Data for Academic Years 2021-2022 and 2022-2023 are under construction. The anticipated availability date is December 2023.
Initial Certification Programs
1. Impact on P-12 Learning and Development (Component 4.1)
Standard 4 of the CAEP accreditation process requires that Education Preparation Providers (EPPs) to supply evidence of (4.1) completers contribution to an expected level of student-learning growth. For the 2019-2020 academic year, College of Education had four graduates seeking initial certification in elementary education. One of these graduates (20%) was randomly selected as a participant in a completer case study following her first year of full time teaching. A full copy of the case study is provided below.
One of the research questions asked as a part of this case study is:
After a year of service, to what extent did Faulkner University’s College of Education graduates feel prepared to teach and positively affect student learning in their first year of teaching?
When discussing student gains, she noted she doubted her ability to positively affect student learning, especially at the beginning of the year, because her students had essentially missed an entire quarter’s worth of learning due to the pandemic. She felt she was required to catch the students up with what they missed in third grade, but also get them ready for fifth grade. However, she said that she witnessed several students “blossom” and to begin to make connections between topics they studied in science and social studies. So, in the end, even though she didn’t feel like she was going a good enough job, her students were in fact learning and growing in her class.
These scores show me which standards students have or have not mastered, as well as where they are versus where they should be for grade level at that current time. On each student's individual report, where they are supposed to be for grade level and where they are at are both marked on a chart. Unfortunately due to technical difficulties from Scantron and the year it has been, the district was only able to complete testing for the middle of the year, instead of beginning and middle. This data is from January 2021.
The graduate provided data from Scantron testing of science testing.
Ms G reported that due to technical difficulties with Scantron and COVID, the only testing was Middle of the Year (Jan. 2021) instead of Beginning and Middle. Therefore, there isn’t data to compare. However, there is information by standard for the 3 classes Mrs. G teaches as a whole which reports the numbers of students who have attained each standard and the numbers of students who have not attained each standard
2. Indicators of Teaching Effectiveness (Component 4.2)
Standard 4 of the CAEP accreditation process requires that Education Preparation Providers (EPPs) to supply evidence of (4.2) The provider demonstrates, through structured and validated observation instruments and/or student surveys, that completers effectively apply the professional knowledge, skills, and dispositions that the preparation experiences were designed to achieve.
One of the research questions asked as a part of this study is:
After a year of service, to what extent did Faulkner University's College of Education graduates feel prepared to teach in their first year of teaching?
As a part of the case study, a faculty representative from the College of Education observed the graduate in her own classroom using our validated observation instrument. A copy of the observation notes are attached below.
None of the areas observed fell below a level 4, Distinguished. Minimum required score at the preservice level is a 3.
3. Satisfaction of Employers and Employment Milestones (Components 4.3)
Standard 4 of the CAEP accreditation process requires that Education Preparation Providers (EPPs) supply evidence of the satisfaction of employers.
Employer Interview
As evidence for the 2019-2020 completers, one graduate was randomly selected as a participant in a case study following her first year of full time teaching. As a part of this case study, the principal at her school was interviewed. A copy of the interview is provided below.
Employer Interview Protocol -19-20
Employer Satisfaction Survey
Also included as a part of the case study evidence is the employer satisfaction data provided by the Alabama State Department of Education employer survey. This data is provided to EPPs annually. It is not disaggregated by program, but the EPP only had Elementary Education graduates for the 19-20 academic year. A copy of the survey data is provided below.
Data provided in the graphs is a summary of survey categories and the percentage of
employers who rated their first-year teachers as teacher leader, effective teacher, emerging
teacher, or ineffective teacher. Note: There were no results for the ineffective teacher category.
Statewide averages are reported for comparison.
4. Satisfaction of Completers (Components 4.4)
Completer Satisfaction Survey
Also included as a part of the case study evidence is the completer satisfaction data provided by the Alabama State Department of Education employer survey. This data is provided to EPPs annually. It is not disaggregated by program, but the EPP only had Elementary Education graduates for the 19-20 academic year. A copy of the survey data is provided below.
Data provided in the graphs is a summary of survey categories. Statewide averages are reported for comparison.
5. Graduation Rates
The definition of graduation rate is based on when a student formally enters the Teacher Education Program and then continue on to graduate.
The Faulkner University's College of Education spring 2020 cohort of Class B students graduation rate was 100%.
6. Ability of Completers to Meet Licensing (Certification) and Any Additional State Requirements: Title II
For the Faulkner University College of Education, the graduation requirements and requirements for licensure in Alabama are linked. Therefore a student will not graduate without meeting the certification requirements for the state of Alabama.
First Time Praxis Passed/# Retakes
2020-2021
|
Elementary Education
|
5002 Lang. Arts/ Reading-no longer required |
5003 Math |
5004 Social Studies |
5005 Science |
***5205 Teaching Reading |
|
First Time Passes |
X |
6/9 |
6/7 |
6/10 |
8/9 |
|
% Passed First Time |
X |
66% |
85.7% |
60% |
88% |
|
|
|
|
|
|
|
|
Elementary Education RETAKES |
X |
3 |
4 (3 from 1 st.) |
4 (one st.) |
9 |
|
|
|
|
|
|
|
|
Physical Education |
5091 Physical Education |
|
|
|
|
|
First Time Passes |
1 |
|
|
|
|
|
% Passed First Time |
100% |
|
|
|
|
|
|
|
|
|
|
|
|
Physical Education RETAKES |
0 |
|
|
|
|
*** Reading Test Code changed to 5205
First Time Praxis Passed/# Retakes
2019-2020
|
Elementary Education
|
5002 Lang. Arts/ Reading |
5003 Math |
5004 Social Studies |
5005 Science |
***5205 Teaching Reading |
|
First Time Passes |
6/9 |
8/9 |
6/9 |
6/9 |
5/5 |
|
% Passed First Time |
66% |
88% |
66% |
66% |
100% |
|
|
|
|
|
|
|
|
Elementary Education RETAKES |
3 |
1 |
6 From 2 students 3x ea. |
2 |
0 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Physical Education |
5091 Physical Education |
|
|
|
|
|
First Time Passes |
3 |
|
|
|
|
|
% Passed First Time |
100% |
|
|
|
|
|
|
|
|
|
|
|
|
Physical Education RETAKES |
0 |
|
|
|
|
*** Reading Test Code changed to 5205
First Time Praxis Passed/# Retakes
2018-2019
|
Elementary Education
|
5002 Lang. Arts/ Reading |
5003 Math |
5004 Social Studies |
5005 Science |
5204 Teaching Reading |
|
First Time Passes |
4/5 |
2/4 |
5/5 |
2/4 |
4/5 |
|
% Passed First Time |
80% |
50% |
100% |
50% |
80% |
|
|
|
|
|
|
|
|
Elementary Education RETAKES |
3 (from 1 student) |
1 from 1 st. 4 from 1 st. |
0 |
3 from 1 st. 1 from 1 st. |
3 from 1 st. |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Physical Education |
5091 Physical Education |
|
|
|
|
|
First Time Passes |
1 |
|
|
|
|
|
% Passed First Time |
100% |
|
|
|
|
|
|
|
|
|
|
|
|
Physical Education RETAKES |
0 |
|
|
|
|
7. Ability of Completers to Be Hired in Education Positions for Which They Have Prepared
For the students graduating in the Spring of 2020, all of them were hired in education positions in the area of their certification.
8. Student Loan Default Rates and Other Consumer Information
The latest default report by the Federal Student Aid Office of the US Department of Education provides data for 2017, 2016 and 2015. As of 1/29/2022, Faulkner's current loan default rate is 2.8.
Advanced Programs
CAEP Annual Impact Measure 1 & 2 Indicators of Teaching Effectiveness
CAEP Annual Impact Measure 3 Satisfaction of Employers
CAEP Annual Impact Measure 4 Satisfaction of Completers
CAEP Annual Impact Measure 5 Graduation Rates
Graduation Rates- Traditional Class A Elementary
|
|
TEP Entry |
Graduation |
|
Summer 2020 |
2 |
2 |
|
Fall 2020 |
4 |
4 |
|
Spring 2021 |
3 |
3 |
|
|
TEP Entry |
Graduation |
|
Summer 2019 |
4 |
2 |
|
Fall 2019 |
6 |
5 |
|
Spring 2020 |
0 |
|
|
TEP Entry |
Graduation |
|
Summer 2018 |
14 |
14 |
|
Fall 2018 |
6 |
5 |
|
Spring 2019 |
5 |
4 |
CAEP Annual Impact Measure 6 Ability of Completers to Meet Licensing Requirements
CAEP Annual Impact Measure 7
CAEP Annual Impact Measure 8 Student Loan Default Rates
The latest default report by the Federal Student Aid Office of the US Department of Education provides data for 2017, 2016 and 2015. As of 1/29/2022, Faulkner's current loan default rate is 2.8.
Accreditation
College of Education Meetings
The College of Education also holds regular college-wide meetings, which serve as an opportunity for faculty and staff across the college to come together along with outside stakeholder groups, to share important updates and accomplishments. Agendas and presentations for college-wide meetings from the previous year are available at the link below. during the school year with for college updates