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Huntington Hall Suite 202 | 1200 W. Montgomery Rd. | Tuskegee, AL | Phone: 334-727-8784 | Fax: 334-724-3714 | Email: mparmer@tuskegee.edu
School of Education Vision
The School of Education will be a world leader in educational research and practice.
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.
The School of Education offers accredited undergraduate programs, Classification B, that lead to the bachelor of arts degree and to professional teacher certification in Elementary Education, English Language Arts, General Science Education, Mathematics Education, and Physical Education. 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 Tuskegee University.
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 reflect university, state, and federal EPP governance and standard, 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 takes its place on the world stage as a leader in education and research. Click here to see the plan at a glance.
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.
The EPP utilized the ALACTE survey of new first-year teachers to collect completer’s impact on P-12 student learning and teacher effectiveness data. The survey contains 26 items. In the recent report, the completer responded to 13 items as 50% agreed or strongly agreed compared to statewide average responses as 48% agree and 45% strongly agree. In addition, the complete responded to 12 items as 100% strongly agreed. Tuskegee’s School of Education First Year completer’s scores indicated that the program prepares them to:
Table 1: Impact on P-12 Student Learning |
||
|---|---|---|
| Catagories | Strongly Agree | Agree |
| Understanding of how learners grow and develop | 50% | 50 % |
| Understanding of learners' commonalities and individual differences | 50% | 50 % |
| Understand the central concepts, tools of inquiry and structures of the discipline(s) he or she teaches | 50% | 50 % |
| 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 deep understanding of content areas, make connections across content, and applies content knowledge in meaningful ways | 50 % | 50 % |
| Use evidence to continually evaluate the effect of my decisions on others and adapt my professional practices to better meet learners’ needs | 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 | 50 % | 50 % |
Table 2: Teacher Effectiveness |
||
|---|---|---|
| Catagories | Strongly Agree | Agree |
| Manage the learning environment to engage learners actively | 50 % | 50 % |
| Connect concepts, perspectives from varied disciplines, and interdisciplinary themes to real world problems and issues | 50 % | 50 % |
| 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 | 50 % | 50 % |
| 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 | 50 % | |
| Use assessment to engage learners in their own growth | 100 % | |
| Plan instruction by collaborating with colleagues, specialists, community resources, families and learners to meet individual learning needs | 100 % | |
| Engage in continuous professional learning to more effectively meet the needs of each learner | 100 % | |
The EPP continues to employ the ALACTE survey for employers of new teachers to collect teacher effectiveness data. Tuskegee’s School of Education First Year completer was rated above the Alabama statewide average in the “Teacher Leader” category on 4 items and in the “Effective Teacher” category on 18 items. The completer was also rated as an “Emerging Teacher” on 4 items. Overall, Tuskegee completer was rated at or above the statewide average on all 26 items.
Our initial level programs use multiple measures to determine if our teacher candidates are ready for the profession. Our candidates must successfully complete the following:
a. State approved checklist for their respective programs
b. Maintain a cumulative GPA of 2.75 or higher throughout the matriculation
c. Licensure exams: one or more standardized tests (Praxis II Content knowledge or Content subjects)
d. 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. For more information on edTPA, visit the edTPA website.
Table: GPA score average 2021-2022 AY completers |
||||
|---|---|---|---|---|
| Academic program | General studies GPA | Professional stuides GPA | Teaching field GPA | Overall GPA |
|
Elementary Education K-6 |
3.46 | 3.76 | 3.85 | 3.62 |
|
Physical Education K-12 |
3.31 | 3.74 | 3.52 | 3.53 |
|
Mathematics Education 6-12 |
3.81 | 3.86 | 3.85 | 3.81 |
Table: edTPA passing score average (Elementary major only) |
||
|---|---|---|
| AY 2019-2020 (n of completers = 3) |
AY 2010-2021 (n of completers = 1) |
AY 2021-2022 (n of completers = 6) |
| edTPA score – 47.7 | edTPA mean score – 54 | edTPA mean score – 55.6 |
Table: edTPA passing score average (Mathematics and Physical Education majors) |
|
|---|---|
|
AY 2021-2022 |
AY 2021-2022\ |
| edTPA score – 41 | edTPA score – 38 |
Ability of completers to be hired in Education position in Alabama are based on the following:
a. Students must graduate from their programs
b. Pass edTPA requirements set by ALSDE
2021-2022 completers were able to be hired successfully upon graduation. Out of 10 completers, all met licensure requirements. Five completers are currently working in the K-12 education area in Alabama: 2 are Physical Education teachers and 3 are Elementary Education teachers. Those graduates are employed by Auburn City schools, Macon County schools, Huntsville City schools, and Mobile City schools. Another five completers are working in K-12 education in the following states: Tennessee, Georgia, Texas, Maryland, and Virginia: 3 are Elementary Education teachers, one Mathematics Education teacher, and one Physical Education teacher. The overall employment rate for the last year is 100%.