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%