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 

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 

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

**

**

 

Fall 2021 edTPA Data       

Certification Program

Cut Score 

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

**

**

 

 

 

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
2020