Impact on P-12 Learning and Development

As part of their graduate course requirements, five completers over three years conducted action research projects in the P-12 classrooms in which they were currently teaching. Completers in the study identified an area of focus applicable to their students and their setting and developed a research question to guide their inquiry and data collection plans.

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Indicators of Teaching Effectiveness

In the survey produced by the AACTE, employers were asked to rate their first-year teachers as Teacher Leader, Effective Teacher, Emerging Teacher, or Ineffective Teacher. Samford completers outperformed the state with regard to understanding and using a variety of instructional strategies and make learning accessible to all learners.

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Employer Satisfaction: Learner Development

Upon review of the employer survey, EPP completers were ranked a little lower than the statewide average in the learner development category. However, EPP completers far exceeded the Statewide average in the effective category compared to the state. In learning differences and managing the learning environment, EPP completers performed well above the statewide average. A sample of the findings is below.

Employer Satisfaction: Content Knowledge

On the employer survey, completers scored well above the statewide average in content knowledge and application of content. All the scores in content knowledge and application of content fell at or above the statewide average in the employer survey. A sample of the findings is below.

Employer Satisfaction: Instructional Practice

Results for the first-year teacher employer survey indicate that completers scored above the statewide average in every area of assessment, planning for instruction, and instructional strategies. Completers scored highest in implementing assessments in an ethical manner and minimize bias to enable learners to display the full extent of their learning and the ability to plan instruction based on information from formative and summative assessments. Another area of strength was the ability to plan instruction by collaborating with colleagues, specialists, community resources, families, and learners to meet individual learning. Areas of relative weakness were possessing knowledge of Alabama’s state assessment system and uses assessment to engage learners in their own growth. A sample of the findings is below.

Employer Satisfaction: Professionalism

Overall, on the employer survey, completers were scored above the statewide average when comparing EPP completers with the statewide scores. Areas of significant strength were noted in practice the profession in an ethical manner and collaborate with others to build a positive learning climate marked by respect, rigor. Employers noted that EPP completers were lower in the area of understands the expectations of the profession including the Alabama Educator Code of Ethics, the NASDTEC Model of Code of Ethics for Educators (MCEE), professional standards of practice, and relevant law and policy and seek appropriate leadership roles. Overall, EPP completers performed at or above the statewide average in professional learning and ethical practice and in leadership and collaboration. A sample of the findings is below.

Completer Satisfaction: Learner Development

According to the teacher and employer First-Year Teacher survey, completers were at or above the state average in their understanding of learner development and learning differences. Upon review of the completer surveys for the 2018-2019 completers, EPP completers rated themselves higher than completers statewide in most areas. A sample of the findings is below.

Completer Satisfaction: Content Knowledge

The completer survey indicated that completers felt confident in the area of content knowledge and application of content. The ability to engage learners in critical thinking skills was lower than the statewide average at strongly agree, but above the statewide average at agree. A sample of the findings is below.

Completer Satisfaction: Instructional Practice

According to the completer survey, completers performed at or above the statewide average in assessment, planning for instruction, and instructional strategies. Completers rated themselves especially high in the ability to implement assessments in an ethical manner and minimize bias to enable learners to display the full extent of their learning and the ability to plan instruction based on information from formative and summative assessments, as well as, other sources and systematically adjust plans to meet each student’s learning needs. There were minimal areas of concern, but two areas that were lower than the others were encourage learners to develop deep understanding of content areas, make connections across content, and apply content knowledge in meaningful ways and plan instruction by collaborating with colleagues, specialists, community resources, families, and learners to meet individual learning needs. Overall, all completers rated their performance in the first year of teaching consistently at or above the statewide averages. A sample of the findings is below.

Completer Satisfaction: Professionalism

The completer survey mirrored the employer survey in that completers ranked themselves well above the statewide average in the Professional Responsibility domain. Completers ranked themselves highest in the professional learning and ethical practice standard, particularly in the practice the profession in an ethical manner and engage in continuous professional learning to more effectively meet the needs of each student. Overall, all areas were ranked above the statewide average in professional responsibility indicating a real strength in the program. A sample of the findings is below.

Graduation Rates

Ability of Completers to Be Licensed

To earn an Alabama educator certficate, based on completion of a traditional approach, an applicant must complete an approved program with a prescribed grade point average (GPA) and meet assessment requirements.

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Ability of Completers to Be Hired

Employment rates of completers of initial and advanced programs 12 months after program completion. Most employment occurs 2-3 months after completion but is documented at 12 months.

Advanced Program Employment Rates

May 2020 First Destination

Consumer Information