is a special honor for the state.

View the full resolution.

The Council for the Accreditation of Counseling and Related Educational Programs (CACREP) was established in 1981 by the Association for Counselor Education and Supervision (ACES) and the American Personnel and Guidance Association.

CACREP provides leadership and promotes excellence in professional preparation through the accreditation of counseling and related educational programs. As an accrediting body, CACREP is committed to developing standards and procedures that reflect the needs of a dynamic, diverse, and complex society.

CACREP Assessment Data

Clinical Mental Health

School Counseling

Marriage, Couples & Family Counseling

Graduates Accepted to Doctoral Programs in Counseling

• Number of Applications Received During 2024-2025 Year: 103
• Number of Applications Received During 2023 - 2024 Year: 101
• Number of Applications Received During 2022 - 2023 Year: 51
• Number of Applications Received During 2021 - 2022 Year: 73
• Number of Applications Received During 2020 - 2021 Year: 158
• Number of Applications Received During 2019 - 2020 Year: 86

Counselor Education Demographics (Current)

Counselor Education Program Evaluation Data

National Counselor Examination for Licensure and Certification (NCE).

Praxis II Counseling Tests

Employer, Alumni, and Site Supervisor Surveys

• Site Supervisor, Alumni, and Employer Surveys (2025)
• Site Supervisor, Alumni, and Employer Surveys (2023)
• Site Supervisor Survey (2017)
• School Counseling Employer Survey (2014)
• UAB Counselor Education Exit Survey (Summer 2014)
• UAB Counselor Education Exit Survey (Spring 2015)
• Clinical Mental Health Alumni Survey (Summer 2014)
• School Counseling Alumni Survey (2014)

Annual Reports

The UAB School of Education and Human Sciences' Educator Preparation Program (EPP) seeks to gather, analyze and share data for program candidates and completers on outcomes by measuring the impact on P-12 learning and teacher effectiveness. Multiple measures based on a combination of proprietary and EPP-created assessments produce candidate and completer data, which is analyzed to evaluate program effectiveness. Analysis findings result in developing actionable goals for continuous program improvement. The following documents and links reflect the School's annual review of its EPP impact.

Multiple state and national organizations accredit the UAB School of Education and Human Sciences’s programs to adhere to the standards of excellence expected from top institutions like UAB. These different accreditors cover initial teacher preparation programs, advanced educator preparation programs, and our counseling programs.

CAEP - Council for the Accreditation of Educator Preparation

CACREP Accredited

ALSDE - Alabama State Department of Education

NASM - National Association of Schools of Music opens a new website