School of Education (SOE)

School of Education Vision

The School of Education will be a world leader in educational research and practice.

School of Education Mission

听The primary mission of the School of Education is to 鈥渄evelop highly educated, well-rounded individuals who are knowledgeable in their fields of specialization, proficient in the application of professional skills and dispositions, and capable of identifying and adjusting to future professional requirements.

Education Accreditation

The School of Education offers accredited undergraduate programs, Classification B,听 that lead to the bachelor of arts degree and to professional teacher certification in听Elementary Education, English Language Arts, General Science Education, Mathematics Education, and Physical Education.听听The Selected Improvement Commission of the Council for the Accreditation of Educator Preparation (CAEP) at its October 21-25, 2016 meeting continued the NCATE accreditation of the School of Education at 澳门六合彩图挂牌.听

Education Departments

Educator Preparation Program (EPP) Faculty and Staff

EPP Conceptual Framework

The听EPP Conceptual Framework, the Paradigm for Educator Preparation (PEP),听听is the result of collaborative efforts between the faculty, administration, partner schools and districts, the Teacher Education Council (TEC), and other professional听advisory groups designed听reflect university, state, and federal EPP governance and standard,听听knowledge base, current research, and best practices.

EPP Strategic Plan

The School of Education completed the composition of its strategic plan in summer 2023. The plan is designed for the School of Education to take听its place on the world stage as a leader in education and research.听听Click here to see the plan at a glance.

Helpful Links

Candidate Performance on State Licensure Exams

Educator Preparation Program (EPP) Measures of Success

The School of Education EPP is proud to share its 100% pass rate for the edTPA,听 the PRAXIS,听 and the Foundations of Reading Test. The EPP also has a 100% employment rate for its completers.听

The School of Education EPP's听4听Measures (2022-2023)

Measure 1: Completer Effectiveness

The EPP utilized the ALACTE survey of new first-year teachers to collect completer鈥檚 impact on P-12 student learning and teacher effectiveness data. The survey contains 26 items. In the recent report, the completers responded to all 26 items as 100% strongly agreed that the EPP prepared them for the different aspects of effective teaching. Tuskegee鈥檚 School of Education First Year completer鈥檚 scores indicated that the program prepares them to:

Table: Impact on P-12 student learning

Categories	Strongly agree
Understanding of how learners grow and develop	100%
Understanding of learners' commonalities and individual differences	100%
Understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches	100%
Use, design, or adapt multiple methods of assessment to document, monitor, and support learner progress appropriate for learning goals and objectives	100%
Implement assessments in an ethical manner and minimize bias to enable learners to display the full extent of their learning	100%
Understand and use a variety of instructional strategies and make learning accessible to all learners	100%
Encourage learners to develop a deep understanding of content areas, make connections across content, and apply content knowledge in meaningful ways	100%
Use evidence to continually evaluate the effect of my decisions on others and adapt my professional practices to better meet learners鈥� needs听	100%
Use assessment to engage learners in their own growth	100%
Select, create, and sequence learning experiences and performance tasks that support learners in reaching rigorous curriculum goals based on content standards and cross-disciplinary skills	100%

Table: Teacher effectiveness

Categories	Strongly agree
Manage the learning environment to engage learners actively	100%
Connect concepts, perspectives from varied disciplines, and interdisciplinary themes to real-world problems and issues	100%
Use, design, or adapt multiple methods of assessment to document, monitor, and support learner progress appropriate for learning goals and objectives	100%
Understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches	100%
Implement assessments in an ethical manner and minimize bias to enable learners to display the full extent of their learning	100%
Plan instruction based on information from formative and summative assessments as well as other sources and systematically adjust plans to meet each student's learning needs	100%
Engage learners in critical thinking, creativity, collaboration, and communication to address authentic local and global issues	100%
Use assessment to engage learners in their own growth	100%
Create learning experiences that make the discipline accessible and meaningful	100%
Engage in continuous professional learning to more effectively meet the needs of each learner	100%

Measure 2: Satisfaction of Employer

The EPP continues to employ the ALACTE survey for employers of new teachers to collect teacher effectiveness data.听Tuskegee鈥檚 School of Education First Year completers were rated above the Alabama statewide average in the 鈥淓ffective Teacher鈥� category on 18 items. The completer was also rated as an 鈥淓merging Teacher鈥� on 4 items. Overall, Tuskegee completer was rated at or above the statewide average on all 26 items.听

Measure 3: Candidate Competency at the Completion

Our initial level programs use multiple measures to determine if our teacher candidates are ready for the profession. Our candidates must successfully complete:

State-approved checklist for their respective programs
Maintain a cumulative GPA of 2.75 or higher throughout the matriculation听
Licensure exams: one or more standardized tests (Praxis II Content knowledge or Content subjects)
edTPA that is required for all interns to pass. It is also one of the graduation requirements. The passing score for Elementary education is 44; for all other subjects is 37.

Table: GPA score average 2022-2023 AY completers

Academic program

General studies GPA

Professional studies GPA

Teaching field GPA

Overall GPA

Elementary Education K-6

(n of completers = 7)

3.31

3.61

3.73

3.47

Physical Education K-12

(n of completers = 1)

2.79

3.65

3.41

3.38

Table: edTPA passing score average (Elementary major)

AY 2020-2021

(n of completers = 1)

AY 2021-2022

(n of completers = 6)

AY 2022-2023

(n of completers =

听7)

edTPA mean score听 54

edTPA mean score听 55.6

edTPA mean score听 51.4

Table: edTPA passing score average (Physical Education major)

AY 2021-2022

Physical Education

(n of completers = 3)

AY 2022-2023

Physical Education

(n of completers = 1)

edTPA mean score 鈥� 38

edTPA mean score 鈥� 37

Measure 4: Ability of Completer to Be Hired

The ability of completers to be hired in Education positions in Alabama is based on the following:

Students must graduate from their programs
Pass edTPA requirements set by ALSDE

All 2022-2023 completers were able to be hired successfully upon graduation. Out of 8 completers, all eight听met licensure requirements. Six (6) completers are currently working in the K-12 education area in Alabama;听one (1)听is a Physical Education teacher, and five (5) are Elementary Education teachers. Those graduates are employed by Auburn City Schools, Macon County Schools, Lee County Schools, Phenix City Schools, and Pike Road Schools. The two completers are working in K-12 education in the following states: Georgia and Ohio. The overall employment rate for the last year is 100%.

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