CAEP Annual Report 2026

During the 2024-2025 academic year, UAB’s School of Education and Human Sciences offered the following CAEP accredited programs at the initial-licensure level and the advanced-level.

Download CAEP Accreditation LetterOpens a PDF.

CAEP Accountability Measures for Academic Year 2024-2025

Measure 1: Completer Impact and Effectiveness

(a) Completer Impact in Contributing to P-12 Student-learning Growth

To examine our candidates’ impact on their P-12 learners, we employ the Panorama Student Survey. The Panorama survey was designed by the Harvard Graduate School of Education, and it is a reliable, valid survey instrument. The Panorama uses a Likert-like scale, which is familiar and useful for analyzing results. Additionally, the Panorama survey is a free resource available for use by higher education and school districts alike.

Methodology: The 2024-2025 academic year was the third year we employed the Panorama survey. The survey data focused on several dimensions, including classroom management and student engagement. After securing permission from partner districts’ superintendents, we provided a Qualtrics survey link with a unique site code to each of the volunteer completers from those districts. The completers provided the Panorama survey link to their learners. Learners scored completers on various indicators with a score range of 1-5, with one being the lowest and five the highest.

Findings: Altogether, 160 students in grades 3-5 and 255 students in grade 9-12 completed the Panorama survey. We cannot draw generalizable conclusions with this number of third through twelfth-grade students. We can, however, provide some commentary on the results.

Based on the survey results, students in grades 3-5 indicated positive affect in several areas. The highest ranked question was “How much does this teacher encourage you to do your best?” Of the 160 survey completers, 145 or 91% indicated the highest levels of encouragement: a tremendous amount or quite a bit. The single highest score was in response to “How excited would you be to have this teacher again?” The selection “extremely excited” was the response of 115 of the students, while only 8 indicated slight or no excitement to have the teacher again. Each of the other questions on the survey received over 100 responses at the highest or next to highest level on the five-point scales. Therefore, for these students, classroom management, engaging instruction, comfort in asking questions, and the teacher’s enthusiasm for teaching were all areas where UAB completers show relative strengths based on this data set.

For grades 6-12, the Panorama survey results also showed strong performance in several areas; however, for each of the questions, students provided more neutral responses than in the reports from the students in grades 3-5. Students noted that they felt comfortable asking questions, with 210 of the respondents indicating they were “quite” or “extremely comfortable.” The next most positive response was to the prompt, “During class, how good is the teacher at making sure students do not get out of control?” with 185 of the responding “quite” or “extremely good” and only 7 responding “not good at all.” The area with the most discrepancy was based on the prompt “How interesting does this teacher make what you are learning in class?” with 165 students reporting in the highest categories and 29 reporting in the lowest two categories. A variety of variables beyond the teacher’s control, such as the student’s interest in the subject matter, may affect this response; however, developing engaging lessons remains a top focus of our faculty. This feedback may reinforce the need to continue to develop these skills in our preservice candidates.

The Panorama survey results for both grades 3-5 and 6-12 highlighted strengths of these new teachers. With overall outcomes in the top two categories (e.g., quite excited and extremely excited to be in this teacher’s classroom) doubling the neutral and negative scores on nine of ten prompts, the data indicate the candidates were prepared for their first year of teaching. These scores indicate a solid foundation upon which to build.

Download 2024-2025 Panorama Results: Grades 3-5 Opens a PDF.

Download 2024-2025 Panorama Results: Grades 6-12 Opens a PDF.

(b) Completer Effectiveness in Applying Professional Knowledge, Skills, and Dispositions

To assess the effectiveness of our program completers, we conducted 30 classroom lesson observations using an instrument that aligns with the formal lesson observation tool used during their internships. This familiar instrument ensured that completers were aware of the expectations. Completers from partner districts invited UAB faculty to observe their lessons and participate in debriefing sessions about the observations and their training at UAB. After each observation, UAB faculty provided the completers with the instrument and feedback.

Quantitative results from the observations indicated that of the 30 observations more than two-thirds of all observation items earned the highest scores, “strong evidence of implementation was observed.” Specific areas of strength, where all 30 candidates demonstrated the expectation included the following areas: 1) Using appropriate materials and resources that were tied to the learning objectives and made learning relevant to students, 2) The lesson was relevant for learners with clear connections to prior knowledge and future learning, 3) Engaged students in critical thinking that promoted problem solving and conceptual connections, and 4) Used a variety of instructional strategies, including demonstrations and direct and/or indirect instruction to actively engage all students and differentiate/adjust instruction. Among the remaining 11 criteria, 26 to 29 of the teachers scored in the moderate or strong evidence category on each item.

The one area with relatively lower scores was once again in differentiating instruction for “individual needs, abilities, and interests.” For this item, 12 completers showed “moderate evidence” and 4 showed “no evidence.” All others, showed “strong evidence.” These results were shared in a Curriculum & Instruction department meeting as well as in our Advisory Board meeting, with a focus on helping our completers to better meet the needs of various students and to help prepare our preservice candidates more intentionally in this area. Overall, each observation provided an opportunity for the faculty and completer to celebrate the implementation of skills learned during the initial teacher preparation program. It also afforded an opportunity for coaching and continued support from our EPP to ensure completers know they are still valued members of the UAB community.

Download Completer Lesson Observation Form Opens a PDF.

Download Completer Observation Scores Opens a PDF.

Measure 2: Satisfaction of Employers and Stakeholder Involvement

(Initial) The Alabama Association of Colleges for Teacher Education (ALACTE) members in collaboration with the Alabama State Department of Education (ALSDE), the School Superintendents of Alabama (SSA), and the Council for Leaders in Alabama Schools (CLAS), developed a survey to be administered to employers of first- and second-year teachers who graduated from the UAB School of Education and Human Sciences and who completed the Alabama State Board of Education-approved undergraduate program or alternative master’s degree program leading to initial professional educator certification. The employer data provided in the annual Institutional Report Cards show the percentage of employers who rated their first- and second-year teachers as teacher leaders, effective teachers, emerging teachers, or ineffective teachers. The UAB School of Education and Human Sciences Annual Institutional Report Card is published on the Alabama State Department of Education website. The Report Card includes data on assessment pass rates as well as summaries of teacher and employer responses to the survey.

Download 2024 Education Preparation Institutional Report CardOpens a PDF.

(Advanced Employers) During the 2024-2025 academic year, we surveyed our advanced program employers to learn about their impressions of the impacts of our graduates. We had fewer five responses to the employer survey, thus rather than posting the means, we will synthesize the information provided by this small set of respondents. For each of the standard RA1.1 Candidate Knowledge, Skills, and Professional Dispositions areas, employers reported they either agreed or strongly agreed with the UAB graduate’s ability to meet all 10 of the criteria on the survey, which are aligned with the following goals:

1. Applications of data literacy;
2. Use of research and understanding of qualitative, quantitative, and/or mixed methods research methodologies;
3. Use of research and understanding of qualitative, quantitative, and/or mixed methods research methodologies;
4. Employment of data analysis and evidence to develop supportive, diverse, equitable, and inclusive school environments;
5. Leading and/or participating in collaborative activities with others such as peers, colleagues, teachers, administrators, community organizations, and parents;
6. Supporting appropriate applications of technology for their field of specialization; and
7. Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to their field of specialization.

Completers were noted as fulfilling the teaching responsibilities for which they were certified and for fulfilling the additional job responsibilities as well.

Our hope was to collect additional employer feedback data to report. We made this plea with our Advisory Board; however, the respondents were still very low. Thus, as we work to collect this data to report in 2027, we have included a message on Facebook to seek support from employers, and we have sent the message to our Advisory Board, consisting of superintendents and HR leaders in our partner districts. We are seeking to make the Qualtrics surveys more easily accessible to encourage additional completers and their employers to respond. We hope these additional initiatives will help us secure a more representative response.

Download Survey of Employers of Advanced CompletersOpens a PDF.

Measure 3: Candidate Competency at Program Completion

(Initial) As a component of our continuous improvement efforts, faculty at the UAB School of Education and Human Sciences regularly review our student learning outcomes and consider candidate performance on certification and licensure expectations. The 2024-2025 completer data include edTPA, Praxis, and Pearson Foundations of Reading 190 data.

edTPA Assessment

*Data not reported for fewer than five candidates

Foundations of Reading Exam

Praxis Exam

SEHS Passing Rate: 85%; Alabama -1SEM Pass Rate: 100%

*Data not reported for fewer than five candidates

Download 2024 Title II Traditional Report Based on 2023-2024 New Teachers Opens a PDF.

Download 2024 Title II Alternative Report Based on 2023-2024 New Teachers Opens a PDF.

(Advanced) During the 2024-2025 academic year, our advanced program candidates demonstrated notable achievements across key assessments, reflecting their preparedness and dedication. Examples of candidates “Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to their field of specialization” (RA1.1.f) were a specific focus. Data from Educational Leadership, School Psychometry, and School Psychology are presented here.

Candidates enrolled in the master’s program in Educational Leadership demonstrated their application of professional dispositions through the EDL 657 Law & Ethics for School Leaders assignment titled Reflective Practice for Disposition and Ethics. On this key assessment aligned with the National Educational Leadership Preparation (NELP) standards, candidates exceeded expectations in three of the four criteria. In the area related to NELP standard 6.3 “Program completers understand and demonstrate the capacity to reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being,” one of the candidates scored at the meets standard level while all others scored at the exceed standard level. The assignment provided opportunities for the six candidates to demonstrate their preparedness to implement legal and ethical decisions and to communicate these to their school communities. They also demonstrated outstanding preparation in demonstrating professional dispositions and norm to support educational success and to cultivate ethical behaviors in others. These aspiring school principals demonstrated the expectations required for leading positive learning environments.

Advanced candidates in School Psychology and School Psychometry were assessed on their “Application of professional dispositions, laws and policies, codes of ethics and professional standards appropriate to their field of specialization” (RA1.1.f). School Psychology students were assessed using the School Psychology Professional Dispositions Rating rubric in courses ESP 632 and ESP 689. Of the 40 candidates scored on 36 criteria, candidates earned a level 3.00 (highest score) or 2.00 in all areas except Work Productivity and Organizational Skills. On these two criteria, two and one students scored a level 1.00, respectively. Overall, the averages for the two courses were 2.95 for ESP 632 and 2.96 for ESP 689. Therefore, candidates are demonstrating behaviors indicative of professional expectations for the program and degree.

During the 2024-2025 academic year, School Psychometry candidates were assessed using the School Psychology Professional Dispositions Rating rubric in courses ESP 600, ESP 627, and ESP 689. Overall, the course data showed scores of 2.99 to 3.00, indicating exceptional outcomes for the more than 40 candidates (40 candidates in ESP 600, 8 candidates in ESP 627, and 49 candidates in ESP 689) scored on this common assessment instrument. The faculty continues to address issues of professionalism and work characteristics specifically during internships. To support healthy balance between work and rest, the faculty continue to provide the BREATHE retreat (Burnout Reduction – Enhancing Awareness, Technology, Habits, and Engagement). The workshop aims to help students manage stress and burnout through strategies and experiential learning.

Download 2024-2025 Educational Leadership Scores on Evaluating Ethical Dimensions, Law, & Policy Rubric Opens a PDF.

Download 2024-2025 School Psychology Scores on School Psychology Professional Dispositions Rating Opens a PDF.

Download 2024-2025 School Psychometry Scores on School Psychology Professional Dispositions Rating Opens a PDF.

Measure 4: Ability of Completers to be Hired in Education Positions for Which They Have Been Prepared

(Initial) During the 2024-2025 academic year, 107 candidates earned initial certification. We have identified the employment of 86 of these completers. Of the 86, 5 are pursuing a graduate degree, 1 is teaching English in Spain, 1 is working for a private pre-school, and 3 are working in the private sector. All others are teaching in Alabama, except for one in Georgia, Illinois, and South Carolina. The completers are working in 24 Alabama school districts. Jefferson County, the county where UAB is located, hired the largest number of 2024-2025 completers (21). The next largest districts include Birmingham City (8), St. Clair County (6), private schools (4), and charter (3).

(Advanced) During the 2024-2025 academic year, 95 candidates earned advanced certification. The largest program was school psychometry with 25 graduates, and 6 others earned master’s degrees in educational leadership, ESL (16), physical education (1), and special education (4). Additionally, candidates earned an education specialist degree in educational leadership (4), school psychology (10), TESOL (17), secondary mathematics (1), physical education (5), and collaborative teacher reading (3). Our advanced completers are working in their fields of study, and because the programs are offered online, they are working throughout Alabama and beyond. UAB advanced completers serve as school psychometrists from as far south as Mobile, Alabama. We have two advanced completers serving roles in the Alabama State Department of Education.