Standard 3: Candidate Quality, Recruitment and Selectivity
The provider demonstrates that the quality of candidates is a continuing and purposeful part of its responsibility from recruitment, at admission, through the progression of courses and clinical experiences, and to decisions that completers are prepared to teach effectively and are recommended for certification. The provider demonstrates that development of candidate quality is the goal of educator preparation in all phases of the program. This process is ultimately determined by a program’s meeting of Standard 4.
Plan for Recruitment of Diverse Candidates who Meet Employment Needs
3.1 The provider presents plans and goals to recruit and support completion of high-quality candidates from a broad range of backgrounds and diverse populations to accomplish their mission. The admitted pool of candidates reflects the diversity of America’s P-12 students. The provider demonstrates efforts to know and address community, state, national, regional, or local needs for hard-to-staff schools and shortage fields, currently, STEM, English-language learning, and students with disabilities.
Candidates Demonstrate Academic Achievement
3.2 REQUIRED COMPONENT- The provider meets CAEP minimum criteria or the state’s minimum criteria for academic achievement, whichever are higher, and gathers disaggregated data on the enrollment candidates whose preparation begins during an academic year.
The CAEP minimum criteria are a grade point average of 3.0, and a group average performance on nationally normed assessments of mathematical, reading, and writing achievement in the top 50 percent of those assessed. An EPP may develop and use a valid and reliable substantially equivalent alternative assessment of academic achievement. The 50th percentile standard for writing will be implemented in 2021.
Additional Selectivity Factors
3.3 Educator preparation providers establish and monitor attributes and dispositions beyond academic ability that candidates must demonstrate at admissions and during the program. The provider selects criteria, describes the measures used and evidence of the reliability and validity of those measures, and reports data that show how the academic and non-academic factors predict candidate performance in the program and effective teaching.
Selectivity During Preparation
3.4 The provider creates criteria for program progression and monitors candidates’ advancement from admissions through completion. All candidates demonstrate the ability to teach to college- and career- ready standards. Providers present multiple forms of evidence to indicate candidates’ developing content knowledge, pedagogical content knowledge, pedagogical skills, and the integration of technology in all of these domains.
Selection At Completion
3.5 Before the provider recommends any completing candidate for licensure or certification, it documents that the candidate has reached a high standard for content knowledge in the fields where certification is sought and can teach effectively with positive impacts on P-12 student learning and development.
3.6 Before the provider recommends any completing candidate for licensure or certification, it documents that the candidate understands the expectations of the profession, including codes of ethics, professional standards of practice, and relevant laws and policies. CAEP monitors the development of measures that assess candidates’ success and revises standards in light of new results.
Standard 3 Narrative
UAH demonstrates the quality of candidates is a continuing and purposeful part of its responsibility from recruitment, at admission, through the progression of courses and clinical experiences, and to decisions that completers are prepared to teach effectively and are recommended for certification. The EPP demonstrates development of candidate quality is a goal in all phases of its program.
3.1 RECRUITMENT
UAH recognizes the need to recruit and support completion of high-quality candidates from a broad range of backgrounds and diverse populations to accomplish its mission. In addition, it seeks to know and address community, state, national, regional, or local needs for hard-to-staff schools and shortage fields, currently, STEM, English-language learning, and students with disabilities.
Initial level programs have two major means of addressing, fulfilling, and monitoring the recruitment of diverse candidates who meet the employment needs of our service area. The College of Education prepares and submits an annual recruitment and retention plan to the Provost. In understanding and considering the needs for candidate quality, recruitment, and selectivity, the EPP has recognized the need to establish annual goals to reflect the demands for a diverse candidate population. As the University anticipates a new President in Summer 2019, the EPP anticipates creation of a new strategic plan, annual goals, and outcomes will follow. UAH is also a participant in the Complete College America Alliance and is currently focused on proactive advising and academic maps, encouraging students to consistently enroll in 15 semester credits each term, and exploring ways to increase financial support. Realizing the need for additional supports related to academic advising to support retention of candidates, the Dean of the College of Education volunteered to serve on an Academic Advising Task Force which continues its efforts to create an advising career ladder and advocate for additional advising resources and supports for enrolled UAH students.
The EPP seeks to recruit quality candidates, as evidenced by its minimum 2.75 cumulative GPA requirement, as well as requiring a minimum 2.75 GPA in the teaching field and a 2.75 GPA in each of the 12 earned semester credits in each of the four major academic domains (English Language Arts, Mathematics, Science, and Social Sciences) for all early childhood education and elementary education candidates. Candidates must also present qualifying scores on the required Praxis Core examinations in reading, writing and mathematics for admission to an educator preparation program..
Faculty and staff actively engage in efforts to recruit candidates for high need content areas, as well as for specific geographic areas with high needs. Recruitment of a more diverse candidate pool continues to be a goal of both UAH and the EPP. The EPP has identified four yearly goals: 1) evaluate diversity levels by licensure program, 2) determine/update candidate diversity goals, 3) develop/update recruitment plan after new President is named, and 4) develop infrastructure to implement and monitor the recruitment plan (3.1.A: Recruitment and Retention Plans (2017, 2018)). The EPP also actively promotes student organizations and intentionally links candidates to these entities, such as the INCLUDE Club. INCLUDE is an acronym for Inclusion of Culture through Language, Understanding, Diversity & Education (INCLUDE). The INCLUDE Club is a UAH registered student organization designed to provide a platform for diversity and multiculturalism, with the intent of promoting cultural/linguistic awareness and responsiveness within the field of educator preparation, as well as enhancing community service and involvement. A faculty member in the Department of Curriculum and Instruction serves as the INCLUDE Club advisor. All candidates are encouraged to consider joining the INCLUDE club which hosts monthly on-campus meetings.
The ethnicity of completers at the initial level has held steady since Fall 2017 (3.1.B Diversity of Completers and Admitted Cohorts). While increasing the number of minority candidates remains a goal, actual data on minority completers indicate percentages/numbers have not trended upward. (Fall 2017 – 15.4% initial and 14.3% advanced; Spring 2018 – 14.8% initial and 9.1% advanced;, and Fall 2018 – 20% initial and 8% advanced). At the program level, elementary education has had the most ethnically diverse candidate pool with 3 African-American and 2 Hispanic candidates in 2017-18. In Fall 2018, there was one Hispanic completer (Secondary Spanish) and 2 African-American completers (Secondary English; Visual Arts). Gender numbers are also calculated yearly for the initial level. Recognizing there is a need for more male candidates in the program, particularly at the early childhood and elementary levels, increasing the number of male candidates continues to be a focus. Percentages of male completers have not increased (Fall 2017 - 0%, Spring 2018 – 18.8%, Fall 2018 – 6.7%), and the goal remains as the EPP considers ways to market the program to attract more male candidates.
A review of data for admitted student cohorts since Fall 2017 provides some indication of a positive trend as the percentage of minority candidates in the initial certification cohorts has consistently and significantly increased since Fall 2017 (Fall 2017-8.3%; Spring 2018-14.3%; Fall 2018-17.1%). This suggested some of the recruitment and scholarship opportunities are perhaps yielding a more diverse pool of admitted initial licensure candidates.
Candidates who supply the university with appropriate documentation receive appropriate support services through UAH Disability Student Services. Additional services, when appropriate, are provided by the UAH Counseling Center. The EPP works with university entities to link candidates with the additional supports they need to be successful. The UAH Student Success Center provides a variety of academic supports, such as Peer-Assisted Study Sessions (PASS), academic coaching, and multiple tutoring programs, including online tutoring.
UAH also acknowledges its responsibility to provide the state of Alabama with an increased number of candidates prepared to teach in high need content areas and closely follows both candidates and completers in the specific areas of mathematics, science, and special education. All early childhood program candidates fit this designation due to the intentional design of the degree program which leads to a certification in both early childhood education and early childhood special education. Additionally, candidates in the elementary and secondary education program option can choose to pursue an initial dual licensure in both elementary education and collaborative (special) education. The EPP was the grant recipient of a $1,225,528 grant from the U.S. Department of Education (USDOE) and National Clearinghouse for English Language Acquisition (NCELA) Professional Development Award from May 1, 2012-August 31, 2018 - Project HAPPENS (Helping Academic Professional Prepare ELLs for Newfound Success). Project HAPPENS provided funding for 15 preservice and 41 inservice teachers to pursue an Alabama certification in English Speakers of Other Languages (ESOL). Additionally, through a one-year no-cost extension, Project Happens delivered professional development for 312 inservice teachers across four partner schools districts (Huntsville City Schools, Madison City Schools, Madison County Schools, Decatur City Schools) to equip them to more effectively engage linguistically and culturally diverse English Learners in content classroom learning. Participants earned CEUs and PLUs for completion of the professional development. UAH prides itself on its focus on meeting the needs of all students, particularly by preparing effective educators in high needs areas. Since Fall 2017, 45% of all completers in the elementary and secondary programs have earned a license in the high need areas of mathematics, science, English language learners and special education (Fall 2017 – 63%, Spring 2018 – 33%, Fall 2018 – 39%).
Recognizing many candidates often struggle to meet the monetary requirements of a degree, the EPP actively seeks to provide scholarships and financial support for its candidates. The average financial aid package for incoming first year full-time UAH freshmen is $16,444. About 87.0% of incoming students obtain financial aid, most of which is in the form of scholarships and grants.The EPP continues to identify and offer specific scholarships to attract candidates from diverse backgrounds, in high need content areas, and/or with a documented financial need. The Louis Stokes Alliance for Minority Participation (LSAMP) program, funded by the National Science Foundation (NSF), is designed to increase both the quality and the quantity of underrepresented students pursuing degrees in the science, technology, engineering, and math (STEM) fields. UAH has participated in the Alabama LSAMP since 1992, and funds have supported candidates in STEM education fields. LSAMP scholars receive financial support ranging from $250 to $2,000 toward tuition costs.Similarly, The Alabama Commission on Higher Education (ACHE) and the Alabama State Board of Education (ALSBE) administer the Alabama Math and Science Teacher Education Program (AMSTEP) Loan Repayment Program. Recognizing the shortage of public high school math and science teachers across the state, the 2018 Alabama Legislature passed into law this federal loan repayment program. AMSTEP has a two-fold mission: to encourage individuals to enroll in and complete programs leading to Alabama certification in mathematics or science; and to improve the educational system in Alabama by encouraging those who complete the program to accept math or science teaching positions in Alabama public schools, preferably in public school systems where the shortage of math or science teachers, or both, is most acute. To date, the AMSTEP program has provided financial support for 10 secondary math and/or secondary science education candidates enrolled at UAH. Of the 10 candidates, 6 have completed a program with initial licensure and 4 are enrolled teacher education candidates. UAH College of Education also awards scholarships, such as the Robert Gaede Scholarship for teacher education candidates, the Martin Family Trust Scholarship for deserving elementary or secondary education candidates, the Dr. Sharon Hilton Harwell Education Scholarship for candidates pursuing certification to teach science at the middle or secondary school level with demonstrated financial need, and others.
Recruitment activities focus on both general university efforts, and college-unique recruitment efforts. The creation of the annual Recruitment and Retention Plan plan supports initiatives, such as targeted marketing and mailings, school visits by faculty, partnerships with targeted high school teachers and counselors, and on-campus events hosted for high school students identified as prospective educators as worthwhile endeavors. Faculty and staff participate in special recruiting events (College fairs, Charger Preview Day, Madison County College Fair, Community College Visits) which attract a traditional pool of candidates, and these initiatives will be continued. A faculty member led an initiative in February 2019 semester with one partner school district which included visits to high school classes of students enrolled in an education career cluster which culminated in a day-long on-campus event for these high school students to tour campus, engage with faculty and enrolled teacher candidates, and learn more about education as a career option. This successful “grow your own” event with approximately 30 high school students and their teachers from one partner district was well-received and will be replicated with additional partner districts in the 2019-20 academic year. Additional efforts include strengthening relationships with area community colleges in the recruitment of transfer students, many of whom are first-generation college students, through development of 2+2 or articulation agreements.
The EPP also recognizes the need to support completion of diverse candidates as they progress through programs. The EPP has several initiatives to support this goal, such as the INCLUDE Club (faculty advisor is an EPP faculty member) and services of the Regional Autism Network (RAN) led by an EPP faculty member. The EPP continues to work with other support units on campus, such as the UAH Student Counseling Center, UAH Disability Support Services, UAH Student Success Center, and the UAH Office of Diversity and Multicultural Affairs, to connect diverse candidates with university resources to support their program completion when needed.
SUMMARY OF EVIDENCE AND SUPPORTING DOCUMENTATION
EVIDENCE 3.1.A Recruitment and Retention Plans (2017, 2018)
EVIDENCE 3.1.B Diversity of Completers and Admitted Cohorts
3.2 CANDIDATE ACADEMIC ACHIEVEMENT
UAH candidates meet the CAEP minimum criteria for academic achievement and academic quality for both the cohort GPA and the group average performance on nationally normed assessments (Praxis CORE and ACT). Data are gathered on candidates at the time of admission to the program and reported each academic year.
GPA data continue to provide solid evidence for the academic achievement of initial level candidates. The “All Admitted Cohort” average for each semester far exceeds the minimum requirement of 3.0 and documents a healthy trend. For example, the Fall 2017 cohort GPA was 3.608, the Spring 2018 cohort GPA was 3.651, and the Fall 2018 cohort GPA was 3.548. The cohort GPA for each licensure area exceeded 3.5, with the exception of Visual Arts (3.338 with n=3) and Secondary Chemistry (3.063 with n=1).
Candidate performance on the nationally normed Praxis Core exams in reading, writing and math also provides evidence initial level candidates are of sufficient academic quality (3.2.A Praxis CORE Data Compared to National Norms). The “All Admitted Cohort” averages for Reading, Writing, and Mathematics all exceed the CAEP minimum requirement that candidates’ average performance is at or above the 50th percentile in mathematical, reading, and writing achievement. The average Praxis Core Reading scores (Fall 2017: 194; Spring 2018: 196; Fall 2018: 192) far exceed the established state qualifying score (156), and the Praxis Writing score means (Fall 2017: 178; Spring 2018: 176; Fall 2018: 170) also far exceed the established state qualifying score (162). Mathematics has admittedly been the most challenging Praxis Core exam for many candidates; however, the average of Praxis Core math scores (Fall 2017: 180; Spring 2018: 178; Fall 2018: 176) also far exceeded the established state qualifying score (150).
SUMMARY OF EVIDENCE AND SUPPORTING DOCUMENTATION
EVIDENCE 3.2.A Praxis CORE Data Compared to National Norms
3.3 ADDITIONAL SELECTIVITY FACTORS
In addition to Praxis Core and GPA requirements, students are assessed on their “professional dispositions.” The professional dispositions survey was developed by the UAH Faculty and content validity was determined by both the faculty and our Teacher Education Advisory Council using the Lawshe Method. The Content Validity Index (CVI) was computed at 0.746 with each item’s Lawshe Content Validity Ratio (CVR) above the CVRcritical value of 0.474 except for item 1 (0.263) (3.3.B Lawshe CVR Worksheet for Dispositions Survey) .This far exceeds ratios needed for valid content validity (Arye & Scally, 2017; Wilson, Pan, Schumsky, 2012). The instrument has been used by UAH for over 15 years and thus most assessors have thorough experience using the form. The instrument measures 12 essential areas that are considered by the faculty as critical “values, commitments, and professional ethics that influence behaviors toward students, families, colleagues, and communities and affect student learning, motivation, and development as well as the candidate’s own professional growth” (3.3.A Dispositions Survey)
The professional dispositions instrument is completed during Block 1 by each candidate’s field experience cooperating teacher and all Block 1 faculty members who taught the candidate. The evaluations are completed in TK20 and the data is compiled and provided to the faculty to utilize during the EPP admissions process. Candidates who score a 1 or 2 in any area are “flagged” and discussed by the faculty to determine if they should be admitted with a Professional Development Plan or if they should not be admitted.
Analysis of dispositions data over the past three cycle reveals the majority of candidates exhibit high scores in each area. The lowest overall area(s) is in the area of “Initiative” which is defined as “Resourceful about identifying and meeting student needs without prompting” and the faculty are working to address this disposition as appropriate. For example, new courses with additional field experiences (e.g., ED 360 and a second methods course for secondary education) and the addition of a P-12 student learning project in internship should encourage further opportunities for candidates to cultivate and demonstrate this disposition. Faculty are also focusing on providing additional supports and instruction related to planning for meaningful differentiated instruction. It should be noted while it was the lowest rated disposition, it still was an average score of 3.67, well above the satisfactory score of 3 and moving toward the exceptional score of 4. The data was also used to support the development of NUMBER of Professional Development Plans for students who need extra supports. The most common areas of need were “Intellectual Curiosity”, “Tact and Judgment”, “Reliability/Dependability”, “Oral Communication Skills”, and “Written Expression” (1.1.E Student Dispositions Scored by Cooperating Teachers in Field Experiences FINAL).
In addition to dispositions data, candidates are required to complete background checks and comply with the University’s Child Protection Policy process to adhere with expectations of the profession. Candidates also have opportunities to receive feedback from peers as part of coursework. One example is intern seminar or Early Start debriefings that accompany experiences in classrooms. The Coordinator of Field and Clinical Experiences provides opportunities for small- and large-group reflection and dialogue that affords candidates opportunities to further develop their cultural sensitivity, as well as professional dispositions and skills related to classroom teaching in varied classroom settings.
SUMMARY OF EVIDENCE AND SUPPORTING DOCUMENTATION
Supporting Documentation 3.3.A Dispositions Survey
Supporting Documentation 3.3.B Lawshe CVR Worksheet for Dispositions Survey
EVIDENCE 1.1.E Student Dispositions Scored by Cooperating Teachers in Field Experiences
3.4 SELECTION DURING PREPARATION
The EPP has identified criteria for program progression and monitors candidates’ advancement from admissions through completion. Candidate progression and advancement are specifically monitored by program faculty, the Coordinator of Field and Clinical Experiences, and the Associate Dean of Data and Accreditation. Licensure evaluations and degree evaluations are completed for each candidate by faculty advisors and the Certification Officer, and candidates in Early Childhood, Elementary, and Secondary Programs regularly meet with their assigned faculty advisor for advising appointments every semester before registering for classes.
Data are collected at the following transition points: 1) Admission to Program, (2) Progression in Blocks II and III courses and field experiences, 3) Admission to Internship, 4) Graduation, and 5) Certification. Yearly program area data are monitored and tracked for each of these measures (3.4.A Decision Points from EEP Handbook)
After Block 1, professional dispositions of each candidate are assessed each semester by field experience mentor teachers. The faculty review this data, along with their own anecdotal experiences with students, each semester to determine if any supports or actions are needed to support the student. Dispositions and other measures (grades, classroom activities, etc.) may warrant creation of a Professional Development Plan or, in extreme situations if no progress is evident, removal of a candidate from the educator preparation program.
Overall admission numbers have remained steady despite a significant increase in university and college enrollment. No substantive change has occurred in the number of candidates gaining initial acceptance. While there has been a slight increase in admitted licensure candidates, there was a slight downward trend in elementary education admissions in 2017-18. The number of initial candidates admitted are as follows: Fall 2017: 24; Spring 2018: 21; Fall 2018: 35. The state of Alabama has experienced challenges in staffing classrooms. For example, from 2009 to 2015, the enrollment of education majors at Alabama’s public universities dropped by 19 percent, according to the Alabama Commission on Higher Education (ACHE). According to School Superintendents of Alabama (SSA), In the 2017-2018 school year, more than 1,700 Alabama secondary education teachers were not certified to teach the English, math, social studies, science or special education classes they were assigned. The Alabama teacher shortage reflects the national teacher shortage. For example, the Learning Policy Institute reports enrollments in educator preparation programs in colleges and universities dropped by 35% between 2009 and 2014.
UAH has identified criteria for candidates to demonstrate their ability to teach to college- and career-ready standards throughout the program. From admission through completion, candidates develop both a knowledge/awareness and a practical application of the standards. The initial level monitors candidate understanding of the college and career ready standards in multiple ways: 1) Completion of professional education courses, 2) Completion of field and clinical experiences, 3) Successful performance on key assessments, and 4) Completion of the edTPA and the P-12 student learning impact case study. Professional education courses provide candidates with an initial exposure to the college- and career-ready standards. Clinical experiences and methods courses also provide ample opportunity for initial level candidates to demonstrate practical application of the standards via lesson planning and standards-based instruction.
SUMMARY OF EVIDENCE AND SUPPORTING DOCUMENTATION
Supporting Documentation 3.4.A Decision Points within the UAH EEP
3.5 SELECTION AT COMPLETION
The EPP has identified graduation and licensure criteria that further demonstrate candidates’ ability and knowledge at completion. These are monitored and tracked by faculty advisors, the Coordinator of Field and Clinical Experiences, the Associate Dean for Data and Accreditation and the Certification Officer.
Candidates must complete the following to eligible to graduate: 1) Successful completion of all coursework listed for the appropriate degree, 2) Earned the minimum required number of semester credits for the degree, 3) Earned the minimum 2.75 required cumulative GPA, as well as 2.75 GPAs required for teaching field and professional education coursework, and 4) Successful completion of the internship experience at the appropriate grade level and content area. Data for each of these measures are reviewed and confirmed every semester for graduating candidates.
To be certified in the state of Alabama, the candidates must complete all of the above graduation requirements as well as achieve the required score on the Praxis CORE exams (required for admission to the Educator Preparation Program), the appropriate Praxis II content exam (required for admission to internship), the edTPA (completed in internship semester and required for certification), and have a clear background check (required for admission to the Educator Preparation Program). Additional requirements for specific licensure areas are also monitored and enforced (e.g., 4x12 requirements for early childhood and elementary education, foreign language competencies for world languages, etc.).
3.6 Codes of Ethics, Professional Standards of Practice, and Relevant Laws and Policies
Before candidates are recommended for licensure, the candidates’ understanding of the expectations of the profession, including codes of ethics, professional standards of practice, and relevant laws and policies are assessed. Candidate understanding of expectations are measured in multiple ways: 1) Completion of Professional Education Core Courses, 2) Application for Admission to the Program with Professional Recommendations, 3) Completion of required field experiences with dispositions feedback from cooperating teachers, 4) Completion of edTPA and P-12 student learning project, and 5) Completion and resolution of any professional development plans. Professional education courses provide candidates with an academic/theoretical exposure to the expectations of the teaching profession.
Professional education courses which specifically address ethics include ED 301: Introduction to Education and ED 309: Classroom and Behavior Management. In ED 301, the Alabama Educator Code of Ethics is explored while in ED 309 ethical situations or dilemmas are discussed in class and scenarios presented onl exams. Those courses which explore or address professional standards of practice include ED 301, ED 309, and all the methods courses which focus on specific content professional standards. In ED 309, students examine fundamental laws including FERPA while all special education law (IDEA, ADA, Section 504) are examined in EDC 301. As per state regulations, students are trained in specific content focused on “Disproportionality in Alabama Schools” in EDC 301, ED 309, and EDC 311. Within EDC 301, students complete the “Addressing Disportionality in Alabama Public School Awareness Presentation” which is an overview of the Lee vs. Macon decree. Within EDC 311, students are trained to use the Making Sense Strategies. In ED 309, students complete the Positive Behavior Support (PBS) Modules created by The IRIS Center at Vanderbilt. All students confirm via TK20 that they have read and understand the Alabama Code of Conduct and other professional standards in the UAH Educator Preparation Handbook. Clinical experiences also provide a multitude of opportunities for initial level candidates to demonstrate practical application of professionalism via communication expectations, relationships with colleagues, parents, and students, and an adherence to confidentiality requirements and school policy expectations.
SUMMARY OF EVIDENCE AND SUPPORTING DOCUMENTATION
EVIDENCE 1.1.E Student Dispositions Scored by Cooperating Teachers in Field Experiences
EVIDENCE 3.6.A Internship Observation Forms PROFESSIONALISM focus
EVIDENCE 3.6.B EDUCATE Alabama (Internship Form) Focus on Professionalism
Supporting Documentation 3.3.A Dispositions Survey
Supporting Documentation 2.1.A UAH Undergraduate TEP Handbook 2018-19
Supporting Documentation 2.1.B UAH MAT TEP Handbook
Summary
In summary and conclusion, UAH has developed and implemented a multidimensional approach for demonstrating that the academic, pedagogical, and professional ability of candidates is a continuing and purposeful part of its responsibility. Beginning with rigorous and purposeful recruitment plans focused on diversity and high need content areas, the initial level demonstrates a commitment to meeting the needs of shortage field and hard-to-staff Alabama schools. The initial level utilizes measures of academic factors, specifically GPA and performance on nationally normed assessments for admission determination, through the progression of courses and clinical experiences, and for graduation and licensure decisions. Dispositional requirements and non-academic factors are used to further increase the selectivity of candidates in the programs, with attention given to candidates’ commitments to technology, diversity, students, and the profession. The EPP demonstrates candidate quality is a goal in all phases of its program by monitoring candidate progress and providing support when necessary. Its candidates demonstrate proficiency at junctures throughout the program and at completion.
Standard A.3: Advanced Preparation Candidate Quality and Selectivity
The provider demonstrates that the quality of advanced program candidates is a continuing and purposeful part of its responsibility so that completers are prepared to perform effectively and can be recommended for certification where applicable.
Admission of Diverse Candidates Who Meet Employment Needs
A.3.1 The provider sets goals and monitors progress for admission and support of high-quality advanced program candidates from a broad range of backgrounds and diverse populations to accomplish their mission. The admitted pool of candidates reflects the diversity of America’s teacher pool and, over time, should reflect the diversity of P-12 students. The provider demonstrates efforts to know and addresses community, state, national, regional, or local needs for school and district staff prepared in advanced fields.
UAH is committed to recruiting and supporting diverse candidates in Advanced Level programs. The UAH Equal Opportunity/Affirmative Action Policy states the University is committed to “equal educational opportunity for all qualified students and does not unlawfully discriminate in its educational policies, practices, programs,or activities on the basis of race, color, national origin, religion, sex (including marital or parental status), pregnancy, sexual orientation, gender identity, age, disability, citizenship, genetic information, or protected veteran status. Its admissions, financial aid, athletics, student services, and other programs are administered in accordance with this policy.”
UAH is committed to recruiting diverse and academically talented candidates. There is a notable lack of diversity of racial composition for both admitted students and completers at the advanced level (3.1.B Diversity of Completers and Admitted Cohorts). For example, since Fall 2017, only 3 minorities have been admitted in the advanced program. In that same time period, only 5 advanced completers were minorities. Currently, the population of Alabama is 68% white, 26% black and 3% Hispanic. Huntsville, AL is also home to a Historically Black College and University (HBCU), as well as a historically Black Seventh Day Adventist university. Approximately 9.7% of UAH enrolled students in Fall 2018 identified as Black or African American while 4.7% identified as Hispanic. The Alabama State Department of Education for the 2018-2019 year reports the demographics for enrolled students are 54% white, 32% black, 8.4% Hispanic and 1.5% Asian.
Enrollment by gender in admitted cohorts of UAH advanced level programs is as follows: Fall 2017 females=100%, males =0%; Spring 2018 females 80%, males 20%; Fall 2018 females 100%, males 0%. UAH reports its graduate enrollment for fall 2018 at 2,065 students (females 52%, males 48%. The Alabama State Department of Education for the 2018-2019 year reports that, for currently enrolled P-12 students, 48% are female and 52% are male.
The EPP actively seeks to recruit racial minorities and male candidates. In addition to the initiatives outlined in the Standard 3 Initial Level report, the EPP seeks to increase diversity at the Advanced Level by attending recruiting fairs, hosting recruitment booths at statewide education conferences or professional meetings such as MEGA or the Alabama Autism Conference, visiting classrooms or speaking to groups at colleges or schools, and sending literature to area schools which tend to employ more teachers from minority populations. Additionally, the EPP works actively with its P-12 partner school districts to recruit and share information about graduate degree programs and advanced certification.
SUMMARY OF EVIDENCE AND SUPPORTING DOCUMENTATION
EVIDENCE 3.1.B Diversity of Completers and Admitted Cohorts
Candidates Demonstrate Academic Achievement and Ability to Complete Preparation Successfully
A.3.2 The provider sets admissions requirements for academic achievement, including CAEP minimum criteria, the state’s minimum criteria, or graduate school minimum criteria, whichever is highest and gathers data to monitor candidates from admission to completion. The provider determines additional criteria intended to ensure that candidates have, or develop, abilities to complete the program successfully and arranges appropriate support and counseling for candidates whose progress falls behind.
To be admitted to the advanced programs, a potential candidate must apply to be admitted into the UAH Graduate School. The admissions criteria (generally speaking) require the candidate must have one of the following: (1) a minimum 3.0 undergraduate GPA, (2) a minimum score of 146 on the verbal and 140 on the quantitative portions of the Graduate Record Exam (GRE) or a minimum score of 388 on the Miller Analogies Test (MAT), (3) be a licensed and tenured educator, or (4) an earned graduate degree. Potential candidates in the Reading Specialist concentration must also have at least two (2) years of full-time teaching experience. If any of these criteria are missing, the UAH Graduate School asks the Department of Curriculum and Instruction for a final decision on all admissions.
Selectivity During Preparation
A3.3 The provider creates criteria for program progression and used disaggregated data to monitor candidates’ achievement from admissions through completion.
Once admitted, candidates must maintain a 3.0 GPA with no D’s or F’s as per UAH Graduate School policy. If a student’s GPA falls below a 3.0, the UAH Graduate School contacts the Department Chair and Dean to alert the Department that the student has been put on Probationary Status. The candidate must meet with the Department Chair and develop a Professional Development Plan that outlines all responsibilities of the candidate and a “pathway” to earn a 3.0 GPA before graduating. The plan is then submitted to the Graduate School Dean for his approval and the student is placed on academic probation.
Each program coordinator monitors the performance of his or her candidates to ensure candidates are successfully progressing through the programs. Successful grades in prerequisite coursework are the primary way candidates are monitored to determine if they are ready to enter into specific practica or internships. Ratings from faculty and successful completion of field related coursework are used to determine successful completion of the field experience. Program completion is determined by successful completion of ED 690, the capstone action research course, required of all advanced candidates.
Selection at Completion
A3.4 Before the provider recommends any advanced program candidate for completion, it documents that the candidate has reached a high standard for content knowledge in the field of specialization, data literacy and research-driven decision making, effective use of collaborative skills, applications of technology, and applications of dispositions, laws, codes of ethics and professional standards appropriate for the field of specialization.
All candidates recommended for Class A (advanced certification) must successfully complete the required program checklist with a 3.0 or higher cumulative GPA. In some instances, a required Praxis II content exam is required (e.g., Reading Specialist, and often ESOL or Collaborative). Teaching experience is verified for all Reading Specialist candidates. Advanced candidates complete ED 690, the capstone action research course, in the final semester which allows them to identify a specific concern or issue related to their specialized field of study in their own classroom, design and implement an intervention or approach, and gather data to test and analyze its effectiveness. This semester-long capstone projects provides an opportunity for advanced candidates to apply their content knowledge in their specialized field, as well as demonstrate their ability to use research and apply data literacy and analysis skills, to address an authentic and real classroom-based dilemma. Candidates demonstrate their ability to function as a teacher researcher rather than only a teacher practitioner.
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