School of Education (SOE)

Huntington Hall Suite 202Ìý |Ìý 1200 W. Montgomery Rd.Ìý |Ìý Tuskegee, ALÌýÌý|Ìý Phone: 334-727-8784Ìý |Ìý Fax: 334-724-3714Ìý |Ìý Email: mparmer@tuskegee.edu

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School of Education Vision

The School of Education will be a world leader in educational research and practice.

School of Education Mission

ÌýThe primary mission of the School of Education is to “develop highly educated, well-rounded individuals who are knowledgeable in their fields of specialization, proficient in the application of professional skills and dispositions, and capable of identifying and adjusting to future professional requirements.

Education Accreditation

The Å·ÃÀ¸ßÇå School of Education offers accredited undergraduate programs, Classification B, leading to the Bachelor of Arts degree and professional teacher certification in Elementary Education, English Language Arts, General Science Education, Mathematics Education, and Physical Education through the Alabama State Department of Education ().Ìý The Selected Improvement Commission of the Council for the Accreditation of Educator Preparation (CAEP) at its October 2024 meeting awarded continuing accreditation toÌýthe School of Education at Å·ÃÀ¸ßÇå.Ìý

Education Departments

• Elementary and Secondary Education
• Physical Education
• Curriculum Balance Sheets

Educator Preparation Program (EPP) Faculty and Staff

• Office of the Dean
• Faculty & Staff

EPP Conceptual Framework

TheÌýEPP Conceptual Framework, the Paradigm for Educator Preparation (PEP),ÌýÌýis the result of collaborative efforts between the faculty, administration, partner schools and districts, the Teacher Education Council (TEC), and other professionalÌýadvisory groups designedÌýreflect university, state, and federal EPP governance and standard,ÌýÌýknowledge base, current research, and best practices.

EPP Strategic Plan

The School of Education completed the composition of its strategic plan in summer 2023. The plan is designed for the School of Education to takeÌýits place on the world stage as a leader in education and research.ÌýÌýClick here to see the plan at a glance.

Helpful Links

• Candidate Performance on State Licensure Exams

Educator Preparation Program

The School of Education EPP is proud to share its 100% pass rate for the edTPA,Ìý the PRAXIS,Ìý and the Foundations of Reading Test. The EPP also has a 100% employment rate for its completers.ÌýÌýSee current measures below.Ìý All data is reported a year in arrears.Ìý

Click here to view measures from three years: 2019-2020, 2020-2021, 2021-2022, 2022-2023. (Note: All reported data is one year in arrears.)

2023-2024 (EPP) Measures of Success

Measure 1: Completer effectiveness

The EPP utilized the ALACTE survey of new first-year teachers to collect completers’ impact on P-12 student learning and teacher effectiveness data. The survey contains 26 items. In the recent report, the completers responded to all 26 items as 100% strongly agreed that the EPP prepared them for the different aspects of effective teaching. Tuskegee’s School of Education First Year completer’s scores indicated that the program prepares them for the following:

Table: Impact on P-12 student learning

Categories	Strongly agree
Understanding of how learners grow and develop	100%
Understanding of learners' commonalities and individual differences	100%
Understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches	100%
Use, design, or adapt multiple methods of assessment to document, monitor, and support learner progress appropriate for learning goals and objectives	100%
Implement assessments in an ethical manner and minimize bias to enable learners to display the full extent of their learning	100%
Understand and use a variety of instructional strategies and make learning accessible to all learners	100%
Encourage learners to develop a deep understanding of content areas, make connections across content, and apply content knowledge in meaningful ways	100%
Use evidence to continually evaluate the effect of my decisions on others and adapt my professional practices to better meet learners’ needsÌý	100%
Use assessment to engage learners in their own growth	100%
Select, create, and sequence learning experiences and performance tasks that support learners in reaching rigorous curriculum goals based on content standards and cross-disciplinary skills	100%

Table: Teacher effectiveness

Categories	Strongly agree
Collaborate with others to build a positive learning climate
Manage the learning environment to engage learners actively	100%
Connect concepts, perspectives from varied disciplines, and interdisciplinary themes to real-world problems and issues	100%
Use, design, or adapt multiple methods of assessment to document, monitor, and support learner progress appropriate for learning goals and objectives	100%
Understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches	100%
Implement assessments in an ethical manner and minimize bias to enable learners to display the full extent of their learning	100%
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	100%
Engage learners in critical thinking, creativity, collaboration, and communication to address authentic local and global issues	100%
Use assessment to engage learners in their own growth	100%
Create learning experiences that make the discipline accessible and meaningful	100%
Engage in continuous professional learning to more effectively meet the needs of each learner	100%

Measure 2: Satisfaction of Employers

The EPP remains committed to assessing the effectiveness of our new teachers through the ALACTE employer survey. While direct data linking student learning outcomes to individual EPP completers is not currently available from the Alabama State Department of Education, we continue to seek meaningful ways to evaluate and showcase our graduates' impact.

For a more comprehensive view of our graduates’ performance, please see the attached report cards for the 2021–2022 and 2022–2023 cycles.

Measure 3: Candidate Competency at Completion

Our initial level programs use multiple measures to determine if our teacher candidates are ready for the profession. Our candidates must successfully complete:

1. State-approved checklist for their respective programs
2. Maintain a cumulative GPA of 2.75 or higher throughout the matriculationÌý
3. Licensure exams: one or more standardized tests (Praxis II Content knowledge or Content subjects)
4. edTPA is required for all interns to pass. It is also one of the graduation requirements. The passing score for Elementary education is 44; for all other subjects is 37.

Table: GPA score average 2023-2024 AY completers

Academic program	General studies GPA	Professional studies GPA	Teaching field GPA	Overall GPA
Elementary Education K-6 (n of completers = 2)	3.54	3.89	4.00	3.73
English Language Arts 6-12 (n of completers = 1)	3.05	3.37	2.93	3.11

Table: edTPA passing score average (Elementary major)

AY 2021-2022 (n of completers = 6)	AY 2022-2023 (n of completers = 7)	AY 2023-2024 (n of completers = 2)
edTPA mean scoreÌý 55.6	edTPA mean scoreÌý 51.4	edTPA mean score 54

Table: edTPA passing score average (English Language Arts major)

AY 2023-2024 (n of completers = 1)

edTPA mean score 46

Measure 4: Ability of Completers to be hired

The ability of completers to be hired in Education positions in Alabama is based on the following:

1. Students must graduate from their programs
2. Pass the edTPA requirements set by ALSDE

2023-2024 completers were able to be hired successfully upon graduation. Out of 3 completers, all met licensure requirements. Three (3) completers are currently working in the K-12 education area in Alabama, Georgia, and Louisiana. The overall employment rate for the last year is 100%.