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 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.
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 take 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. See current measures below. All data is reported a year in arrears.
Click here to view Educator Preparation Program state report cards from various years-Alabama Educator Data - Alabama State Department of Education.
The EPP utilized the ALACTE survey of new first-year teachers to collect completers’ 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’s School of Education First Year completer’s scores indicated that the program prepares them for the following:
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’ 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 |
100% |
Table: Teacher effectiveness
|
Categories |
Strongly agree |
|
Collaborate with others to build a positive learning climate |
|
|
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% |
The EPP remains committed to assessing the effectiveness of our new teachers through the ALACTE employer survey. While direct data linking student learning outcomes to individual EPP completers is not currently available from the Alabama State Department of Education, we continue to seek meaningful ways to evaluate and showcase our graduates' impact.
For a more comprehensive view of our graduates’ performance, please see the attached report cards for the 2021–2022 and 2022–2023 cycles.
Our initial level programs use multiple measures to determine if our teacher candidates are ready for the profession. Our candidates must successfully complete:
Table: GPA score average 2023-2024 AY completers
|
Academic program |
General studies GPA |
Professional studies GPA |
Teaching field GPA |
Overall GPA |
|
Elementary Education K-6 (n of completers = 2) |
3.54 |
3.89 |
4.00 |
3.73 |
|
English Language Arts 6-12 (n of completers = 1) |
3.05 |
3.37 |
2.93 |
3.11 |
Table: edTPA passing score average (Elementary major)
|
AY 2021-2022 (n of completers = 6) |
AY 2022-2023 (n of completers = 7) |
AY 2023-2024 (n of completers = 2) |
|
edTPA mean score 55.6 |
edTPA mean score 51.4 |
edTPA mean score 54 |
Table: edTPA passing score average (English Language Arts major)
|
AY 2023-2024 (n of completers = 1) |
|
edTPA mean score 46 |
The ability of completers to be hired in Education positions in Alabama is based on the following:
2023-2024 completers were able to be hired successfully upon graduation. Out of 3 completers, all met licensure requirements. Three (3) completers are currently working in the K-12 education area in Alabama, Georgia, and Louisiana. The overall employment rate for the last year is 100%.