Education Preparation Provider (EPP) Data

2022-2023

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 2023-Summer 2024

Total number of Program Completers in Traditional and Alt A 

Graduating Fall 2023-Summer 2024	Initial Programs
Total Undergraduates and Alt-A's	160

 

Total Number of Program Completers Alt-A 

Graduating Fall 2023-Summer 2024	Initial Programs
Total Undergraduates	137

 

Majors	Number of Completers
Art	0
Biology	0
Chemistry	0
Collaborative (K-6) & (6-12)	10
Early Childhood	11
Elementary	70
Elementary & Collab K-6	3
English Language Arts	6
General Science	2
Mathematics	5
Music-Instrumental &  Music-Choral	7
Physical Education	13
Social Science	4
History	4
Theatre	2
Total	137

 

ALT-A GRADUATES
Fall 2023-Summer 2024

Total Number of Program Completers Alt-A

Graduating Fall 2023-Summer 2024	Initial Programs
Total Alt A Graduates	23

 

Total Number of Program Completers Alt-A 

Majors	Number of Completers
Art	0
Biology	1
Collaborative (K-6) & (6-12)	4
Early Childhood	3
Elementary	6
English Language Arts	3
General Science	0
History	0
Physical Education	0
Social Science	1
Mathematics	3
Music-Instrumental &                                    Music-Choral	2
Total	23

 

• 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. 

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

2023-2024 EMPLOYER SURVEY

90.91% of employers would hire more Troy University Completers.

Over 27.5% of Troy University graduates have been employed with their school system for three or more years. 

82.72%  of Troy University Completers demonstrate Professionalism Very Well to Extremely Well.  The following Professionalism categories with completer ratings are:

• Engaging Clients at 92.5% Very Well to Extremely Well. 
• Creating Challenging Opportunities at 82.95% Very Well to Extremely Well. 
• Enabling Independent Growth through lifelong learning at 72.72% Very Well to Extremely Well. 

Dispositional Performance as an Educator:

• Learner Development at 95.84% Very Well to Extremely Well. 
• Learning Differences at 85% Very Well to Extremely Well.
• Learning Environment at 95.45% Very Well to Extremely Well. 
• Content Knowledge at 80% Very Well to Extremely Well. 
• Application of Content: Understands how to connect concepts at 90% Very Well to Extremely Well. 
• Assessment at 85% Very Well to Extremely Well. 
• Planning for Instruction at 85% Very Well to Extremely Well. 
• Instructional Strategies at 80% Very Well to Extremely Well. 
• Professional Strategies at 80% Very Well to Extremely Well.
• Leadership and Collaboration at 80% Very Well to Extremely Well. 

82.37% 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 87.5% Very Well to Extremely Well. 
• Equity at 90.91% Very Well to Extremely Well. 
• Belief in Potential of All at 95.46% Very Well to Extremely Well. 
• Globally Conscious/Cultural responsiveness at 86.36% Very Well to Extremely Well. 

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 with Employers in blue and Completers in Green

2023-2024 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, all completers met the requirements for licensure by the State of Alabama.

2023-2024 FOLLOW-UP SURVEY FOR GRADUATES (Completers)

• 90.6% of the Troy University College of Education Department of Teacher' Education Completers that responded indicated that they were employed full-time teaching.
• 5.56% of the Troy University College of Education Department of Teacher' Education Completers that responded indicated that they were employed outside of the teaching field.
• .96% of the Troy University College of Education Department of Teacher' Education Completers that responded indicated that they were employed outside of the teaching field.
• 2.89% of the Troy University College of Education Department of Teacher' Education Completers that responded indicated that they were attending college for a higher degree.

2023-2024 Completer Survey

90.91% of employers' responding to the P-12 Employer Satisfaction Survey would continue to hire Troy graduates.

 

2023-2024 FOLLOW-UP SURVEY FOR GRADUATES (Completers)

• 81.05% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to communicate high expectations.
• 77.45% 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).
• 71.58% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to monitor student performance.
• 87.59% 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.
• 69.28% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to measure student progress systematically.
• 80.01% 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.
• 82.03% 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.
• 84.64% 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.
• 72.56% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to use assessment results.
• 82.01% 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.
• 64.71% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to manage class time.
• 85.63% 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.
• 44.11% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to manage student behavior.
• 77.13% 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.
• 94% 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.
• 83.66% 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.
• 94% 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.
• 81.05% 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.
• 61.78% 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).
• 78.44% 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.
• 76.34% 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.
• 74.34% 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 conductive to learning within limitations of facilities. 

88.56% 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

88.33% 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:

• 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 feel overall the professors and the curriculum at Troy gave me the best head start I could have had before taking on my first year of teaching. While nothing compares to the actual classroom and running one of your own, Troy tried to give us ample experiences in classroom.
• I was VERY prepared and feel so confident as a teacher thanks to my time at Troy!

2023-2024 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 first-year graduates responded in range of 4 percentage points BELOW the state average to 3 percentage point ABOVE the state average, with an overall mean scoring in the Strongly Agree-Agree range of TROY's first and second year graduates at 96% compared to state-wide first-year graduates at 95%. TROY completers scored themselves closely with other first year completers from other EPPs in the state, ranging 2 percentage points above and 3 percentage point below other completers across the state. 

For the full report card: Troy University Report Card: 2024 
For the 13 item alignment from the report card: 2024 Completer Report Card with Employers in blue and Completers in Green

2022-2023

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

• The National Council for Accreditation of Teacher Education (NCATE) fully accredits all advanced programs except Music Education and School Counseling. These advanced programs have been reviewed by The Council for the Accreditation of Educator Preparation (CAEP) and awaiting the final results.
• 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 Fall 2021-Spring 2022 Total Advanced Program Completers
108

 

Majors	Number of Completers
MS-Art	0
MS-Biology	0
MS-Collaborative (K-6)	5
MS-Collaborative (6-12)	0
MS-Early Childhood	1
MS-Elementary	22
MS-English Language Arts	4
MS-Gifted and Post-Master's Pathway	25
MS-History	0
MS - Instructional Leadership and Administration and Reduced Hour option (RHO)	18
MS-Mathematics	1
MS-Music-Instrumental	0
MS-Music-Vocal	0
MS-Physical Education (PE)	1
MS-School Counseling	6
MS-Social Science	0
Education Specialist-Elementary Education	13
Education Specialist-Early Childhood	0
Education Specialist-Instructional Leadership and Administration	6
Education Specialist-School Counseling	4
Education Specialist-Teacher Leader	2
Total	108

 

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 in Education is a 36-credit program designed for practicing teachers in public or private school settings. Courses are 100 percent online – though some courses are also available on campus for students who prefer a hybrid program. Troy's program also allows 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.

2022-2023 Employer Survey

81.82% of employers would hire more Troy University Completers.

Over 47% of Troy University graduates have been employed with their school system for three or more years. 

76.76% of Troy University Completers demonstrate Professionalism Very Well to Extremely Well. The following Professionalism categories with completer ratings are:

• Engaging Clients at 91.67% Very Well to Extremely Well. 
• Creating Challenging Opportunities at 75% Very Well to Extremely Well. 
• Enabling Independent Growth through lifelong learning at 63.63% Very Well to Extremely Well. 

Dispositional Performance as an Educator

• Learner Development at 100% Very Well to Extremely Well. 
• Learning Differences at 70% Very Well to Extremely Well. 
• Learning Environment at 100% Very Well to Extremely Well. 
• Content Knowledge at 70% Very Well to Extremely Well. 
• Application of Content: Understands how to connect concepts at 80% Very Well to Extremely Well. 
• Assessment at 90% Very Well to Extremely Well. 
• Planning for Instruction at 80% Very Well to Extremely Well. 
• Instructional Strategies at 70% Very Well to Extremely Well. 
• Professional Strategies at 70% Very Well to Extremely Well. 
• Leadership and Collaboration at 80% Very Well to Extremely Well. 

82.37% 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 75% Very Well to Extremely Well. 
• Equity at 81.82% Very Well to Extremely Well. 
• Belief in Potential of All at 90.83% Very Well to Extremely Well. 
• Globally Conscious at 81.82% Very Well to Extremely Well. 

SURVEY COMMENTS

• I love working with Troy U and the teachers you produce!!

2022-2023 Employer Survey

2022-2023 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 completed. We have 8 completers who have not submitted certification paperwork. 

Two reasons have been uncovered as to why completers may not meet licensure requirements. One reason is that they have not submitted their licensure paperwork in a timely manner. Therefore, the submission shows up for the next academic year or years later. Another 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.

2022-2023 FOLLOW-UP SURVEY FOR GRADUATES (Completers)

89.66% of the Troy University College of Education Department of Teacher' Education Completers that responded indicated that they were employed full-time teaching.

3.45% of the Troy University College of Education Department of Teacher' Education Completers that responded indicated that they were employed outside of the teaching field.

6.90% of the Troy University College of Education Department of Teacher' Education Completers that responded indicated that they were not employed outside of the home.

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 up or a new one is created. 

2022-2023 Completer Survey

81.82% of employers' responding to the P-12 Employer Satisfaction Survey would continue to hire Troy graduates.

 

2022-2023 Follow-Up Survey of Graduates-Advanced Programs

• 86.21% of Troy University College of Education Department of Teacher Advanced Completers that responded feel Very Well to Extremely Well prepared to communicate high expectations.
• 82.76% 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).
• 79.31% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to monitor student performance.
• 86.21% 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.
• 79.31% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to measure student progress systematically.
• 86.21% 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.
• 82.76% 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.
• 89.28% 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.
• 82.14% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to use assessment results.
• 89.66% 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.
• 65.52% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to manage class time.
• 89.65% 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.
• 65.52% of Troy University College of Education Department of Teacher Completers that responded feel Very Well to Extremely Well prepared to manage student behavior.
• 86.21% 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.
• 93.11% 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.
• 86.21% 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.
• 93.11% 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.
• 79.31% 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.
• 81.48% 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).
• 75.86% 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.
• 89.65% 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. 
• 86.20% 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 conductive to learning within limitations of facilities. 

 86.21% 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

85.18% 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.  

2022-2023 Completer Survey