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Educator Preparaon Instuonal Report Cardfor Performance on Required Content Knowledge and Pedagogy Tests
and
Responses to the First-Year Teacher Survey created by theAlabama Associaon of Colleges for Teacher Educaon
for
Alabama State University
Administerd by theAlabama State Department of Educaon
September 2018
Report and Survey Informaon
Educator Preparaon Instuonal Report CardPerformance on Required Content Knowledge and Pedagogy Tests
To earn an Alabama educator cerficate, based on compleon of a tradional approach, an applicant must complete an approved program with a prescribed grade point average (GPA) andmeet assessment requirements. Current assessment requirements include a wrien test of pedagogical knowledge (Principles of Learning and Teaching) and a Praxis content test specific to theteaching field or subject for which cerficaon is sought. No excepons are made with regard to these requirements.
Responses to the First-Year Teacher Survey created by theAlabama Associaon of Colleges for Teacher Educaon
Alabama Associaon of Colleges for Teacher Educaon members developed a survey to be administered electronically to first-year teachers who, during the 2016-2017 school year, completedan Alabama State Board of Educaon-approved undergraduate (Class B) or alternave master's degree (Class A) program leading to their first or inial Professional Educator Cerficate. Acompanion survey was administered electronically to the employers of those first-year teachers. Data provided in this report include a summary of survey categories and the percentage offirst-year teachers who strongly agreed, agreed, disagreed, or strongly disagreed that their program prepared them to teach successfully. The data also provide the percentage of employerswho rated their first-year teachers as teacher leader, effecve teacher, emerging teacher, or ineffecve teacher.
Subject Subtest Number of Test TakersNumber Passed AerOne Aempt
Percent Passed AerOne Aempt
Number Passed AerTwo Aempts
Percent Passed AerTwo Aempts
Number Passed AerThree+ Aempts
Percent Passed AerThree+ Aempts
Career & Technical Educa..Career & Technical EducaonEarly Childhood Educaon Early Childhood EducaonElementary Educaon Elementary EducaonEnglish Language Arts English Language ArtsHealth/Physical Educaon Health/Physical EducaonMathemacs MathemacsPerforming Arts Performing ArtsSciences SciencesSocial Studies Social StudiesSpecial Educaon Special Educaon
**************0%08%192%1112*******27%318%255%611*******0%00%0100%66*********************
Educator Preparation Institutional Report CardPerformance on Required Content Knowledge and PedagogyAlabama State University - Class B - Principles of Teaching and Learning
43
Number of Cerficates Earned
Programs Are ApprovedPrograms Are Accredited Yes
Yes
Program Approval & Accreditaon
Music Educaon Naonal Associaon for Schools of Music
Naonally Recognized Programs
* - Informaon not reported for less than five test takersX - Either an inacve program or no program in the specifiec area
Subject Subtest Number of Test TakersNumber Passed AerOne Aempt
Percent Passed AerOne Aempt
Number Passed AerTwo Aempts
Percent Passed AerTwo Aempts
Number Passed AerThree+ Aempts
Percent Passed AerThree+ Aempts
Early Childhood Educaon Early Childhood EducaonTeaching of Reading
Elementary Educaon Mulple Subjects: ReadingTeaching of Reading
Health/Physical Educaon Health/Physical EducaonSpecial Educaon Core Knowledge/Applicaon
Mulple Subjects: Reading
**
**
**
**
**
**
**
25%25%
33
25%25%
33
58%42%
75
1212
0%030%370%710
**
**
**
**
**
**
**
Educator Preparation Institutional Report CardPerformance on Required Content Knowledge and PedagogyAlabama State University - Class B - IN ED Praxis Content Tests
43
Number of Cerficates Earned
Programs Are ApprovedPrograms Are Accredited Yes
Yes
Program Approval & Accreditaon
Music Educaon Naonal Associaon for Schools of Music
Naonally Recognized Programs
* - Informaon not reported for less than five test takersX - Either an inacve program or no program in the specifiec area
Subject Subtest Number of Test TakersNumber Passed AerOne Aempt
Percent Passed AerOne Aempt
Number Passed AerTwo Aempts
Percent Passed AerTwo Aempts
Number Passed AerThree+ Aempts
Percent Passed AerThree+ Aempts
Career and Technical Edu..Career and Technical EducaonElementary Educaon Mulple Subjects: Mathemacs
Mulple Subjects: ScienceMulple Subjects: Social Studies
English Language Arts English Language ArtsMathemacs MathemacsPerforming Arts Performing ArtsSciences SciencesSocial Studies Social StudiesSpecial Educaon - Mulp..Mulple Subjects: MathemacsSpecial Educaon - Mulp..Mulple Subjects: ScienceSpecial Educaon - Mulp..Mulple Subjects: Social Studies
*******
17%17%25%
223
33%50%50%
466
50%33%25%
643
121212
**************17%117%167%46***********************************
Educator Preparation Institutional Report CardPerformance on Required Content Knowledge and PedagogyAlabama State University - Class B - NOT IN ED Praxis Content Tests
43
Number of Cerficates Earned
Programs Are ApprovedPrograms Are Accredited Yes
Yes
Program Approval & Accreditaon
Music Educaon Naonal Associaon for Schools of Music
Naonally Recognized Programs
* - Informaon not reported for less than five test takersX - Either an inacve program or no program in the specifiec area
Subject Subtest Number of Test TakersNumber Passed AerOne Aempt
Percent Passed AerOne Aempt
Number Passed AerTwo Aempts
Percent Passed AerTwo Aempts
Number Passed AerThree+ Aempts
Percent Passed AerThree+ Aempts
Career & Technical Educa..Career & Technical EducaonEarly Childhood Educaon Early Childhood EducaonElementary Educaon Elementary EducaonEnglish Language Arts English Language ArtsHealth/Physical Educaon Health/Physical EducaonMathemacs MathemacsPerforming Arts Performing ArtsSciences SciencesSocial Studies Social StudiesSpecial Educaon Special Educaon
XXXXXXX***************************************************************
Educator Preparation Institutional Report CardPerformance on Required Content Knowledge and PedagogyAlabama State University - Class A - Principles of Teaching and Learning
18
Number of Cerficates Earned
Programs Are ApprovedPrograms Are Accredited Yes
Yes
Program Approval & Accreditaon
Music Educaon Naonal Associaon for Schools of Music
Naonally Recognized Programs
* - Informaon not reported for less than five test takersX - Either an inacve program or no program in the specifiec area
Subject Subtest Number of Test TakersNumber Passed AerOne Aempt
Percent Passed AerOne Aempt
Number Passed AerTwo Aempts
Percent Passed AerTwo Aempts
Number Passed AerThree+ Aempts
Percent Passed AerThree+ Aempts
Early Childhood Educaon Early Childhood EducaonTeaching of Reading
Elementary Educaon Mulple Subjects: ReadingTeaching of Reading
Health/Physical Educaon Health/Physical EducaonSpecial Educaon Core Knowledge/Applicaon
Mulple Subjects: Reading
**
**
**
**
**
**
**
**
**
**
**
**
**
**
*******
**
**
**
**
**
**
**
Educator Preparation Institutional Report CardPerformance on Required Content Knowledge and PedagogyAlabama State University - Class A - IN ED Praxis Content Tests
18
Number of Cerficates Earned
Programs Are ApprovedPrograms Are Accredited Yes
Yes
Program Approval & Accreditaon
Music Educaon Naonal Associaon for Schools of Music
Naonally Recognized Programs
* - Informaon not reported for less than five test takersX - Either an inacve program or no program in the specifiec area
Subject Subtest Number of Test TakersNumber Passed AerOne Aempt
Percent Passed AerOne Aempt
Number Passed AerTwo Aempts
Percent Passed AerTwo Aempts
Number Passed AerThree+ Aempts
Percent Passed AerThree+ Aempts
Career and Technical Edu..Career and Technical EducaonElementary Educaon Mulple Subjects: Mathemacs
Mulple Subjects: ScienceMulple Subjects: Social Studies
English Language Arts English Language ArtsMathemacs MathemacsPerforming Arts Performing ArtsSciences SciencesSocial Studies Social StudiesSpecial Educaon - Mulp..Mulple Subjects: MathemacsSpecial Educaon - Mulp..Mulple Subjects: ScienceSpecial Educaon - Mulp..Mulple Subjects: Social Studies
*******
***
***
***
***
***
***
***
********************************************************
Educator Preparation Institutional Report CardPerformance on Required Content Knowledge and PedagogyAlabama State University - Class A - NOT IN ED Praxis Content Tests
18
Number of Cerficates Earned
Programs Are ApprovedPrograms Are Accredited Yes
Yes
Program Approval & Accreditaon
Music Educaon Naonal Associaon for Schools of Music
Naonally Recognized Programs
* - Informaon not reported for less than five test takersX - Either an inacve program or no program in the specifiec area
Queson Alabama State University
…understanding of how learners grow and develop
…understanding of learners' commonalies and individual differences
…manage the learning environment to engage learners acvely
…understand the central concepts, tools of inquiry and structures of the discipline(s) he or sheteaches
…create learning experiences that make discipline accessible and meaningful for learners toassure mastery of the content
…connect concepts, perspecves from varied disciplines, and interdisciplinary themes to realworld problems and issues
…use, design, or adapt mulple methods of assessment ot documen, monitor, and supportlearner progress appropriate for learning goals and objecves
…implement assessments in an ethical manner and minimize bias to enable learners to displaythe full extent of their learning
52%43%
52%43%
52%39%9%
50%45%
43%52%
48%43%9%
35%57%9%
49%48%
Responses to the First-Year Teacher Survey created by the
Alabama Association of Colleges for Teacher EducationAlabama State University - Teacher Responses
Alabama Statewide
49%47%
48%48%
45%47%7%
47%49%
44%52%
44%50%
45%49%
50%46%
Strongly Agree
Agree
Disagree
Strongly Disagree
Queson Alabama State University
…plan instrucon based on informaon from formave abd summave assessments as well asother sources and systemacally adjust plans to meet each student's learning needs
…understand and use a variety of intrsuconal strategies and make learning accessible to alllearners
…encourage learners to develop deep understanding of content areas, make connecons acrosscontent, and applies content knowledge in meaningful ways
…use evidence to connually evaluate the effects of my decisions on others and adapt myprofessional pracces to beer meet learners' needs
…pracce the profession in an ethical manner
…collaborate with others to build a posive learning climate marked by respect, rigor, andresponsibility
…engage learners in crical thinking, creavity, collaboraon, and communicaon to addressauthenc local and global issues
…use assessment to engage learners in their own growth
…select, create, and sequence learning experiences and performance tasks that support learnersin reaching rigorous curriculum goals based on content standards and cross-disciplinary skills
...plan instrucon by collaborang with cooleagues, specialists, community resources, familiesand learners to meet individual learning needs
45%50%
48%48%
48%48%
44%52%
52%43%
52%43%
52%43%
45%50%
43%48%9%
43%48%9%
Alabama Statewide
49%48%
51%46%
49%47%
45%51%
66%33%
59%39%
49%48%
46%49%
43%52%
49%46%
Queson Alabama State University
…engage in connuous professional learning to more effecvely meet the needs of each learner
…collaborate with learners, families, colleagues, other school professionals, and communitymembers to ensure learner growth.
…seek appropriate leadership roles and opportunies that would alow me to take responsibilityfor student learning and to advance in the profession
43%52%
52%43%
43%48%9%
Alabama Statewide
52%45%
49%46%
46%48%
Queson Alabama State University
…understanding of how learners grow and develop
…understanding of learners' commonalies and individual differences
…manage the learning environment to engage learners acvely
…understand the central concepts, tools of inquiry and structures of the discipline(s) he or sheteaches
…create learning experiences that make discipline accessible and meaningful for learners toassure mastery of the content
…connect concepts, perspecves from varied disciplines, and interdisciplinary themes to realworld problems and issues
…use, design, or adapt mulple methods of assessment ot documen, monitor, and supportlearner progress appropriate for learning goals and objecves
…implement assessments in an ethical manner and minimize bias to enable learners to displaythe full extent of their learning
67%33%
67%33%
58%42%
67%25% 8%
67%33%
58%42%
58%42%
75%25%
Responses to the First-Year Teacher Survey created by the
Alabama Association of Colleges for Teacher EducationAlabama State University - Employer Responses
Alabama Statewide
46%43% 8%
48%41% 8%
11%50%34%
11%54%32%
52%37% 8%
46%43% 8%
47%43% 8%
11%61%26%
2017-18 ALACTE SurveySurvey Responses of EmployersAlabama Statewide
Teacher Leader - Models and collaborates to improve the classroom and beyond
Effecve - Demonstrates compentency and independence
Emerging - Demonstrates a need for support
Ineffecve - Demonstrates a need for remediaon
Queson Alabama State University
…plan instrucon based on informaon from formave abd summave assessments as well asother sources and systemacally adjust plans to meet each student's learning needs
…understand and use a variety of intrsuconal strategies and make learning accessible to alllearners
…encourage learners to develop deep understanding of content areas, make connecons acrosscontent, and applies content knowledge in meaningful ways
…use evidence to connually evaluate the effects of my decisions on others and adapt myprofessional pracces to beer meet learners' needs
…pracce the profession in an ethical manner
…collaborate with others to build a posive learning climate marked by respect, rigor, andresponsibility
…engage learners in crical thinking, creavity, collaboraon, and communicaon to addressauthenc local and global issues
…use assessment to engage learners in their own growth
…select, create, and sequence learning experiences and performance tasks that support learnersin reaching rigorous curriculum goals based on content standards and cross-disciplinary skills
...plan instrucon by collaborang with cooleagues, specialists, community resources, familiesand learners to meet individual learning needs
67%33%
75%17% 8%
67%33%
75%25%
17%58%25%
75%25%
50%50%
75%25%
58%42%
75%25%
Alabama Statewide
49%40% 8%
12%54%32%
49%40% 8%
49%39% 9%
20%67%12%
13%54%30%
47%41% 9%
51%38% 9%
10%47%40%
11%54%32%
Queson Alabama State University
…engage in connuous professional learning to more effecvely meet the needs of each learner
…collaborate with learners, families, colleagues, other school professionals, and communitymembers to ensure learner growth.
…seek appropriate leadership roles and opportunies that would alow me to take responsibilityfor student learning and to advance in the profession
…has deep knowlede of current and emerging state iniaves and programs including, but notlimited to the Alabama Reading Iniave (ARI); the Alabama Math, Science and TechnologyIniave (AMSTI); Alabama Learning Exchange (ALEX); and Alabama Connecng Classrooms, Edu..
…possesses knowledge of Alabama's state assessment system
…integrates Alabam-wide programs and iniaves into the curriculum and instruconal process.
…communicates with sudents, parents, and the public about Alabama's assessment system andmajor Alabama educaonal improvement iniaves.
…understands the expectaons of the profession including the Alabama Educator Code of Ethics,the NASDTEC Model of Code of Ethics for Educators (MCEE), professional standards of pracce,and relevant law and policy.
50%42% 8%
75%25%
58%33% 8%
42%58%
50%50%
42%58%
42%58%
58%33% 8%
Alabama Statewide
10%58%29%
12%53%31%
10%46%40%
35%54%
44%47% 7%
44%47%
36%52%
12%60%26%
Queson Employer Response
…understanding of how learners grow and develop
…understanding of learners' commonalies and individual differences
…manage the learning environment to engage learners acvely
…understand the central concepts, tools of inquiry and structures of the discipline(s) he or sheteaches
…create learning experiences that make discipline accessible and meaningful for learners toassure mastery of the content
…connect concepts, perspecves from varied disciplines, and interdisciplinary themes to realworld problems and issues
…use, design, or adapt mulple methods of assessment ot documen, monitor, and supportlearner progress appropriate for learning goals and objecves
…implement assessments in an ethical manner and minimize bias to enable learners to displaythe full extent of their learning
67%33%
67%33%
58%42%
67%25% 8%
67%33%
58%42%
58%42%
75%25%
Responses to the First-Year Teacher Survey created by the
Alabama Association of Colleges for Teacher EducationAlabama State University - Employer and Teacher Responses
Teacher Responses
52%43%
52%43%
52%39%9%
50%45%
43%52%
48%43%9%
35%57%9%
49%48%
2017-18 ALACTE SurveySurvey Responses of EmployersAlabama State University
Teacher Leader - Models and collaborates to improve the classroom and beyond
Effecve - Demonstrates compentency and independence
Emerging - Demonstrates a need for support
Ineffecve - Demonstrates a need for remediaon
Strongly Agree
Agree
Disagree
Strongly Disagree
Queson Employer Response
…plan instrucon based on informaon from formave abd summave assessments as well asother sources and systemacally adjust plans to meet each student's learning needs
…understand and use a variety of intrsuconal strategies and make learning accessible to alllearners
…encourage learners to develop deep understanding of content areas, make connecons acrosscontent, and applies content knowledge in meaningful ways
…use evidence to connually evaluate the effects of my decisions on others and adapt myprofessional pracces to beer meet learners' needs
…pracce the profession in an ethical manner
…collaborate with others to build a posive learning climate marked by respect, rigor, andresponsibility
…engage learners in crical thinking, creavity, collaboraon, and communicaon to addressauthenc local and global issues
…use assessment to engage learners in their own growth
…select, create, and sequence learning experiences and performance tasks that support learnersin reaching rigorous curriculum goals based on content standards and cross-disciplinary skills
...plan instrucon by collaborang with cooleagues, specialists, community resources, familiesand learners to meet individual learning needs
67%33%
75%17% 8%
67%33%
75%25%
17%58%25%
75%25%
50%50%
75%25%
58%42%
75%25%
Teacher Responses
45%50%
48%48%
48%48%
44%52%
52%43%
52%43%
52%43%
45%50%
43%48%9%
43%48%9%
Queson Employer Response
…engage in connuous professional learning to more effecvely meet the needs of each learner
…collaborate with learners, families, colleagues, other school professionals, and communitymembers to ensure learner growth.
…seek appropriate leadership roles and opportunies that would alow me to take responsibilityfor student learning and to advance in the profession
50%42% 8%
75%25%
58%33% 8%
Teacher Responses
43%52%
52%43%
43%48%9%
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