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.
2023-2024
The EPP continues to struggle to collect data. Multiple options have been utilized
from recruiting volunteers of completers (graduates) from 0-3 years from graduation
to working with school systems to collect data. From the completer survey, 23 completers
volunteered to submit student achievement data and teacher evaluations from their
administrators. However, the reality is only two volunteers submitted limited achievement
data and no teacher evaluations were provided.
Based upon this information it was determined that the teachers and administrators
are being put under a lot of stress currently due to the implementation of the Alabama
Literacy Act and the Alabama Numeracy Act. Administrators are hesitant to share data
and evaluations because of the requirement to meet certain criteria with each Act.
The Plan of Action 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.
Out of 23 volunteers, we received data from the two teachers who graduated in Music-Choral
and Mathematics showed growth from pre-test to post-test. Due to the low number of
students, data is not shown.
Although this plan has been implemented for one year, it was not successful. We also
experienced a change of faculty and staff which altered timelines due to transition
and training.
A new Plan has been developed with the new director and certification specialist from
the Certification and Field Experience Office.
2025–2026 Plan of Action to Strengthen Completer Data Collection and Analysis
For the 2025–2026 academic year, our primary focus will be improving the consistency
and quality of data collected on program completers. In recent years, we have experienced
challenges stemming from faculty turnover, including the appointment of a new CAFE
Director and Certification Specialist, as well as the retirement of our Data Analysis
Coordinator. These transitions, coupled with persistently low response rates from
program completers and their employers, have resulted in gaps in our data collection
process.
To address these issues, we will implement a “boots-on-the-ground” engagement approach.
Our experience has shown that we obtain more reliable and consistent data when we
maintain a direct presence in school systems, extending our involvement beyond field
placements and internships. By building ongoing relationships with school personnel
and completers who are now in full-time teaching roles, we are better positioned to
gather the data needed to evaluate program impact.
This year, we will strategically partner with one medium-sized and one large school
district to collect targeted data on two key areas: (a) student achievement and (b)
teacher evaluations that show professional knowledge, skills, and dispositions. These
data will include evidence such as pre- and post-assessments, progress monitoring
results, and teacher evaluations or observations.
Beginning in early November, the CAFÉ Director and Certification Specialist will attend
faculty meetings within these partner districts to request access to student achievement
data and teacher evaluation records online through Qualtrics. In addition, we will
administer the completer survey to recent graduates and ask school administrators,
central office supervisors, mentors, and instructional coaches to complete the employer
survey. These coordinated efforts aim to improve response rates and ensure more comprehensive,
high-quality data for program assessment and continuous improvement.
In January-March, we will communicate, connect, and encourage completers (0-3 years
from graduation) and administrators to continue submitting student achievement data
and teacher evaluations and provide support as needed.
Data Day is at the beginning of April where faculty come together to analyze data
by programs in initial and advanced degree levels. Faculty triangulate this data to
make programmatic or course changes.
Data collection had decreased for the 2023-2024 school year. Previous data collections
can be reviewed by academic year using the links on the right side.
Data from 2021-2022: 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:
2024 FOLLOW-UP SURVEY FOR GRADUATES
88.56% of the Troy University 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
- 2022-2023 survey shows 88.23% of completers that responded believe Very Well to Extremely Well they are prepared to impact P-12 student learning.
- 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.
2024 Completer Survey
2023-2024 EMPLOYER SURVEY REPORT
89.33% of employers who responded to the 2022-2023 survey stated completers were Very Well to Extremely Well prepared to impact P-12 Student Learning.
2023-2024 EMPLOYER SURVEY COMMENT:
- As Superintendent of a County Schools, I am extremely pleased with the quality and
preparation of educators produced by Troy University.
- I am a building-based principal so I cannot speak for the entire district, only for
my school. I have hired several Troy graduates over the last few years. I have been
consistently impressed with every candidate. They stand out when questioned during
interviews and their performance in the classroom is top-tier. As an alumni of Troy,
I know the standard that is set by the university. I can confidently say that the
applicants we interview from Troy stand out above all other universities. I am proud
to be a Troy Trojan!
2023-2024 Employer Survey
Data must address: (b) completer effectiveness in applying professional knowledge,
skills, and dispositions.
No Teacher Observations were collected during 2023-2024. 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.
The Plan of Action 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.
Out of 23 volunteers, we received data from the two teachers who graduated in Music-Choral
and Mathematics showed growth from pre-test to post-test. Due to the low number of
students, data is not shown.
Although this plan has been implemented for one year, it was not successful. We also
experienced a change of faculty and staff which altered timelines due to transition
and training.
A new Plan has been developed with the new director and certification specialist from
the Certification and Field Experience Office.
2025–2026 Plan of Action to Strengthen Completer Data Collection and Analysis
For the 2025–2026 academic year, our primary focus will be improving the consistency
and quality of data collected on program completers. In recent years, we have experienced
challenges stemming from faculty turnover, including the appointment of a new CAFE
Director and Certification Specialist, as well as the retirement of our Data Analysis
Coordinator. These transitions, coupled with persistently low response rates from
program completers and their employers, have resulted in gaps in our data collection
process.
To address these issues, we will implement a “boots-on-the-ground” engagement approach.
Our experience has shown that we obtain more reliable and consistent data when we
maintain a direct presence in school systems, extending our involvement beyond field
placements and internships. By building ongoing relationships with school personnel
and completers who are now in full-time teaching roles, we are better positioned to
gather the data needed to evaluate program impact.
This year, we will strategically partner with one medium-sized and one large school
district to collect targeted data on two key areas: (a) student achievement and (b)
teacher evaluations that show professional knowledge, skills, and dispositions. These
data will include evidence such as pre- and post-assessments, progress monitoring
results, and teacher evaluations or observations.
Beginning in early November, the CAFÉ Director and Certification Specialist will attend
faculty meetings within these partner districts to request access to student achievement
data and teacher evaluation records online through Qualtrics. In addition, we will
administer the completer survey to recent graduates and ask school administrators,
central office supervisors, mentors, and instructional coaches to complete the employer
survey. These coordinated efforts aim to improve response rates and ensure more comprehensive,
high-quality data for program assessment and continuous improvement.
In January-March, we will communicate, connect, and encourage completers (0-3 years
from graduation) and administrators to continue submitting student achievement data
and teacher evaluations and provide support as needed.
Data Day is at the beginning of April where faculty come together to analyze data
by programs in initial and advanced degree levels. Faculty triangulate this data to
make programmatic or course changes.
Additional supporting data to show indicators of teaching effectiveness R4.1b
2023-2024 EMPLOYER SURVEY
- 91.5% of the Troy University New Hires were Very Well to Extremely Well prepared to use data driven decision making to access client /student progress.
- 88.62% of the Troy University New Hires were Very Well to Extremely Well prepared to teach their Content Knowledge.
- 89.52% of the Troy University New Hires were Very Well to Extremely Well prepared to demonstrate Professional Knowledge.
- 82.97% of the Troy University New Hires were Very Well to Extremely Well prepared to demonstrate Professional Literacy.
2023-2024 EMPLOYER SURVEY COMMENT
- As Superintendent of a County Schools, I am extremely pleased with the quality and
preparation of educators produced by Troy University.
- I am a building-based principal so I cannot speak for the entire district, only for
my school. I have hired several Troy graduates over the last few years. I have been
consistently impressed with every candidate. They stand out when questioned during
interviews and their performance in the classroom is top-tier. As an alumni of Troy,
I know the standard that is set by the university. I can confidently say that the
applicants we interview from Troy stand out above all other universities. I am proud
to be a Troy Trojan!
2023-2024 Employer Survey
2024 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 Troy University.
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 56% compared to state-wide completers
at 57%. Scores ranged to 1-2 percentage point BELOW the state average.
For the full report card: Troy University Report Card: 2024
For the 13-item alignment from the report card: 2024 Report Card Employers in blue and Completers in Green