Education Preparation Provider (EPP) Data

2024-2025

College of Education Department of Teacher Education Undergraduate and Initial Certification Programs are accredited through the following:

Council for the Accreditation of Educator Preparation (CAEP) reviewed and fully accredited all programs except the music programs 

National Association of Schools of Music reviewed and full accredited the Music Education Programs.

Undergraduate	Alternative A Masters
Art (visual)	Art
Biology	Biology
Chemistry
Collaborative (K-6)	Collaborative Teacher (K-6)
Collaborative (6-12)	Collaborative Teacher (6-12)
Comprehensive General Science
Early Childhood Education	Early Childhood Education
Elementary Education	Elementary Education
English Language Arts	English Language Arts
History	History
Mathematics	Mathematics
Music-Instrumental	Music-Instrumental
Music-Choral	Music-Vocal/Choral
Physical Education	Physical Education
Social Science	Social Science
Theatre

 

Initial Program Graduates
Fall 2024-Summer 2025

Total number of Program Completers in Traditional and Alt A 

Graduating Fall 2024-Summer 2025	Initial Programs
Total Undergraduates and Alt-A's	167

 

Total Number of Program Completers Undergraduate

Graduating Fall 2024-Summer 2025	Initial Programs
Total Undergraduates	139

 

Majors	Number of Completers
Art	1
Biology	2
Chemistry	0
Collaborative (K-6) & (6-12)	7
Early Childhood	14
Elementary	62
Elementary & Collab K-6	1
English Language Arts	10
General Science	2
Mathematics	8
Music-Instrumental &  Music-Choral	10
Physical Education	14
Social Science	3
History	3
Theatre	2
Total	139

 

ALT-A GRADUATES
Fall 2024-Summer 2025

Total Number of Program Completers Alt-A

Graduating Fall 2024-Summer 2025	Initial Programs
Total Alt A Graduates	28

 

Total Number of Program Completers Alt-A 

Majors	Number of Completers
Art	0
Biology	0
Collaborative (K-6) & (6-12)	3
Early Childhood	6
Elementary	7
English Language Arts	0
General Science	2
History	2
Physical Education	1
Social Science	2
Mathematics	3
Music-Instrumental &                                    Music-Choral	2
Total	28

 

• Troy University Quick Data Links for ALL Majors
• Troy University Student Achievement

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. 

2024-2025

Our plan for the CAFÉ Director and Certification Specialist to attend faculty meetings within these partner districts to request access to student achievement data and teacher evaluation records online through Qualtrics did not start during the month of November, as we had planned. Due to the reorganization of colleges within the university, the College of Education became the College of Education and Behavioral Sciences with the addition of four departments from the College of Science and Communication. None of the new departments fall under CAEP review. The program coordinators were going to email their recent graduates (0-3 years) to request data, as well. A few emails went out to completers. However, the co-coordinators needed to send follow-up emails to coordinators to notify completers again.

The CAFÉ Director and Certification Specialist met with partner schools in January and February to request student achievement (progress monitoring data and/or teacher developed pre- and post-test data) and teacher evaluations. We only received 4 sets of student achievement (2 per ELE/ECE and 2 per SEC/P12) and 6 Teacher evaluations using the Alabama State Department of Education's protocol, Alabama Teacher Observation Tool (ATOT) (3 at ECE/ELE and 3 at SEC/P12). The Completer survey solicited volunteers for sharing achievement data and teacher evaluations. 99 completers volunteered to help with the data collection. However, no one submitted data. We had high hopes but were disappointed that no one followed through even after a reminder email had been sent. While the achievement data showed growth of students it is a very low number of data sets. Decisions cannot be made using this low number. Data sets were low for teacher evaluations. The data is promising with teachers ranging from evident to very evident. We need more data to make determinations and program changes. Last year, we received no data. This year we did receive data, but it was a small data set for student achievement and teacher evaluations. There was growth but it was minimal. We will continue to revise and strengthen the data collection plan.

Student Achievement Data

 We partnered with three school systems who provided the following data.

Program	ELE	SEC-Math/Music Choral
N=Completers/Data Collection      4 total	2	2
Total number of students	35	30
Pre-test Mean	Teacher 1-53 Teacher-2-589.3	Teacher 1-481.16 Teacher-2-61
Post-test Mean	Teacher 1-75.22 Teacher-2-602.52	Teacher 1-496.16 Teacher-2-100
Percentage of students who increased scores	Teacher 1-100% Teacher-2-72%	Teacher 1-84% Teacher-2-100%
Test type	Teacher 1-used a teacher created assessment	Teacher 1 used a standardized progress monitoring assessment
	Teacher 2 used a standardized progress monitoring assessment	Teacher 2-used a teacher created assessment

All initial programs reviewed the data. Analysis from all programs stated improvement in student learning from pre-test to post-test. However, the data set is extremely limited which reduces the reliability of the findings. Program coordinators stated they would reach out multiple times to completers to request data in order to have an increase in data sets.

2026-2027 Plan of Action to Strengthen Completer Data Collection and Analysis

We have a new assessment coordinator for the college who will be helping with the data collection, partnering with the CAFÉ Director and Certification Specialist and the Co-Coordinators of Assessment for Teacher Education. After the data was collected, the CAFÉ Director, Certification Specialist, co-coordinators of assessment, and college assessment coordinator revised the met to revise and update the data collection plan. It was agreed that the “boots on the ground” meetings and requests for data with partner schools will start in October. We decided to wait until the first 9-week grading period ended before we request data. We want our newly hired completers to settle into their new positions. Program coordinators will be sent an email to send out to completers 0-3 years from graduation requesting achievement data and teacher evaluations. The co-coordinators will send follow-up emails in early December and again in late January.

Current partner schools that provided the data this reporting cycle will be contacted first. The next step will be meeting in-person with school administrators (superintendent, central office, and building principals) to explain the data collection and request the data from new partner schools. Each semester, follow-up emails, phone calls, and/or visits will be made to remind partners to submit data. 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. We will continue to send out employer surveys to school systems who participate in the fall and spring career fairs at the university. A final follow-up (emails, phone calls, and/or visits) will be made in March for the last submission of data before the April Data Day analysis by faculty and stakeholders.

Data Day is at the beginning of April where faculty and stakeholders come together to analyze data by programs in initial degree levels. Faculty and stakeholders triangulate this data to make programmatic or course changes.

Additional data to support indicator R4.1a:

2024-2025 FOLLOW-UP SURVEY FOR INITIAL COMPLETERS

77.80% 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. 

2024-2025 FOLLOW-UP SURVEY COMMENTS BY INITIAL COMPLETERS

• I could not be more thankful for all the support I've received at my time at Troy. Even as a new teacher, I feel extremely confident in my own ability as an educator.
• I loved everything about it [education program], especially my advisor during the ALT A program.
• My first year of teaching has not been easy but I do feel I received as much preparation as possible from Troy. I have friends in the first year from different (university) programs and their schools did not prepare them like Troy did for me.

2024-2025 Completer Survey Data

2024-2025 EMPLOYER SURVEY REPORT

 82.40% of employers who responded to the 2022-2023 survey stated completers were Very Well to Extremely Well prepared to impact P-12 Student Learning.

2024-2025 EMPLOYER SURVEY COMMENT:

• As Superintendent of a rural county school system, I am extremely pleased with the quality and preparation of educators produced by Troy University.  

2024-2025 Employer Survey Data

Data must address: (b) completer effectiveness in applying professional knowledge, skills, and dispositions.

We partnered with three school systems who provided the teacher evaluations. These teacher evalauations are the Alabama State Department of Education's observation forms.

ALABAMA TEACHER OBSERVATION TOOL (ATOT) DIMENSION 

The Alabama Teacher Growth Program uses a formative tool created in partnership with Cognia to assess performance levels and identify areas of strength and areas of growth for all classroom teachers. The tool has five dimensions: Culture/Climate, Learning, Essentials, Agency, and Relationships. The dimensions align with the Alabama Core Teaching Standards (ACTS). The data chart below provides information about the ATOT dimensions. 

The following information provides the observers with parameters to rate each item on the ATOT. The rubric consists of three factors: Implementation of Practices, Authenticity of Practices, and Effect on Learners that are rated using the following rubric descriptors: (4) Very Evident, (3) Evident, (2) Somewhat Evident, and (1) Not Evident. 

Very Evident (4)  All/Fully-More than 75% of the learners

Evident (3)  Most/Mostly-51%-74% of the learners

Somewhat Evident (2)  Some/Minimally-25-50% of the learners

Not Evident-1  Less than 25% of the learners

 

Indicator	Elementary Group Early Childhood, Elementary	Secondary Group Math/PE	Aggregated Means
N= Number of teacher observations	3	3	6
Culture and Climate Dimension: A learning environment created and sustained in which each learner is cared for, is safe, has a sense of belonging, and feels secure to share thoughts.   Fosters an environment that embraces all learners  Treats each learner equitably  Encourages learners to share their opinions without fear of negative comments from their peers  Creates enthusiasm for the learning at hand
Culture and Climate Dimension: Mean Range	3.63 3.38-4	4 4	3.82 3.38-4
Learning Dimension: Processes established to ensure learners have opportunities to demonstrate an understanding of the content and apply that knowledge and acquisition of skills.  Communicates clear explanations about the activities or tasks Implements lessons and/or activities that stimulate learners to use higher-order thinking skills  Delivers lessons that are relatable to the learners and aligned to their interests  Monitors learners' understanding of the content and/or the acquisition of skills  Adapts instruction and/or activities that meet individual learner's needs  Provides learners with purposeful feedback about their progress and/or needs
Learning Dimension: Mean Range	3.5 3.5	3.83 3.5-4	3.67 3.5-4
Essentials Dimension: Core competencies demonstrated by an effective teacher, such as presence and disposition, pedagogical knowledge, content knowledge, and management of the learning environment.  Delivers and/or facilitates the lesson with knowledge and confidence  Communicates and upholds high expectations for learners' behaviors to maximize learning and well-being  Facilitates use of resources that support learners'  Implements instructional strategies that actively engage learners  Manages the learning time in an efficient and optimal manner
Essentials Dimension: Mean Range	3.6 3.5-3.8	4 4	3.75 3.5-4
Agency Dimension: Actions that foster learners' ability to self-direct and self-regulate learning.  Empowers learners to be responsible for the learning at hand  Gives learners choices about the learning activities or tasks  Provides assistance for learners to navigate and monitor their learning progress  Encourages learners to persevere with or seek challenging activities or tasks  Builds learners' growth mindset and self-efficacy
Agency Dimension: Mean Range	3.3 2.9-3.8	3.93 3.8-4	3.62 2.90-4
Relationships Dimension: Actions that foster healthy, positive connections between the teacher and learners.  Promotes respectful and caring interactions toward and between learners  Cultivates learner cooperation, collaboration, and inclusivity  Preserves learners' dignity while attending to their individual needs
Relationships Dimension: Mean Range	3.67 3.5-4	4 4	3.84 3.5-4
Total Mean	3.52	3.94	3.73
Total Range	3.36-3.78	3.83-4	3.36-4

Areas for Improvement for ELE Group: 

• Communicate clear expectations; lessons are aligned to student interest or engaging; purposeful feedback 
• Creates enthusiasm for learning 
• Student choice; encourages learners to persevere with or seek challenging activities or tasks 

Areas for Improvement for SEC/ P12: 

• Lessons are aligned to student interest or engaging; stimulates HOT with lessons; adapts lesson or activities to learner's needs 
• Student choice 

Teacher evaluations were strong in demonstrated effectiveness in applying professional knowledge, skills, and dispositions.  The evaluations showed that improvement can be made in providing differentiated lessons, engaging students in their learning, student choice, higher order thinking skills, and aligned to their interests.  However, the data set is extremely limited which reduces the reliability of the findings. Program coordinators stated they would reach out multiple times to completers to request data in order to have an increase in data sets.

2026-2027 Plan of Action to Strengthen Completer Data Collection and Analysis

We have a new assessment coordinator for the college who will be helping with the data collection, partnering with the CAFÉ Director and Certification Specialist and the Co-Coordinators of Assessment for Teacher Education. After the data was collected, the CAFÉ Director, Certification Specialist, co-coordinators of assessment, and college assessment coordinator revised the met to revise and update the data collection plan. It was agreed that the “boots on the ground” meetings and requests for data with partner schools will start in October. We decided to wait until the first 9-week grading period ended before we request data. We want our newly hired completers to settle into their new positions. Program coordinators will be sent an email to send out to completers 0-3 years from graduation requesting achievement data and teacher evaluations. The Co-coordinators will send follow-up emails in early December and again in late January.

Current partner schools that provided the data this reporting cycle will be contacted first. The next step will be meeting in-person with school administrators (superintendent, central office, and building principals) to explain the data collection and request the data from new partner schools. Each semester, follow-up emails, phone calls, and/or visits will be made to remind partners to submit data. 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. We will continue to send out employer surveys to school systems who participate in the fall and spring career fairs at the university. A final follow-up (emails, phone calls, and/or visits) will be made in March for the last submission of data before the April Data Day analysis by faculty and stakeholders.

Data Day is at the beginning of April where faculty and stakeholders come together to analyze data by programs in initial degree levels. Faculty and stakeholders triangulate this data to make programmatic or course changes.

Additional supporting data to show indicators of teaching effectiveness R4.1b

2024-2025 EMPLOYER SURVEY

• 82.4% of the Troy University New Hires were Very Well to Extremely Well prepared to use data driven decision making to access client /student progress.
• 80.40% of the Troy University New Hires were Very Well to Extremely Well prepared to teach their Content Knowledge.
• 77.68% of the Troy University New Hires were Very Well to Extremely Well prepared to demonstrate Professional Knowledge.
• 80.60% of the Troy University New Hires were Very Well to Extremely Well prepared to demonstrate Professional Literacy.

2024-2025 EMPLOYER SURVEY COMMENT

• As Superintendent of a rural county school system, I am extremely pleased with the quality and preparation of educators produced by Troy University.  

2024-2025 Employer Survey Data

 

2025 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 and second 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 62% compared to state-wide completers at 53%. Troy scores ranged to 3-19 percentage point ABOVE the state average. 

For the full report card: Troy University Report Card: 2025 Employer Response 
For the 13-item alignment from the report card: 2025 ALSDE-EPP Report Card- Employers in blue and Completers in Green

2024-2025 EMPLOYER SURVEY

100% of employers would hire more Troy University Completers.

Over 43% of Troy University graduates have been employed with their school system for three or more years. 

76%  of Troy University Completers demonstrate Professionalism Very Well to Extremely Well.  The following Professionalism categories with completer ratings are:

• Engaging Clients at 76.5% Very Well to Extremely Well. 
• Creating Challenging Opportunities at 76.5% Very Well to Extremely Well. 
• Enabling Independent Growth through lifelong learning at 75% Very Well to Extremely Well. 

Dispositional Performance as an Educator:

• Learner Development at 82.4% Very Well to Extremely Well. 
• Learning Differences at 82.4% Very Well to Extremely Well.
• Learning Environment at 76.5% Very Well to Extremely Well. 
• Content Knowledge at 80% Very Well to Extremely Well. 
• Application of Content at 86.7% Very Well to Extremely Well. 
• Assessment at 73.3% Very Well to Extremely Well. 
• Planning for Instruction at 80% Very Well to Extremely Well. 
• Instructional Strategies at 82.4% Very Well to Extremely Well. 
• Professional Strategies at 80% Very Well to Extremely Well.
• Leadership and Collaboration at 73.3% Very Well to Extremely Well. 

90/75% of the Troy University Completers are prepared to respond to Diversity Very Well to Extremely Well. The following diversity categories with completer ratings are:

• Respect and Rapport at 94.1% Very Well to Extremely Well. 
• Equity at 93.8% Very Well to Extremely Well. 
• Belief in Potential of All at 93.8% Very Well to Extremely Well. 
• Globally Conscious/Cultural responsiveness at 81.3% Very Well to Extremely Well. 

SURVEY COMMENT

• As Superintendent of a rural county school system, I am extremely pleased with the quality and preparation of educators produced by Troy University.

2024-2025 Employer Survey Data

 

2025 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 62% compared to state-wide completers at 53%. Troy scores ranged from 3-19 percentage points ABOVE the state average. 

• For the full report card: Troy University Report Card: 2025 Employer Response 
• For the 13-item alignment from the report card: 2025 ALSDE-EPP Report Card- Employers in blue and Completers in Green

2024-2025 Competency

Each candidate completes the state approved checklist for their particular program. Based on the recommendation to ALSDE, derived from the completion of the R & R/Review & Recommendation for Application Based on Completion of an Alabama Class B Program and the Supplemental NA1/Recommendation for Certification forms, 11 completers did not met the requirements for licensure by the State of Alabama. 

One completer did not apply for certification through Troy in Alabama. They were able to apply for Georgia certification without the recommendation of Troy University. 

Ten completers had not passed all parts of edTPA at the time of the data collection. These candidates have since passed all parts of the edTPA.

2024-2025 FOLLOW-UP SURVEY FOR COMPLETERS (Undergraduate & MS-ALT A)

• 97.2% of the Troy University College of Education Department of Teacher' Education Completers that responded indicated that they were employed full-time teaching.
• 2.8% of the Troy University College of Education Department of Teacher' Education Completers that responded indicated that they were employed outside of the teaching field.

2024-2025 Completer Survey Data

2024-2025 EMPLOYER SURVEY

100% of employers' responding to the P-12 Employer Satisfaction Survey would continue to hire Troy graduates.

2024-2025 Employer Survey Data

2024-2025 FOLLOW-UP SURVEY FOR COMPLETERS (Undergraduate & MS-ALT A)

• 86.1% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to communicate high expectations.
• 72.2% of the Troy University College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to state long-range goals and short-term objectives (ACOS/ACCRS).
• 69.4% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to monitor student performance.
• 86% of the Troy University College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to identify various instructional strategies.
• 69.4% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to measure student progress systematically.
• 72.2% of the Troy University College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to prepare instructional resources for use.
• 77.8% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to provide feedback about student performance.
• 75% of the Troy University College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to orient students to the lesson.
• 75% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to use assessment results.
• 83.3% of the Troy University College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well  prepared to give clear directions.
• 69.4% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to manage class time.
• 88.9% of the Troy University College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to develop an effective lesson.
• 27.8% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to manage student behavior.
• 77.8% of the Troy University College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to provide practice and summarization for the students.
• 88.9% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to speak clearly, correctly, and coherently utilizing standard English.
• 86.1% of the Troy University College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to demonstrate knowledge of subject matter and pedagogy.
• 91.7% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to write clearly, correctly, and coherently utilizing standard English.
• 72.2% of the Troy University College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to involve students in interaction.
• 58.3% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared for the legal and procedural requirements of your role (i.e., school law).
• 69.4% of the Troy University College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well  prepared to express positive effect/minimize negative effect.
• 80.6% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to develop an awareness and understanding of the school and its community.
• 63.9% of the Troy University College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to maintain physical environment conducive to learning within limitations of facilities. 

77.8% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to Impact P-12 Student Learning

80.6% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well to be an effective teacher.

Comments from the Survey:

• The program at Troy offered flexibility without sacrificing preparation for the teaching program. I like the study class that was offered on a Saturday for the Foundation of Reading Test. The information was very helpful in understanding the questions as well as reasoning for the answers.
• I've only been in the “real world” for a year, but I would put Troy's Elementary Education program up against anyone's. My first year of teaching has not been easy, but I do feel I received as much preparation as possible from Troy. I have friends in the first year from different programs and their schools did not prepare them like Troy did for me.
• I could not be more thankful for all the support I've received at my time at Troy. Even as a new teacher, I feel extremely confident in my own ability as an educator.
• I loved everything about it, especially my advisor during the Alt A program!

2024-2025 Completer Survey

EPP Report Card-First and Second Year Completers

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.

Of the 13 items from this survey that indicate impact on P-12 student learning, TROY's graduates responded in a range of 1-4 percentage points ABOVE the state average, with an overall mean scoring in the Strongly Agree-Agree range of TROY's year graduates at 99% compared to state-wide graduates at 96%. 

• For the full report card: Troy University Report Card: 2025 Completer Response 
• For the 13-item alignment from the report card: 2025 ALSDE-EPP Report Card- Employers in blue and Completers in Green
  
  

2024-2025

Advanced (Graduate) Programs and Certification Programs are accredited through the following:

• The Council for the Accreditation of Educator Preparation (CAEP) fully accredits all advanced programs except Music Education and School Counseling. 
• The National Association of Schools of Music (NASM) fully accredits the advanced programs in Music Education.
• The Council for Accreditation of Counseling and Related Educational Programs (CACREP) fully accredits the advanced programs in School Counseling.  

Graduating/Completing Fall 2024-Spring 2025 Total Advanced Program Completers
100

 

Majors	Number of Completers
MS-Art	1
MS-Biology	0
MS-Collaborative (K-6)	1
MS-Collaborative (6-12)	2
MS-Early Childhood	5
MS-Elementary	22
MS-English Language Arts	0
MS-Gifted and Post-Master's Pathway	15
MS-History	1
MS - Instructional Leadership and Administration and Reduced Hour option (RHO)	14
MS-Mathematics	0
MS-Music-Instrumental	4
MS-Music-Vocal	1
MS-Physical Education (PE)	1
MS-School Counseling	9
MS-Social Science	0
Education Specialist-Elementary Education	11
Education Specialist-Early Childhood	2
Education Specialist-Instructional Leadership and Administration	2
Education Specialist-School Counseling	4
Education Specialist-Teacher Leader	5
Total	100

 

The purpose of Troy's Master of Education graduate program is to develop innovative, informed, reflective decision makers with outstanding pedagogical training. Troy University's online MS and EdS in Education are  designed for practicing teachers in public or private school settings. Courses are 100 percent online. Troy's programs also allow for flexible course planning, so that students are not confined to regimented course sequences and can take full- or part-time course loads. All teacher education certification programs are approved by the Alabama State Department of Education.

The U.S. Department of Education reports that high-quality teacher preparation can make a dramatic impact on student outcomes – even outweighing negative factors like poverty.

2024-2025 Employer Survey

100% of employers would hire more Troy University Completers.

Over 43% of Troy University graduates have been employed with their school system for three or more years. 

76.% of Troy University Completers demonstrate Professionalism Very Well to Extremely Well. The following Professionalism categories with completer ratings are:

• Engaging Clients at 76.5% Very Well to Extremely Well. 
• Creating Challenging Opportunities at 76.5% Very Well to Extremely Well. 
• Enabling Independent Growth through lifelong learning at 75% Very Well to Extremely Well. 

Dispositional Performance as an Educator

• Learner Development at 82.4% Very Well to Extremely Well. 
• Learning Differences at 82.4% Very Well to Extremely Well. 
• Learning Environment at 76.5% Very Well to Extremely Well. 
• Content Knowledge at 80% Very Well to Extremely Well. 
• Application of Content at 86.7% Very Well to Extremely Well. 
• Assessment at 73.3% Very Well to Extremely Well. 
• Planning for Instruction at 80% Very Well to Extremely Well. 
• Instructional Strategies at 82.4% Very Well to Extremely Well. 
• Professional Strategies at 80% Very Well to Extremely Well. 
• Leadership and Collaboration at 73.3% Very Well to Extremely Well. 
• Community Engagement at 80% Very Well to Extremely Well. 

90.75% of the Troy University Completers are prepared to respond to Diversity Very Well to Extremely Well. The following diversity categories with completer ratings are:

• Respect and Rapport at 94.1% Very Well to Extremely Well. 
• Equity at 93.8% Very Well to Extremely Well. 
• Belief in Potential of All at 93.8% Very Well to Extremely Well. 
• Globally Conscious at 91.13% Very Well to Extremely Well. 

91.13% of the Troy University Completers are prepared to demonstrate the use of technology Very Well to Extremely Well. The following technology categories with completer ratings are:

• Instructional Strategies at 93.8% Very Well to Extremely Well. 
• Assessment at 92.9% Very Well to Extremely Well. 
• Classroom Management at 86.7% Very Well to Extremely Well.

SURVEY COMMENTS

• As Superintendent of a rural county school system, I am extremely pleased with the quality and preparation of educators produced by Troy University.

2024-2025 Employer Survey Data

2023-2024 Competency

 

The purpose of all certification programs in the College of Education is to develop practicing master teachers, instructional support personnel, and education specialists who more effectively serve students in P-12 settings. As master teachers, instructional support personnel, and education specialists, they participate as leaders in their schools and contribute to their profession.

Each candidate completes the state approved checklist for their particular program. Based on the recommendation to ALSDE, derived from the completion of the R & R/Review & Recommendation for Application Based on Completion of an Alabama Class A Program and Class AA Program and the Supplemental NA1/Recommendation for Certification forms, all BUT 34 completers met the requirements for licensure by the State of Alabama.

Twelve of the completers did not apply for certification through Troy in Alabama. They were able to apply for Georgia certification without the recommendation of Troy University.

Three reasons have been uncovered as to why 22 completers may not meet licensure requirements at the end of the data collection period.

• One reason may be they have not submitted their licensure paperwork in a timely manner. Therefore, the submission shows up for the next academic year or years later.
• The second reason completers may not meet licensure requirements is that they have not been able to pass the Praxis exam in their field required by the Alabama State Department of Education.   These individuals would not submit paperwork until they meet requirements or remember to complete the paperwork. Sometimes, these individuals submit paperwork during the next data collection cycle.

The EPP discovered that graduates are not required to have certification in order to get the pay raise for the higher degree. Some completers submit an Official Transcript to the HR department at their schools to receive the pay raise & forget to complete process for certification. To remind candidates of the process, advanced programs started adding an addendum to syllabi to remind students to submit certification paper. Programs with internships/practicums include details about the certification process in a handbook.

2024-2025 FOLLOW-UP SURVEY FOR GRADUATES (Completers)

91.70% of the Troy University College of Education Department of Teacher' Education Completers that responded indicated that they were employed full-time teaching.

8.3% of the Troy University College of Education Department of Teacher' Education Completers that responded indicated that they were employed outside of the teaching field.

Some teaching field positions have limited openings. Teachers will earn their certification in another field in order to be ready to apply and be hired when there is an opening. For example, the number of gifted specialists in a school system are low. General education teachers will earn gifted certification to be eligible to be hired when a position opens or a new position is created. Meanwhile, they can apply their new knowledge, skills, and dispositions to meet the needs of gifted students in their classrooms.

2024-2025 Completer Survey

2024-2025 Employer Survey

100% of employers' responding to the P-12 Employer Satisfaction Survey would continue to hire Troy graduates.

2024-2025 Employer Survey Data

2024-2025 Follow-Up Survey of Graduates-Advanced Programs

• 83.3% of Troy University College of Education Department of Teacher Advanced Completers that responded feel Very Well to Extremely Well prepared to communicate high expectations.
• 83.3% of the Troy University College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to state long-range goals and short-term objectives (ACOS/ACCRS).
• 75% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to monitor student performance.
• 75% of the Troy University College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to identify various instructional strategies.
• 75% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to measure student progress systematically.
• 83.3% of the Troy University College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to prepare instructional resources for use.
• 91.7% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to provide feedback about student performance.
• 83.3% of the Troy University College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to orient students to the lesson.
• 91.7% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to use assessment results.
• 91.7% of the Troy University College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to give clear directions.
• 83.3% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to manage class time.
• 83.3% of the Troy University College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to develop an effective lesson.
• 50% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to manage student behavior.
• 75% of the Troy University College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to provide practice and summarization for the students.
• 83.3% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to speak clearly, correctly, and coherently utilizing standard English.
• 83.3% of the Troy University College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well  prepared to demonstrate knowledge of subject matter and pedagogy.
• 91.7% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well  prepared to write clearly, correctly, and coherently utilizing standard English.
• 91.7% of the Troy University College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to involve students in interaction.
• 58.3% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well  prepared for the legal and procedural requirements of your role (i.e., school law).
• 75% of the Troy University College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well  prepared to express positive effect/minimize negative effect.
• 83.3% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to develop an awareness and understanding of the school and its community. 
• 75% of the Troy University College of Education Department of Teacher' Education Completers that responded feel Very Well to Extremely Well prepared to maintain physical environment conducive to learning within limitations of facilities. 

75% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to Impact P-12 Student Learning

91.7% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well to be an effective teacher.

Comments from Completers:

• I am currently a school principal. I feel that the administration program at Troy did an excellent job preparing me for my current position.
• My experience with my professor at Troy University was top tier instruction, support, guidance and preparation.
• Instructors are very knowledgeable in the areas that they have been hired to teach. Also, they are very concerned about the well being of the students that they teach. 
• I would like to add that my mentor/ advisor and professor has gone above and beyond with extending herself.  After graduation I have contacted her several times for some information and she has made herself available no matter what else she has on her plate.  For that and for her I am fortunate.  

2024-2025 Completer Survey Comments:

• Troy university is truly the best education program offered. Schools hear I went to Troy and are immediately confident in my teaching abilities.
• I really enjoyed my time completing my masters at Troy. The Gifted Education track was incredible and the professor for gifted was a huge asset to the program. I learned so much from her and the courses prepared me for my new role as a gifted teacher, even though I already had 20 years of experience in the classroom.

2024-2025 Completer Survey