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 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 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.”

Download University of Alabama Systems Report for UAB Opens a PDF.