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Tuskegee University

School of Education (SOE)

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Our Mission

The primary mission of the School of Education is to develop 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.

Our Vision

The Tuskegee University School of Education's vision is to be a world leader in educational research and practice.

Education Accreditation

The Tuskegee University School of Education offers accredited undergraduate programs, Classification B, leading to the Bachelor of Arts degree and professional teacher certification in Elementary Education, English Language Arts, General Science Education, Mathematics Education, and Physical Education through the Alabama State Department of Education (Teacher Preparation Programs - Alabama State Department of Education). The Selected Improvement Commission of the Council for the Accreditation of Educator Preparation (CAEP) at its October 2024 meeting awarded continuing accreditation to the School of Education at Tuskegee University.

Contact the School of Education

School of Education
Huntington Hall Suite 202
1200 W. Montgomery Rd.
Tuskegee, AL 36088


PHONE: 334-727-8784
FAX: 334-724-3714
EMAIL: TUSOE@tuskegee.edu

Program Information

Accredited Programs

CARP accreditation image

The School of Education at Tuskegee University offers five teacher education programs which were reviewed and accredited by CAEP:

  • Elementary Education (K-6)
  • English Language Arts (6-12)
  • General Science (6-12)
  • Mathematics (6-12)
  • Physical Education (6-12)


CAEP logo thumbnail
1140 19th St. NW, Suite 400 | Washington DC, 20036 | (202) 223-0077

Professional Teacher Education Program

The Professional Teacher Education Program at Tuskegee University refers to the phase of the education major’s program --- usually the last two years--- after most students have completed all general education requirements of their program, taken at least three “professional education” courses (EDUC 0113 Freshmen Seminar in Teaching I, EDUC 0114 Freshmen Seminar in Teaching II, and EDUC 0203 Introduction to Professional Education), submitted a formal application and received notification of admission to the Professional Teacher Education Program.

Admission to the Professional Teacher Education Program is not automatic and requires completion of an Application for admission to Professional Teacher Education and successfully completing an interview.


Admission to the Professional Teacher Education Program


Procedures and Requirements
A. Prospective teacher candidates must complete and submit a formal written (word-processed) application for admission. Application packets are available in the Office of the Dean: Suite 202 Huntington Hall. Supportive documentation must be included in the order below.

  • The Curriculum Balance Sheet that includes grades in all courses completed.
  • The Curriculum Balance Sheet must be approved and signed by the student, advisor, and the Department Chair.
  • The Curriculum Balance sheet must clearly verify completion of a minimum of 60 hours of General Study courses required in the chosen major with an overall university GPA of 2.50 or higher.
  • The highest grade obtained in General Studies courses will be used to calculate General Studies GPA in accordance with the “Replacement Grades” and “Repetition of Courses” policies listed in the Tuskegee University Academic Regulations and Procedures for Undergraduates Handbook.
  • Verification of criminal history background check clearance.

B. Requirements for Admission to Professional Teacher Education Program

  • A minimum 2.50 GPA in Professional Studies courses completed prior to filing
    an application for admission to the Upper Division Professional Teacher Education Program.
  • A minimum 2.50 GPA or higher required in the Teaching Field of each major program.
  • A passing score on each section of the Tuskegee University English Proficiency Examination (enclose a copy of each examination score with the application
    form).
  • A two-page, word-processed, double-spaced, edited autobiography with one-inch margins. It is the applicant’s responsibility to ensure that the autobiography
    satisfies high standards of English grammar and mechanics.
  • Criminal history background checks clearance.
  • Passing score on the Alabama Educator Certification Testing Program (AECTP).
  • Satisfactory interview and disposition ratings.
  • Satisfactory field experiences in the schools.

C. Students must arrange for the following documents to be forwarded to the Office of the Dean. The applicant is responsible for verifying that ALL documents are on file in the Dean’s Office prior to filing an application for Admission to Upper Division Professional Teacher Education Program (documents listed under Part A above).

  • Two letters of recommendation requested by the students from faculty members whose class(es) students have taken and are required in Tuskegee University’s teacher education programs.
  • Transfer students may submit recommendations from faculty members from their transfer universities if the faculty members’ courses have been accepted for admission to Tuskegee University’s teacher education program in which students are currently enrolled.
  • Recommendations must be submitted to the Office of the Dean, Huntington Hall, Suite 202, in sealed envelopes with the recommenders’ signatures across the sealed envelopes.
  • Health Certification signed by a licensed physician, dated within the past 12 months and mailed by the physician to Tuskegee University, School of Education, Office of the Dean, Huntington Hall, Suite 202, Tuskegee, Al 36088.*


*NOTE: To ensure timely arrival of the Health Certification, applicants should initiate health clearance procedures at least one month prior to the deadline for submitting applications to the Dean’s office.


A teacher candidate must meet admission criteria before he or she is admitted to the Professional Teacher Education Program. A candidate may not enroll in more than five professional studies courses prior to meeting all criteria for unconditional admission. The candidate may repeat any of the five courses in which he or she earned a grade “C” or below. The checklist for each approved Class B program “specifies” the five professional studies courses in which a candidate may enroll prior to admission to his/her intended major. Courses listed as teaching field courses on the state-approved checklist are exempted from the five-course limit. A candidate who fails to meet the criteria described above may, consistent with institutional policy, take further work and repeat examinations in an effort to meet admission standards.

If an individual completes a Class B program and wants to return for a new Class B program, professional studies courses common to both approved checklists are not subject to the five-course limit. However, if the individual has taken more than five professional studies courses on the checklist of the second program, no additional professional studies courses may be taken prior to unconditional admission.


Professional Teacher Education Admission Status


The Professional Teacher Education Committee reviews applications and conducts an interview with each eligible candidate to determine if a student is qualified to enter the Professional Teacher Education Program. After receiving the committee’s recommendations from the faculty, the Dean notifies each student by letter of his/her Professional Teacher Education admission status.


Professional Teacher Education Grade Standards

A student will be removed from the Professional Teacher Education Program if either condition below applies:

  • The student has earned during one semester two grades of “D” or “F” when “C” is the minimum passing grade in subjects listed as essential the chosen field of specialization.
  • The student has earned one grade of “D” or “F” when “C” is the minimum passing grade in each of two consecutive semesters in subjects listed as essential for the chosen field of specialization.

Educator Preparation Program (EPP)

EPP Conceptual Framework

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

Concept image for Educator Preparation

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 its place on the world stage as a leader in education and research. Click here to see the plan at a glance.

Helpful Links
Educator Preparation Program

The School of Education EPP is proud to share its 100% pass rate for the edTPA, the PRAXIS, and the Foundations of Reading Test. The EPP also has a 100% employment rate for its completers. See current measures below. All data is reported a year in arrears.

See below for measures from three years: 2019-2020, 2020-2021, 2021-2022, 2022-2023. (Note: All reported data is one year in arrears.)

Click here to view Educator Preparation Program state report cards from various years - Alabama Educator Data - Alabama State Department of Education.

Faculty and Staff

Dean's Office

Dr. Brooke Burks
Dean of the School of Education
Professor
bburks@tuskegee.edu 
Huntington Hall, 201-G
Phone: 334-727-8784

Ms. Marie Hunter
Academic Assistant
mhunter@tuskegee.edu 
Huntington Hall, 202-E
Phone: 334-724-4192

Dr. Jacqueline A. Brooks
Assessment and Field Placement Coordinator/Instructor
jbrooks@tuskegee.edu 
Huntington Hall, 201-C
Phone: 334-724-4850


Elementary and Secondary Education Department

Dr. Teri Prim   
Interim Elementary Education Department Head
Assistant Professor
tprim@tuskegee.edu 
Huntington Hall 201-E
Phone: 334-727-8571

Mrs. Debra Gunn
Adjunct Instructor
dgunn@tuskegee.edu 
Huntington Hall
Phone: 334-724-4405

Mrs. Janet Sullen
Adjunct Instructor
jsullen@tuskegee.edu 
Huntington Hall, 201

Dr. Michael King
Assistant Professor
mking@tuskegee.edu 
Huntington Hall, 201-B
Phone: 334-727-8599

Physical Education Department

Dr. Olga Glotova
Physical Education Department Head
Assistant Professor
oglotova@tuskegee.edu 
Huntington Hall, 201-B
Phone: 334-727-8951

Dr. James Reid
Associate Professor
jreid@tuskegee.edu 
Huntington Hall, 201-B
Phone: 334-724-4445

Dr. Lisa Clark
Instructor
Department of Physical Education
lclark@tuskegee.edu 
Huntington Hall, 202-A

Ms. Jacqueline Grant
Adjunct Instructor
Department of Physical Education
jgrant1@tuskegee.edu 
Huntington Hall, 201-B

Ms. Kelly Eley
Adjunct Instructor
Department of Physical Education
keley@tuskegee.edu  
Huntington Hall, 201-B
Phone: 334-724-4445

2024-2025 Educator Preparation Program (EPP) Measures of Success

Measure 1
Measure 2
Measure 3
Measure 4
Past Measures

Measure 1: Completer Effectiveness, 2024-2025

 

Completer Survey by In-Service Teachers from Tuskegee University

The Tuskegee University Educator Preparation Program (EPP) monitors completer satisfaction as part of its continuous improvement process. Completer feedback is collected through the Survey of In-Service Teachers Participating in the Alabama Teacher Mentoring Program, which is administered by the state of Alabama. This survey gathers data regarding the preparedness of beginning teachers and their perceived impact on P to 12 student learning and instructional effectiveness. The instrument contains 26 items aligned with indicators of effective teaching practice.

Survey Population and Limitations

A limitation of this measure is that the state survey is administered only to teachers employed in Alabama public schools who are in their first or second year of teaching. As a result, survey respondents may represent more than one graduating cohort.

During the 2024 to 2025 academic year, the EPP produced seven completers. Their employment outcomes are as follows:

  • Four completers are teaching in Alabama public schools.

  • Two completers are participating in teacher residency programs outside Alabama.

  • One completer is serving in the United States military.

In addition, one completer from the 2023 to 2024 cohort is currently teaching in Alabama and was also eligible to participate in the state survey. This resulted in five total eligible completers for the reporting period.

Of the five eligible completers, three responded to the survey.

In accordance with state reporting requirements, data are not reported when the number of respondents is five or fewer. Instances where this occurs are indicated with **.

Summary of Completer Feedback

Overall, survey responses indicate strong levels of satisfaction with the preparation provided by the Tuskegee University EPP.

Completer Survey-by-In-Service-Teachers-from-Tuskegee-University.png

  • Two respondents reported feeling prepared in all surveyed areas related to effective teaching.

  • One respondent reported feeling prepared in most areas, but identified three areas where preparation could be strengthened:

  1. Communicating with students, parents, and the public about Alabama's assessment system and major state educational initiatives.

  2. Managing the learning environment to actively engage learners.

  3. Seeking appropriate leadership roles and opportunities to advance the profession and take responsibility for student learning.

A subsequent state report released in December 2025 indicated that completers responded to all 26 survey items with Strongly Agree ratings, reflecting a high level of confidence in their preparation for effective teaching practice.

Continuous Improvement Efforts

Feedback from completers is reviewed using the Deming Model for Continuous Improvement to identify trends and areas for program enhancement. Across several assessment cycles, completers have consistently identified classroom management and engagement with students and families as areas where additional preparation would be beneficial.

In response, the Tuskegee University EPP has collaborated with several stakeholder groups to strengthen program curriculum, including:

  • The Teacher Education Council

  • The Student Alumni and Advisory Council

  • The Cooperating Teacher Council

Through this collaborative process, the program has designed and received approval for a new classroom management course. This course integrates current classroom realities and practitioner perspectives to better prepare candidates to create engaging learning environments and build productive relationships with students and families.

These improvements demonstrate the EPP’s ongoing commitment to data-informed decision making, continuous program refinement, and the preparation of effective educators for Alabama schools and beyond.

Measure 2: Satisfaction of Employers

Employer Survey Results for Tuskegee University SOE Completers

The Tuskegee University Educator Preparation Program (EPP) monitors employer satisfaction to evaluate the effectiveness of its program in preparing teachers who positively impact P to 12 student learning. Employer feedback is collected through the Employer Survey for Completers Participating in the Alabama Teacher Mentoring Program, administered by the state of Alabama.

This survey is completed by school principals who supervise first and second year teachers prepared by Alabama Educator Preparation Programs. The instrument includes 25 items designed to assess the preparedness and instructional effectiveness of program completers in classroom practice.

Survey Population and Limitations

A limitation of this measure is that the survey is administered only to principals of teachers employed in Alabama public schools. As a result, employer feedback is available only for completers working in those settings.

During the 2024 to 2025 academic year, the EPP produced seven completers. Their employment placements include:

  • Four completers teaching in Alabama public schools

  • Two completers participating in teacher residency programs outside Alabama

  • One completer serving in the United States military

Because the survey includes first and second year teachers, respondents may be evaluating completers from either the 2024 to 2025 cohort or the previous 2023 to 2024 cohort.

Summary of Employer Feedback

In the 2024 to 2025 report, two principals completed the survey.

  • One principal reported that the teacher demonstrated strong performance across all 25 survey items, indicating that the completer was well prepared for professional practice.

  • One principal reported that the teacher was ineffective across all 25 areas measured.

Employer Survey Results for Tuskegee University Completers Participating in the Alabama Teacher Mentoring Program

While this second evaluation raises concern, it is important to consider it within the broader historical context of employer feedback. Employer survey data across multiple academic cycles consistently show that principals overwhelmingly report Tuskegee University completers as effective in their teaching practice.

Given this trend, the negative evaluation may represent an outlier. However, the EPP recognizes the importance of investigating all feedback to ensure continuous improvement.

Continuous Improvement Efforts

Because the survey does not identify individual completers, the program cannot immediately determine whether the evaluation refers to a 2024 to 2025 completer or a 2023 to 2024 completer, nor can the program directly identify the individual teacher. The EPP will explore strategies to better monitor early career outcomes and strengthen communication with school partners in order to provide targeted support when concerns arise.

Moving forward, the School of Education will continue to:

  • Review employer feedback annually

  • Collaborate with school partners to support beginning teachers

  • Use employer data alongside completer feedback and other assessment measures to guide program improvement

These efforts ensure that the Tuskegee University EPP remains committed to preparing effective educators who meet the needs of schools, students, and communities across Alabama and beyond.

Measure 3: Candidate Competency at Completion

 

Academic Performance by Program for 2024–2025 Completers

The Educator Preparation Program monitors candidate academic performance across several key indicators including grade point averages, licensure examination results, and performance assessments. Data from the 2024–2025 academic year provide evidence of strong academic achievement among program completers in both the Elementary Education (K–6) and Physical Education programs.

Grade Point Average (GPA) Performance

Table 1 summarizes the average GPA for candidates completing the Elementary Education and Physical Education programs during the 2024–2025 academic year. GPA categories include General Studies, Professional Studies, Teaching Field, and Overall GPA.

Elementary Education candidates (n = 5) demonstrated strong academic performance across all categories. The average General Studies GPA was 3.54, while Professional Studies coursework averaged 3.89. Candidates achieved an exceptional average Teaching Field GPA of 4.00, resulting in an overall GPA of 3.73.

Physical Education candidates (n = 2) also performed well academically. The cohort achieved an average General Studies GPA of 3.35 and a Professional Studies GPA of 3.84. The average Teaching Field GPA was 3.61, contributing to an overall GPA of 3.57.

These results indicate that candidates completing the programs maintain strong academic performance throughout both content and pedagogical coursework.

Praxis Examination Results

Praxis examination results provide additional evidence of candidate content knowledge and readiness for licensure.

For Elementary Education completers (n = 5), candidates completed Praxis subtests in Mathematics, Social Studies, and Science. The average scores were as follows:

  • Mathematics: 171

  • Social Studies: 160

  • Science: 164

Across the cohort, candidates consistently met or exceeded required passing scores, demonstrating solid mastery of elementary content areas.

Physical Education completers (n = 2) completed the Praxis Physical Education content examination. The cohort achieved an average score of 152, indicating satisfactory performance relative to licensure expectations.

edTPA Performance Assessment

The edTPA assessment measures candidates’ ability to plan instruction, engage students in learning, and assess student progress during the clinical experience.

Elementary Education candidates (n = 5) achieved an average edTPA score of 50, with an average rubric score of 2.79 on a 4.0 scale. These results reflect competent performance across planning, instruction, and assessment tasks.

Physical Education candidates (n = 2) earned an average edTPA score of 40 with an average rubric score of 2.62 on a 4.0 scale. Performance on this assessment indicates that candidates demonstrated the instructional planning and assessment skills expected of program completers.

Foundations of Reading Assessment

Elementary Education candidates also completed the Foundations of Reading (FOR) assessment, which measures candidates’ understanding of evidence-based reading instruction. The cohort (n = 5) achieved an average score of 249.80, exceeding the state-required passing score and indicating strong preparation in literacy instruction.

Summary

Overall, the 2024–2025 program completers demonstrated strong academic preparation as reflected in high GPA averages, successful performance on licensure examinations, and effective teaching performance on the edTPA assessment. These results provide evidence that the educator preparation programs continue to prepare candidates with the content knowledge, pedagogical skills, and professional competencies required for success in the classroom.

Table 1: GPA Score Average 2024-2025 AY completers
Academic Performance by Program for 2024-2025 Completers
Academic Program
General Studies GPA
Professional Studies GPA
Teaching Field
GPA
Overall
GPA

Elementary Education K-6

(n of completers = 5)

3.54

3.89

4.00

3.73

Physical Education

(n of completers = 2)

3.35

3.84

3.61

3.57

 

Table 2: Praxis Passing Score Average (Elementary Major)
Praxis Exam Analysis for 2024-2025 Completers (Elementary Education; n=5)

Subtest

Candidate Scores

Average

Mathematics

172

173

175

162

173

171

Social Studies

159

151

166

158

165

160

Science

171

169

159

151

171

164

 

167

164

167

157

170

165

 

Table 3: edTPA Passing Score Average (Physical Education Major)
Praxis Exam Analysis for 2024-2025 Completers (Physical Education; n=2)

Subtest

Candidates’ Average Score

Physical Education

152

152

 

Table 4: edTPA Passing Score Average (Elementary Education Major)
edTPA Analysis for AY 2024-2025 Completers (Elementary Education, n=5)

Average edTPA Score: 50

Average Rubric Score: 2.79/4.0

 

Table 5: edTPA Passing Score Average (Elementary Education Major)
edTPA Analysis for AY 2024-2025 Completers (Physical Education, n=2)

Average edTPA Score: 40

Average Rubric Score: 2.62/4.0

 

Table 6: Foundations of Reading Passing Score Average (Elementary Education Major) 
Foundations of Reading (FOR) Analysis for AY 2024-2025 Completers (Elementary Education, n=5)

Average FOR Score: 249.80

 

Measure 4: Ability of Completers to be Hired

Employment Outcomes of Program Completers

The ability of program completers to secure employment in education positions in Alabama is based on several key requirements. Candidates must successfully complete all program requirements, graduate from their degree program, and meet licensure expectations established by the Alabama State Department of Education (ALSDE), including passing the edTPA assessment and receiving certification to teach.

During the 2024 to 2025 academic year, all program completers successfully met these requirements and obtained the credentials necessary for employment. A total of seven (7) candidates completed the program, and all seven satisfied the licensure standards required for professional practice.

Graduates have entered a variety of professional roles. One (1) completer is serving as a commissioned officer in the United States Armed Forces. Two (2) completers are currently working in K–12 education in another state as part of a teacher residency program. Within Alabama, one (1) graduate is employed as a middle school teacher, while three (3) completers are serving as elementary education teachers.

Overall, the employment rate for program completers during the 2024 to 2025 reporting year is 100 percent, reflecting the program’s continued commitment to preparing qualified and highly employable educators.

2023-24, 2022-23, 2021-22, 2020-21, 2019-20

 Past Measures