Alabama Education Accountability Teacher Preparation Report Card May 26, 2005

Alabama Schools Are Focused On Success Teachers must be properly prepared Accountability Standards Alabama was the first state to hold preparation programs accountable by issuing Report Cards. Teacher preparation programs must “guarantee” graduates.

Institutions With Teacher Training Programs PublicPrivate Alabama A & M UniversityBirmingham-Southern College Alabama State UniversityConcordia College Athens State UniversityFaulkner University Auburn UniversityHuntingdon College Auburn University MontgomeryJudson College Jacksonville State UniversityMiles College Troy UniversityOakwood College Troy University DothanSamford University Troy University MontgomerySpring Hill College University of AlabamaStillman College University of Alabama at BirminghamTalladega College University of Alabama in HuntsvilleTuskegee University University of MontevalloUniversity of Mobile University of North Alabama University of South Alabama University of West Alabama

Teacher Preparation Program Report Assesses Program Entrance requirements Subject matter Field/Clinical Experience Supervision Faculty Institution’s resource commitment

Teacher Preparation Measures Performance Using Professional Education Personnel Evaluation (PEPE) Using Surveys New Graduates Principals Superintendents Alabama Prospective Teacher Testing Program Basic Skills Assessments Praxis II (Beginning in 2006)

PEPE Already at Work Each institution gets detailed information on each new teacher This is the fifth year of report cards for teacher preparation programs PEPE began in Its mission is to assure excellence in education in Alabama's public schools. The primary purpose of the program is to assist educators through the process of performance evaluation and professional growth to deliver quality education services, thus increasing student achievement.

The PEPE Scale Four – Demonstrates Excellence Indicates the teacher does an outstanding job. Three – Area of Strength Indicates teacher consistently meets expectations. Two – Needs Improvement Teacher sometimes meets expectations but improvement is needed. One – Unsatisfactory Teacher’s performance is not acceptable, immediate improvement is needed. (New teachers are graded on seven categories for a total of 28 possible points)

Teacher Education Programs Meeting PEPE Standards 1. Early Childhood 2. Elementary 3. Career Technical Education 4. English / Language Arts 5. Fine Arts 6. Foreign Languages 7. Health Education/Physical Education/ Drivers Ed. 8. Mathematics 9. Reading 10. Sciences 11. Social Sciences/Studies 12. Special Education 13. Educational Administration 14. Library Media 15. School Counseling, Psychology, Psychometry

Revised PEPE-Based Grading Formula Eliminated the three-year rolling formula and computed the annual grade for each program for which graduates were “PEPE’d” during the previous year ( for this report), using the following scale based on the percentage of graduates who earned a PEPE score of 18 or higher: A= % B= % C= D= F= less than 80%

To determine the institution’s score, total the points for each program area (counting each program area equally, regardless of the number of graduates who were PEPE’d) and divide by the number of program areas to determine the institution’s average score for all program areas. Revised PEPE-Based Grading Formula

Apply the following scale to the institution’s average score for all program areas to determine the institution’s grade: A= 4 points B= points C= points D= points F= points

Revised PEPE-Based Grading Formula As recommended November 10, 2004, by the Advisory Panel on Teacher Education and Certification, discontinue the “Clear/Caution/Alert” designations and apply the following sanctions based on letter grades: A.) For each program based on program grade: Grade of A/B/C: No action is required. Grade of D or F: The State Superintendent of Education will recommend that the State Board of Education (SBE) rescind approval of a program that receives a grade of D for two consecutive years, a grade of F for two consecutive years, or a combination of a D and an F for two consecutive years.

Revised the PEPE-Based Grading Formula B.) For each institution, based on the institution’s average score for all programs that result in the institution’s grade: Grade of A or B: No action required. Grade of C: Institution must develop and implement a plan for moving all programs to a grade of B or A within two years. All candidates must be notified. The State Superintendent of Education will recommend that the SBE rescind approval of an institution’s programs if the institution does not receive at least a grade of B within two years. Grade of D or F: Institution must develop and implement a plan to achieve a grade of B or A within two years. All candidates must be notified. Also, the State Superintendent of Education will recommend that the SBE rescind approval of an institution’s programs if the institution receives a grade of D for two consecutive years, a grade of F for two consecutive years, or a combination of an F and D for two years.

Institution Summary Results College Name Program Count ABCDFGPA Institution Grade Alabama A & M University B Alabama State University B Athens State University A Auburn University B Auburn University Montgomery B Birmingham Southern College A Concordia College A Faulkner University A Huntingdon College A Jacksonville State University B Judson College A Miles College B Oakwood College A Samford University B

Institution Summary Results College Name Program CountABCDFGPA Institution Grade Spring Hill College A Stillman College A The University of Alabama A The University of Alabama-Birmingham B The University of Alabama-Huntsville A Troy University B Troy University-Dothan A Troy University-Montgomery A Tuskegee University C University of Mobile A University of Montevallo B University of North Alabama A University of South Alabama B University of West Alabama A

Program Summary Results Teacher Education ProgramTotal Program CountABCDF Elementary Education English Language Arts Social Sciences Mathematics Early Childhood Education Special Education Sciences Health and Physical Education Fine Arts Counseling, Psychology, Psychometry Education Administrator Librarian Foreign Language Career Technical Reading TOTAL

Number Responding to Survey 574 Teachers 326 Principals 69 Superintendents

Survey Results Overall, 96% of responding recent graduates expressed they were satisfied or very satisfied with their preparation for teaching.

Survey Results New Teachers Surveyed While 96% were satisfied with their overall preparation: 15% were unsatisfied or very unsatisfied with their preparation to improve reading comprehension. 20% were unsatisfied or very unsatisfied with their preparation to recognize exceptional/special needs students. 24% were unsatisfied or very unsatisfied with their preparation to work with exceptional/special needs students

Survey Results Local Principals Surveyed While 97% were satisfied or very satisfied with the overall preparation of new teachers: 8% were unsatisfied or very unsatisfied with new teachers’ preparation to improve reading comprehension. 7% were unsatisfied or very unsatisfied with teachers use of technology to improve instruction.

Survey Results Overall, 100% of responding superintendents were satisfied or very satisfied with the overall preparation of new instructional support personnel.

Teacher Preparation Timeline Teacher Prep Report CardsDec Teacher Prep Report CardsDec Praxis II Data Reported Professional DevelopmentOngoing Specific Program Methods Course2006

Teacher Prep Is Critical Today’s elementary students will reach their most productive years in