UAB CAEP Accredited Programs List

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.

2023 Panorama Results

(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.

2022 Education Preparation Institutional Report Card

(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.

Advanced Completer Survey Data

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.

Initial Undergraduate edTPA and Praxis Data

Initial Graduate (Alternative Master's) edTPA and Praxis Data

(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).