CAEP Annual Reporting Measures
1. Impact on P-12 Learning and Development
The Educator Preparation Program at the University of Montevallo utilizes 2 measures to evaluate our completers impact on P-12 learning and development.
1) The UM EPP designs and implements case studies to examine completer impact on P-12 learning and development. Case studies are developed collaboratively with P-12 partners. Case study methodology, including data sources and findings, are described in the document linked below:
University of Montevallo Completer Impact on Student Learning Case and Satisfaction
2) As part of the case study outlined above, the EPP utilizes the Colorado’s Student Perception Survey from the Colorado Education Initiative as a second measure of Impact on P-12 learning and development, specifically P-12 student perceptions of completer impact.
Survey data are linked below:
2017-2018 Student Perception of Instruction
2. Indicators of Teaching Effectiveness
The Educator Preparation Program at the University of Montevallo utilizes 2 measures to evaluate our completers impact on P-12 learning and development through teaching effectiveness.
1) The UM EPP designs and implements case studies to examine completer impact on P-12 learning and development. Case studies are developed collaboratively with P-12 partners. Case study methodology, including data sources and findings described in the document, are linked below.
University of Montevallo Completer Impact on Student Learning Case and Satisfaction
2) As part of the case study outlined above, the EPP utilizes the Colorado’s Student Perception Survey from the Colorado Education Initiative as a second measure of Impact on P-12 learning and development, specifically P-12 student perceptions of completer impact.
Survey data are linked below:
2017-2018 Student Perception of Instruction
3. Satisfaction of Employers and Employment Milestones
The following data were provided to the EPP by the Alabama State Department of Education (ALSDE) for initial licensure completers. The State collected the data by administering a survey that was designed by the Alabama Association of Colleges for Teacher Education (ALACTE). The ALSDE then collected data from public school districts across the state. The data for all reporting years compare all institutions and UM in the same document but does not provide data disaggregated by licensure.
Although survey results indicate an overall high lever of employer satisfaction with recent UM completers across all programs, growth areas include reflexivity and adaptability, classroom management, and collaboration. The EPP is working with P-12 partners, including but not limited to the Montevallo Connection, to identify and develop program and clinical adjustments to strengthen these areas of preparation.
2016-2017:
University of Montevallo Report Card
University of Montevallo Summary of Survey Results
Alabama Statewide Summary of Survey Results
2017-2018:
ALACTE Survey for Employers of New Teachers
Employer Summary Data – All Institutions
2018-2019:
ALACTE Survey for Employers of New Teachers
2019-2020:
ALACTE Survey for Employers of New Teachers
4. Satisfaction of Completers
The UM EPP uses four measures to evaluate completer satisfaction.
- ALACATE In-service Teacher Survey
The following data were provided to the EPP by the Alabama State Department of Education (ALSDE) for initial licensure completers. The State collected the data by administering a survey that was designed by the Alabama Association of Colleges for Teacher Education (ALACTE). The ALSDE then collected data from public school districts across the state. The data for all reporting years compare all institutions and UM in the same document but does not provide data disaggregated by licensure.
Although survey results indicate an overall high lever of employer satisfaction with recent UM completers across all programs, growth areas include reflexivity and adaptability, classroom management, and collaboration. The EPP is working with P-12 partners, including but not limited to the Montevallo Connection, to identify and develop program and clinical adjustments to strengthen these areas of preparation.
2017-2018:
ALACTE Survey of New Teachers
(State Report Card pages 9-11)Employer Summary Data – All Institutions
2018-2019:
ALACTE Survey of New Teachers
(State Report Card pages 12-14)2019-2020:
ALACTE Survey of New Teachers
(State Report Card pages 12-14)2. Initial Licensure Completer Satisfaction Surveys
2016, 2017, 2018, 2019, 20203. Exit Satisfaction Surveys of Completers
Fall 2017: Elementary, P-12/Secondary, Special Education
Spring 2018: Elementary, P-12/Secondary, Special Education
Fall 2018: Elementary, P-12/Secondary, Special Education
Spring 2019: Elementary, P-12/Secondary, Special Education
Fall 2019: Elementary, P-12/Secondary, Special Education
Spring 2020: Elementary, P-12/Secondary, Special Education
Fall 2020: Elementary, P-12/Secondary, Special Education4. Advanced Program Completer Surveys
Fall 2019 EdS IL Alumni Survey
Fall 2019 EdS TL Alumni Survey
Fall 2020 EdS IL Alumni Survey
Fall 2020 EdS TL Alumni Survey
Fall 2020 MEd IL Alumni Survey
Fall 2020 RHO IL Alumni Survey
5. Graduation Rates and Title II Reports
A. Graduation Rates:
The graduation rates linked below were calculated by the UM Office of Institutional Research, Planning, and Assessment (IRPA). Graduate rates for undergraduate and graduate students are included. These files contain information on overall rates as well as the rates for each program area, as available. Note that IRPA defines retention as the number of students returning who do not graduate. This is typically accurate for first year rate at undergraduate level, but tends to leave gaps after the first year where small but significant numbers of students graduate before an expected 4-year cycle. As such, persistence rates are included to identify those who finished early. That is the distinction in the posted reports between retention and persistence. The data are current as of April 30, 2021.
Overall Undergraduate Graduate Rates
Overall Graduate Graduation RatesB. Title II Reports:
Title II is a federal policy oriented toward “Preparing, Training, and Recruiting High Quality Teachers and Principals”. For more information, please visit their site at http://title2.ed.gov/Public/About.aspx.
Linked below are Title II reports for multiple academic years:
Title II ReportsC. Enrollment and Degrees:
Total Enrollment by Programs
Total Degrees Conferred by Programs
6. Ability of Completers to Meet Licensing Requirements and Additional State Requirements
The state of Alabama requirements vary depending on certification. The EPP Office of Teacher Education Services (TES) curates requirements for certification for various licensure levels. These requirements are posted and continuously monitored on the TES website. Specific program requirements should be discussed with the EPP Certification Officer.
On average, over 98% of initial and advanced program completers are recommended for certification upon graduation. The data linked below includes TEP admission, degree conferral, and certification eligibility for the 2017-2018, 2018-2019, and 2019-2020 academic years:
Initial Certification: TEP Admission, Degree Conferrals, and Certification Eligibility
Undergraduate TEP Admission, Certification, and Hiring Data
Graduate TEP Admission, Certification, and Hiring DataOf the many state requirements, Praxis and edTPA are both requirements we can measure. Please note that only Elementary data are posted for confidentiality purposes due to consistently lower numbers across other programs.
A. Praxis Core Academic Skills
For information on the Praxis core, please visit http://www.ets.org/praxis/about/core/. On June 11th, 2020, the State of Alabama eliminated the Praxis Core requirement for unconditional admission to undergraduate Teacher Education Programs in an emergency rule change. The EPP permanently adopted this change on December 31, 2020.
B. Praxis Subject Assessments
For information on the Praxis Subject Assessments, please visit http://www.ets.org/praxis/about/subject?WT.ac=31040_praxis_about_praxisii.
C. edTPA
For information about the edTPA, please visit http://www.edtpa.com/. The link below contains information about our edTPA pass rates.
7. Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared
The EPP surveys graduating seniors and recent completers annually to track employment trends. (See Section 4, Subsection 4). The EPP also curates data furnished by the Alabama State Department of Education. These data track alumni employment trends for recent initial and advanced program completers hired in public schools in Alabama.
A. ALSDE Data (Initial and Advanced)
The Alabama State Department of Education provides completer employment data to the EPP upon request. These data only include completers employed by public schools in the state of Alabama and does not represent those who may be employed by private, parochial, or out-of-state schools.
UM Completer Hiring Data
Undergraduate TEP Admission, Certification, and Hiring Data
Graduate TEP Admission, Certification, and Hiring DataB. The ALACTE New Teacher Survey is administered to initial certification completers in their first year of employment. 2017-2018 responses indicate completers secure gainful employment in their field and are also satisfied with the preparation they received.
8. Student Loan Default Rates and Other Consumer Information
A) The U.S. Department of Education releases official cohort default rates once per year. A cohort default rate is the percentage of a school’s borrowers who enter repayment on certain Federal Family Education Loan (FFEL) Program or William D. Ford Federal District Loan (Direct Loan) Program loans during a particular federal fiscal year (FY), October 1 to September 30, and default or meet other specified conditions prior to the end of the second following fiscal year. The student loan default rates for all schools can be found here.
