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2022-2023

College of Education Department of Teacher Education Undergraduate and Initial Certification Programs are accredited through the following:

Council for the Accreditation of Educator Preparation (CAEP) reviewed and fully accredited all programs except the music programs 

National Association of Schools of Music reviewed and full accredited the Music Education Programs.

Undergraduate	Alternative A Masters
Art (visual)	Art
Biology	Biology
Chemistry
Collaborative (K-6)	Collaborative Teacher (K-6)
Collaborative (6-12)	Collaborative Teacher (6-12)
Comprehensive General Science	General Science
Early Childhood Education	Early Childhood Education
Elementary Education	Elementary Education
English Language Arts	English Language Arts
History	History
Mathematics	Mathematics
Music-Instrumental	Music-Instrumental
Music-Choral	Music-Vocal/Choral
Physical Education	Physical Education
Social Science	Social Science
Theatre

 

TRADITIONAL UNDERGRADUATES
Fall 2022-Summer 2023

Total number of Program Completers in Traditional and Alt A 

Graduating Fall 2021-Spring 2022	Total Undergraduate & Alt-A
	166

Total Number of Program Completers

Graduating Fall 2021-Spring 2022	Total Undergraduate
	139

 

Majors	Number of Completers
Art	2
Biology	0
Chemistry	0
Collaborative (K-6) & (6-12)	6
Early Childhood	6
Elementary	78
Elementary & Collab K-6	1
English Language Arts	6
General Science	0
Mathematics	4
Music-Instrumental &  Music-Choral	11
Physical Education	11
Social Science	8
History	1
Theatre	2
Total	139

 

ALT-A GRADUATES
Fall 2022-Summer 2023

Total Number of Program Completers Alt-A 

Graduating Fall 2021-Spring 2022	Total Alt-A Graduate
	27

Total Number of Program Completers Alt-A 

Majors	Number of Completers
Art	0
Collaborative (K-6) & (6-12)	4
Early Childhood	3
Elementary	12
English Language Arts	5
General Science	0
History	0
Physical Education	2
Social Science	1
Mathematics	0
Total	27

 

• ��è�ɰ���Ƶ Quick Data Links for ALL Majors
• ��è�ɰ���Ƶ Student Achievement

Data must address: (a) completer impact in contributing to P-12 student-learning growth AND (b) completer effectiveness in applying professional knowledge, skills, and dispositions. 

2022-2023

The EPP has struggled to collect data. Multiple options have been utilized from recruiting volunteers of completers (graduates) from 0-3 years from graduation to working with schools systems to collect data. 

Inviting volunteers from the Follow-Up Survey for Graduates and from one large size school system, we were able to solicit volunteers but no data was submitted. While the EPP knows who the volunteers are, we do not who submits the data. The EPP needs to provide follow-up contact with the volunteers. Plan for the 2024-2025 data collection is to have program coordinators contacting their completers to solicit data.  Middle and high school systems do not implement the progress monitoring software. For the next year middle and high school completers will administer pre- and post-test tests to provide student learning data. The university has added the feature upload files feature to Qualtrics (data collection software). It may be easier for volunteers to upload documents with names and school redacted than to manually enter data.   

Data collection had decreased for the 2022-2023 school year. Previous data collections can be reviewed by academic year using the links on the right side.

We were only able to collect limited achievement scores from completers of ECE and ELE programs. This assessment is the end-of-the-year state achievement test, the Alabama Comprehensive Assessment Program (ACAP), is an online assessment designed to provide stakeholders (parents, teachers, educators and community members) with information regarding student progress toward mastery of the Alabama Course of Study Standards. This assessment is administered during Spring within the test window options. 

N= 4 ECE teachers with a total of 80 students. One cycle of data was submitted. Because two sets of data per teacher were not submitted, the data shows they percentage of students in the below proficiency category and at or above proficiency

N=12 ELE teachers with a total of 249 students. One cycle of data was submitted. Because two sets of data per teacher were not submitted, the data shows they percentage of students in the below proficiency category and at or above proficiency

This chart with shows more students are scoring at or above proficiency for these completers. However, we must include the next administration of the assessments to understand the trajectory of the learning growth of students. This is one snapshot of learning in the classrooms of Troy completers in two programs. 

We continue to struggle to obtain data. However, the assessment committee is working on a new plan of action to increase the number of completers from all programs and the amount of data obtained.

Program	ECE Grade 2	ELE Grades 2-6
N=Completers/Data Collection      16 total	4	12
Total number of students	80	249
ELA  Below Proficiency	47.5%	35%
ELA At Proficient or Above Proficiency	52.5%	65%
Math Below Proficiency	37.5%	48%
Math-At Proficient or Above Proficiency	62.5%	52%
Number of students taking the Science ACAP	Not administered in primary grades	127
Science Below Proficiency		39%
Science- At Proficient or Above Proficiency		61%

 

Additional data to support indicator R4.1a:

Focus Group Interview

One ECE ALT-A completer participated in the interview.  Although this is only one person and does not represent all programs, it provided a deeper understanding of the impact completers have on P-12 student-learning growth. This completer was candid, providing suggestions to improve the program and commending faculty and instructional practices that helped them to positively impact student learning. However, when they were asked how they know they have a positive impact on P-12 student learning, this individual stated the scores of students increased. Specific students who were below grade level and how they made great gains to reach benchmark or almost reaching benchmark.

2023 FOLLOW-UP SURVEY FOR GRADUATES

88.23% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded believe Very Well to Extremely Well that they are prepared to impact P-12 student learning. This has increased significantly from the previous year.

As we look over time, responses from 

• 2021-2022 survey shows 73.91% of completers that responded believe Very Well to Extremely Well they are prepared to impact P-12 student learning
• 2020-2021 survey shows 44.44% of completers that responded believe Very Well to Extremely Well they are prepared to impact P-12 student learning
• 2019-2020 survey showed 59% of completers that responded believe Very Well to Extremely Well they are prepared to impact P-12 student learning 
• 2018-2019, prior to the pandemic, 100% of completers that responded believe Very Well to Extremely Well they are prepared to impact P-12 student learning.

After reviewing the data from previous surveys and the survey for the current year, data shows the pandemic may have had a negative impact on completer’s beliefs of their impact on student learning but completer's are feeling more confident in their abilities now.

2023 Completer Survey

2022-2023 EMPLOYER SURVEY REPORT

 86.67% of employers who responded to the 2022-2023 survey stated completers were Very Well to Extremely Well prepared to impact P-12 Student Learning.

2022-2023 EMPLOYER SURVEY COMMENT:

Love working with ��è�ɰ���Ƶ U and the teachers you produce!!

2022-2023 Employer Survey

2022-2023 EMPLOYER FOCUS GROUP COMMENT:

Both interviewed administrators strongly stated that Troy does a wonderful job preparing teachers for content and student achievement. This is verified by the increase in ACAP scores.   

Data must address: (b) completer effectiveness in applying professional knowledge, skills, and dispositions.

No Teacher Observations were collected during 2022-2023.  A plan is in place and stated above to increase the data collection for teacher evaluations. Previous data is below. 

2021-2022

One large school system that hires many of our graduates from all programs shared completed teacher evaluations from the administrators at 8 schools ranging from early childhood to high school. This large school system hires many of our graduates from all programs. These evaluations conducted by administrators utilized a proprietary protocol. This observation tool evaluates teacher behaviors that influence P-12 learning and administrator comments included student behaviors. Observations are scored 0-Ineffective, 1-Developing, 2-Effective, 3-Exemplary. With less than 10 individuals listed most programs (indicated by an *), the EPP categorized the programs into Early Childhood and Elementary and Secondary (Middle school to high school). 

Indicator	Elementary Group Early Childhood*, Elementary	Secondary Group Art*, Science*, Math*, History*, ELA*	Aggregated Means
N= Number of teacher observations	28	23	51
Professional Knowledge Mean Range	2.03 2.02-2.05	2.02 1.75-2.33	2.02 1.75-2.33
Planning Mean Range	2.09 2.05-2.13	2.30 2-2.5	2.24 2-2.5
Differentiation/Diversity Mean Range	2.04 2-2.06	2.10 1.75-2.5	2.08 1.75-2.5
Assessment Mean Range	2.05 2-2.05	2.07 1.83-2.5	2.05 1.83-2.5
Classroom Management Mean Range	2.12 1.88-2.35	1.68 0-2.25	1.81 0-2.35
Climate and Culture Mean Range	2.34 2.25-2.42	2.27 2-2.5	2.29 2-2.5
Technology Mean Range	2.06 2-2.12	2.10 2-2.2	2.08 2-2.2
Total Mean Total Range	2.10 1.88-2.42	2.08 0-2.5	2.09 0-2.42

Teachers observed for this data collection demonstrated overall effective teaching in applying professional knowledge, skills, and dispositions. The Classroom Management  indicator mean score was just below 2.0- effectiveness at 1.81, corroborating data from completer and employer surveys.  However, the score for the secondary completers was lower overall at 1.68. Although all programs are not represented separately in this data collection, scores indicate TROY completers have a positive influence on effective P-12 student learning. Comments from the administrators on strengths and weaknesses included:

	Summary of Strengths	Summary of Growth/Focus
Early Childhood*,  Elementary  Collab K-6*	Classroom Management, Organization, Content, Assessments; Knowledge of Subject Matter.  Consideration for Students and high expectations. Differentiated Instruction; Effective and efficient lesson; Planning, learning environment, expectations for student participation/behavior; Positive classroom environment;  Knowledge of content -Pedagogy -Climate and culture -Science of reading implementation;  Works well with grade level team and the instructional coaches Enthusiasm when teaching;  Clean and organized classroom Small group and centers Continue to allow/encourage students to take ownership and be leaders of their own learning.	Differentiation with small group math;  Continue to increase your knowledge on the science of reading. Continue to grow your bank of engaging activities.;  Student engagement (attention of all students);  Classroom management skills; Student selection, anchor charts revealing previous content taught and serve as a research tool for the students.  Questioning that leads to peer teaching and explanation.  Continue to build your bank of student engagement activities. Use assessment data to drive tier 2/small groups and having students track their own growth toward goals. Look for leadership roles; look at NBCT
Art*, Science*, Math*, History*, ELA*	Well organized and prepared for class.  Teacher circulated about classroom and asked group and individual questions. Classroom was student-centered.;  Clear grasp of the different levels of students in your classroom and provide activities that will keep all levels engaged.   You are very positive with students and colleagues, and you have been a really good addition to our school.  You help lead your co-teacher in planning and bring effective teaching strategies to the classroom.  Great understanding of her curriculum, which helps her to make real world connections when teaching.   Thank you for your positivity!;  Relationships with students; making students understand why they need to do what is ask of them.	Classroom management and discipline. Delivery of CHAMPS expectations Professional development in subject area.  Continual collaboration with colleagues to discover new and better ways to engage students and achieve academic growth.;   Incorporate technology into lessons Consider a little more student input (answering questions, etc.)

The summary of growth/focus will be used as suggestions to improve the programs at TROY. The Summary of Strengths will be included as strengths in the programs to maintain.

Data suggests the EPP completers have a positive impact on P12 student learning. While data collected is still too small to make conclusive results, the EPP remains diligent to increase the number of student data and teacher evaluations by increasing the number of partner schools who will provide the data. Two new school systems will provide data for the 2022-2023 school year. With a new Director of the Certification and Field Experience Office, partnerships will be re-established and stronger with consistent leadership. Her staff have been developing databases, visiting school systems, and talking with P12 school administration.

One action that was started prior to the pandemic was adding a volunteer opportunity to completers taking the Completer survey. They can volunteer to provide pre- and post-test data. Once individuals add their contact information, an email is sent to them with the data request, with a link to add the data to a Qualtrics form.  With partner schools joining us in the data collection, having school administration send out the email will make it more likely for completers to open the email and then decide if they would like to help the EPP. With the school system sending it out, completers know the school system has approved the data sharing.  

Additional supporting data to show indicators of teaching effectiveness R4.1b

2022-2023 EMPLOYER SURVEY

• 100% of the ��è�ɰ���Ƶ New Hires were Very Well to Extremely Well prepared to use data driven decision making to access client /student progress.
• 90.10% of the ��è�ɰ���Ƶ New Hires were Very Well to Extremely Well prepared to teach their Content Knowledge.
• 95.11% of the ��è�ɰ���Ƶ New Hires were Very Well to Extremely Well prepared to demonstrate Professional Knowledge.
• 87.46% of the ��è�ɰ���Ƶ New Hires were Very Well to Extremely Well prepared to demonstrate Professional Literacy.

2022-2023 EMPLOYER SURVEY COMMENT

Love working with ��è�ɰ���Ƶ U and the teachers you produce!!

2022-2023 Employer Survey

 

2023 Educator Preparation Institutional Report Card for Performance on Required Content Knowledge and Pedagogy Tests and Responses to the First and Second Year Teacher Survey created by the Alabama Association of Colleges for Teacher Education for ��è�ɰ���Ƶ.

This is the EPP Report Card provided by the ALSDE and contains responses from first year teachers and their employers. Of the 13 items from this survey that align to the EPP developed employer and completers surveys, the responses indicate impact on P-12 student learning. Employers scored TROY completers with an overall average of scores in the Teacher Leader-Effective range at 60% compared to state-wide completers at 57%. Scores ranged up to 10 percentage points ABOVE the state average to 1 percentage point BELOW the state average. 

For the full report card:
For the 13-item alignment from the report card: 2023 Report Card Employers in blue and Completers in Green

2022-2023 EMPLOYER SURVEY

81.82% of employers would hire more ��è�ɰ���Ƶ Completers.

Over 47% of ��è�ɰ���Ƶ graduates have been employed with their school system for three or more years. 

76.76% of ��è�ɰ���Ƶ Completers demonstrate Professionalism Very Well to Extremely Well.  The following Professionalism categories with completer ratings are:

• Engaging Clients at 91.67% Very Well to Extremely Well. 
• Creating Challenging Opportunities at 75% Very Well to Extremely Well. 
• Enabling Independent Growth through lifelong learning at 63.63% Very Well to Extremely Well. 

Dispositional Performance as an Educator:

• Learner Development at 100% Very Well to Extremely Well. 
• Learning Differences at 70% Very Well to Extremely Well.
• Learning Environment at 100% Very Well to Extremely Well. 
• Content Knowledge at 70% Very Well to Extremely Well. 
• Application of Content: Understands how to connect concepts at 80% Very Well to Extremely Well. 
• Assessment at 90% Very Well to Extremely Well. 
• Planning for Instruction at 80% Very Well to Extremely Well. 
• Instructional Strategies at 70% Very Well to Extremely Well. 
• Professional Strategies at 70% Very Well to Extremely Well.
• Leadership and Collaboration at 80% Very Well to Extremely Well. 

82.37% of the ��è�ɰ���Ƶ Completers are prepared to respond to Diversity Very Well to Extremely Well. The following diversity categories with completer ratings are:

• Respect and Rapport at 75% Very Well to Extremely Well. 
• Equity at 81.82% Very Well to Extremely Well. 
• Belief in Potential of All at 90.83% Very Well to Extremely Well. 
• Globally Conscious/Cultural responsiveness at 81.82% Very Well to Extremely Well. 

SURVEY COMMENT

• Love working with ��è�ɰ���Ƶ U and the teachers you produce!!

2022-2023 Employer Survey

 

2023 Educator Preparation Institutional Report Card for Performance on Required Content Knowledge and Pedagogy Tests and Responses to the First and Second Year Teacher Survey created by the Alabama Association of Colleges for Teacher Education for ��è�ɰ���Ƶ.

This is the EPP Report Card provided by the ALSDE and contains responses from first year teachers and their employers. Of the 13 items from this survey that align to the EPP developed employer and completers surveys, the responses indicate impact on P-12 student learning. Employers scored TROY completers with an overall average of scores in the Teacher Leader-Effective range at 60% compared to state-wide completers at 57%. Scores ranged up to 10 percentage points ABOVE the state average to 1 percentage point BELOW the state average. 

• For the full report card:
• For the 13-item alignment from the report card: 2023 Report Card with Employers in blue and Completers in Green

2022-2023 Competency

Each candidate completes the state approved checklist for their particular program. Based on the recommendation to ALSDE, derived from the completion of the R & R/Review & Recommendation for Application Based on Completion of an Alabama Class B Program and the Supplemental NA1/Recommendation for Certification forms, all completers met the requirements for licensure by the State of Alabama.

2022-2023 FOLLOW-UP SURVEY FOR GRADUATES (Completers)

• 92.31% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded indicated that they were employed full-time teaching.
• 1.92% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded indicated that they were employed outside of the teaching field.
• 5.77% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded indicated that they were attending college for a higher degree,

2022-2023 Completer Survey

81.82% of employers’ responding to the P-12 Employer Satisfaction Survey would continue to hire Troy graduates.

 

2022-2023 FOLLOW-UP SURVEY FOR GRADUATES (Completers)

• 84.31% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to communicate high expectations.
• 88.23% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to state long-range goals and short-term objectives (ACOS/ACCRS).
• 76.47% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to monitor student performance.
• 86.28% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to identify various instructional strategies.
• 60.78% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to measure student progress systematically.
• 82.35% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to prepare instructional resources for use.
• 86.28% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to provide feedback about student performance.
• 80.39% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to orient students to the lesson.
• 78.44% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to use assessment results.
• 86.27% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well  prepared to give clear directions.
• 62.74% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to manage class time.
• 82.36% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to develop an effective lesson.
• 54.90% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to manage student behavior.
• 76.47% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to provide practice and summarization for the students.
• 88% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to speak clearly, correctly, and coherently utilizing standard English.
• 78.43% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to demonstrate knowledge of subject matter and pedagogy.
• 88% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to write clearly, correctly, and coherently utilizing standard English.
• 84.31% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to involve students in interaction.
• 68% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared for the legal and procedural requirements of your role (i.e., school law).
• 90.02% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well  prepared to express positive effect/minimize negative effect.
• 86% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to develop an awareness and understanding of the school and its community.
• 82% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to maintain physical environment conductive to learning within limitations of facilities. 

88.23% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to Impact P-12 Student Learning

87.86% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well to be an effective teacher.

Comments from the Survey:

• I was VERY prepared and feel so confident as a teacher thanks to my time at Troy! 
• I enjoyed my time in ��è�ɰ���Ƶ‚ the teacher education program. The staff cared about us learning how to be an effective teacher. I learned many strategies that I think prepared me for the classroom. The only thing I can think of is possibly allowing for more time out in the field at times. I think this will really prepare us 100%. 
• Overall, I felt very prepared entering the classroom. The only thing I wish I had more practice on was collecting and organizing student data. 

2022-2023 Completer Survey

EPP Report Card-First and Second Year Completers

2023 Educator Preparation Institutional Report Card for Performance on Required Content Knowledge and Pedagogy Tests and Responses to the First and Second Year Teacher Survey created by the Alabama Association of Colleges for Teacher Education for ��è�ɰ���Ƶ.

Of the 13 items from this survey that indicate impact on P-12 student learning, TROY’s first-year graduates responded in range of 4 percentage points BELOW the state average to 3 percentage point ABOVE the state average, with an overall mean scoring in the Strongly Agree-Agree range of TROY’s first and second year graduates at 97% compared to state-wide first-year graduates at 95%. TROY completers scored themselves closely with other first year completers from other EPPs in the state, ranging 5 percentage points above and 1 percentage point below other completers across the state. 

For the full report card:
For the 13 item alignment from the report card: 2023 Completer Report Card with Employers in blue and Completers in Green

2022-2023

Advanced (Graduate) Programs and Certification Programs are accredited through the following:

• The National Council for Accreditation of Teacher Education (NCATE) fully accredits all advanced programs except Music Education and School Counseling. These advanced programs have been reviewed by The Council for the Accreditation of Educator Preparation (CAEP) and awaiting the final results.
• The National Association of Schools of Music (NASM) fully accredits the advanced programs in Music Education.
• The Council for Accreditation of Counseling and Related Educational Programs (CACREP) fully accredits the advanced programs in School Counseling.  

Graduating Fall 2021-Spring 2022 Total Advanced Program Completers
108

 

Majors	Number of Completers
MS-Art	0
MS-Biology	0
MS-Collaborative (K-6)	5
MS-Collaborative (6-12)	0
MS-Early Childhood	1
MS-Elementary	22
MS-English Language Arts	4
MS-Gifted and Post-Master's Pathway	25
MS-History	0
MS - Instructional Leadership and Administration and Reduced Hour option (RHO)	18
MS-Mathematics	1
MS-Music-Instrumental	0
MS-Music-Vocal	0
MS-Physical Education (PE)	1
MS-School Counseling	6
MS-Social Science	0
Education Specialist-Elementary Education	13
Education Specialist-Early Childhood	0
Education Specialist-Instructional Leadership and Administration	6
Education Specialist-School Counseling	4
Education Specialist-Teacher Leader	2
Total	108

 

The purpose of Troy’s Master of Education graduate program is to develop innovative, informed, reflective decision makers with outstanding pedagogical training. ��è�ɰ���Ƶ’s online MS in Education is a 36-credit program designed for practicing teachers in public or private school settings. Courses are 100 percent online – though some courses are also available on campus for students who prefer a hybrid program. Troy’s program also allows for flexible course planning, so that students are not confined to regimented course sequences and can take full- or part-time course loads. All teacher education certification programs are approved by the Alabama State Department of Education.

The U.S. Department of Education reports that high-quality teacher preparation can make a dramatic impact on student outcomes – even outweighing negative factors like poverty.

2022-2023 Employer Survey

81.82% of employers would hire more ��è�ɰ���Ƶ Completers.

Over 47% of ��è�ɰ���Ƶ graduates have been employed with their school system for three or more years. 

76.76% of ��è�ɰ���Ƶ Completers demonstrate Professionalism Very Well to Extremely Well. The following Professionalism categories with completer ratings are:

• Engaging Clients at 91.67% Very Well to Extremely Well. 
• Creating Challenging Opportunities at 75% Very Well to Extremely Well. 
• Enabling Independent Growth through lifelong learning at 63.63% Very Well to Extremely Well. 

Dispositional Performance as an Educator

• Learner Development at 100% Very Well to Extremely Well. 
• Learning Differences at 70% Very Well to Extremely Well. 
• Learning Environment at 100% Very Well to Extremely Well. 
• Content Knowledge at 70% Very Well to Extremely Well. 
• Application of Content: Understands how to connect concepts at 80% Very Well to Extremely Well. 
• Assessment at 90% Very Well to Extremely Well. 
• Planning for Instruction at 80% Very Well to Extremely Well. 
• Instructional Strategies at 70% Very Well to Extremely Well. 
• Professional Strategies at 70% Very Well to Extremely Well. 
• Leadership and Collaboration at 80% Very Well to Extremely Well. 

82.37% of the ��è�ɰ���Ƶ Completers are prepared to respond to Diversity Very Well to Extremely Well. The following diversity categories with completer ratings are:

• Respect and Rapport at 75% Very Well to Extremely Well. 
• Equity at 81.82% Very Well to Extremely Well. 
• Belief in Potential of All at 90.83% Very Well to Extremely Well. 
• Globally Conscious at 81.82% Very Well to Extremely Well. 

SURVEY COMMENTS

• I love working with ��è�ɰ���Ƶ U and the teachers you produce!!

2022-2023 Employer Survey

2022-2023 Competency

The purpose of all certification programs in the College of Education is to develop practicing master teachers, instructional support personnel, and education specialists who more effectively serve students in P-12 settings. As master teachers, instructional support personnel, and education specialists, they participate as leaders in their schools and contribute to their profession.

Each candidate completes the state approved checklist for their particular program. Based on the recommendation to ALSDE, derived from the completion of the R & R/Review & Recommendation for Application Based on Completion of an Alabama Class A Program and Class AA Program and the Supplemental NA1/Recommendation for Certification forms, all completed. We have 8 completers who have not submitted certification paperwork. 

Two reasons have been uncovered as to why completers may not meet licensure requirements. One reason is that they have not submitted their licensure paperwork in a timely manner. Therefore, the submission shows up for the next academic year or years later. Another reason completers may not meet licensure requirements is that they have not been able to pass the Praxis exam in their field required by the Alabama State Department of Education.   These individuals would not submit paperwork until they meet requirements or remember to complete the paperwork. Sometimes, these individuals submit paperwork during the next data collection cycle.

The EPP discovered that graduates are not required to have certification in order to get the pay raise for the higher degree. Some completers submit an Official Transcript to the HR department at their schools to receive the pay raise & forget to complete process for certification. To remind candidates of the process, advanced programs started adding an addendum to syllabi to remind students to submit certification paper. Programs with internships/practicums include details about the certification process in a handbook.

2022-2023 FOLLOW-UP SURVEY FOR GRADUATES (Completers)

89.66% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded indicated that they were employed full-time teaching.

3.45% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded indicated that they were employed outside of the teaching field.

6.90% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded indicated that they were not employed outside of the home.

Some teaching field positions have limited openings. Teachers will earn their certification in another field in order to be ready to apply and be hired when there is an opening. For example, the number of gifted specialists in a school system are low. General education teachers will earn gifted certification to be eligible to be hired when a position opens up or a new one is created. 

2022-2023 Completer Survey

81.82% of employers’ responding to the P-12 Employer Satisfaction Survey would continue to hire Troy graduates.

 

2022-2023 Follow-Up Survey of Graduates-Advanced Programs

• 86.21% of ��è�ɰ���Ƶ College of Education Department of Teacher Advanced Completers that responded feel Very Well to Extremely Well prepared to communicate high expectations.
• 82.76% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to state long-range goals and short-term objectives (ACOS/ACCRS).
• 79.31% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to monitor student performance.
• 86.21% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to identify various instructional strategies.
• 79.31% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to measure student progress systematically.
• 86.21% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to prepare instructional resources for use.
• 82.76% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to provide feedback about student performance.
• 89.28% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to orient students to the lesson.
• 82.14% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to use assessment results.
• 89.66% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to give clear directions.
• 65.52% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to manage class time.
• 89.65% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to develop an effective lesson.
• 65.52% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to manage student behavior.
• 86.21% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to provide practice and summarization for the students.
• 93.11% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to speak clearly, correctly, and coherently utilizing standard English.
• 86.21% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well  prepared to demonstrate knowledge of subject matter and pedagogy.
• 93.11% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well  prepared to write clearly, correctly, and coherently utilizing standard English.
• 79.31% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to involve students in interaction.
• 81.48% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well  prepared for the legal and procedural requirements of your role (i.e., school law).
• 75.86% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well  prepared to express positive effect/minimize negative effect.
• 89.65% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to develop an awareness and understanding of the school and its community. 
• 86.20% of the ��è�ɰ���Ƶ College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to maintain physical environment conductive to learning within limitations of facilities. 

 86.21% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to Impact P-12 Student Learning

85.18% of ��è�ɰ���Ƶ College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well to be an effective teacher.

Comments from Completers:

• I am currently a school principal. I feel that the administration program at Troy did an excellent job preparing me for my current position.
• My experience with my professor at ��è�ɰ���Ƶ was top tier instruction, support, guidance and preparation.
• Instructors are very knowledgeable in the areas that they have been hired to teach. Also, they are very concerned about the well being of the students that they teach. 
• I would like to add that my mentor/ advisor and professor has gone above and beyond with extending herself.  After graduation I have contacted her several times for some information and she has made herself available no matter what else she has on her plate.  For that and for her I am fortunate.  

2022-2023 Completer Survey