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School of Education – Information

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School of Education

Mission Statement

The Stillman School of Education is committed to providing our students with the tools necessary to be highly skilled and successful educators, upon completion of their programs. Our mission is to train and develop educators who are professional, competent, content knowledgeable, technologically proficient, and innovative teachers.

Current Accreditation Status

Accredited by Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) since 1953.

Education Programs accredited by National Council for Accreditation of Teacher Education (NCATE) since 2016.

Educational Programs

Collaborative Education (Special Ed) (K-6)

Elementary Education (K-6)

English Language Arts 6-12

General Science (Biology) 6-12

Social Sciences (History) 6-12

Mathematics 6-12

Vocal-Choral Music P-12

Instrumental Music P-12

Physical Education P-12

Visual Arts P-12

Non-Traditional Programs

Black Male Initiative

Troops - to - Teachers Initiative

Collaborative Education

Collaborative Teacher K-6

The Collaborative Teacher K-6, a special education program, is designed to prepare teachers to better meet the diverse needs of all children, including those who have been determined to be exceptional and who receive services under the Individuals with Disabilities Education Act (IDEA). Students in the Collaborative Education K-6 Program take courses, introducing them to a variety of exceptionalities and help them become aware of the critical issues relevant to the delivery of services to exceptional children. Methods courses in this area of study focus on developing assessment, instructional strategies, and behavioral management strategies tailored to the unique needs of the exceptional child. Students completing the courses in the program are eligible for certification in Collaborative Education K-6. The courses in the program include field experiences (totaling 120 hours) in an inclusive classroom.

Elementary Education

Elementary Education K-6

The Stillman Teacher Education Program (STEP), administered through the School of Education, offers preparation for candidates who wish to become teachers in elementary education, collaborative education, and P-12 programs including physical education, music (instrumental and choral) and visual arts. The unit offers teacher preparation at the initial program level, Class B. Degrees awarded are the Bachelor of Arts (B.A.) and the Bachelor of Science (B.S.).

Secondary Education

Secondary Education

The Stillman Teacher Education Program (STEP), housed in the School of Education, offers preparation for candidates wishing to become teachers in secondary content and other P-12 areas. STEP is widely recognized for the success of its teacher education program, which is accredited by the National Council for Accreditation of Teacher Education (NCATE) / Council for the Accreditation of Educator Preparation (CAEP). The Alabama State Department of Education ( ALSDE) reviews and approves each program area. The unit offers teacher preparation at the initial program level, Class B. The 6-12 program offers degrees, including Bachelor of Science in Biology / General Science, English / Language Arts, History / Social Sciences, and Mathematics.

Kinesiology

Physical Education P-12

The Department of Kinesiology is housed in the School of Education. Kinesiology offers two programs majoring in Human Performance (Non-Teacher Certification) and majoring in Physical Education (Teacher Certification). The unit offers teacher preparation at the initial program level, Class B. A degree of Bachelor of Science in Physical Education P-12 is awarded.

Arts, Music, and Language Education (AMLE)

Arts, Music, and Languages P-12

The Art, Music, and Language Education Department is housed in the School of Education. It is comprised of three distinct paths: Visual Arts, Music, and Foreign Languages. Students earn the Bachelor of Arts in Visual Arts and the Bachelor of Arts in Music. Both are complemented by successfully completing Stillman Teacher Education Program (STEP) requirements and earning a P-12 teaching certification in content areas.

Partnerships

The Stillman College School of Education has long lasting partnerships with :

Arts n autism

Arts & Autism

Shelton State Community College

Lawson State Community College

Stillman College - University of Alabama Graduate Pathway

Stillman Teacher Education Program (STEP) ADMISSION GUIDELINES​

Academic Grade Requirements 

  • 2.5 GPA cumulative to be admitted to STEP (Effective Fall 2022) 
  • 2.5 GPA to remain in STEP 
  • 2.5 GPA in General Studies, Professional Studies, and Teaching Field 
  • Maintain a “C” or better in all course work 

Elementary and Collaborative Education

  • Highly Qualified (12 hours of each in General Studies) 
  • Four English Courses 
  • Four Social Science Courses 
  • Four Science Courses 
  • Four Math Courses 

Required Assessments

Elementary Education

  • Praxis Bundle: Mathematics, Social Studies, Science 
  • Praxis Teaching Reading / Foundations of Reading (September 1, 2022) 
  • Internship, edTPA Assessment


Collaborative Education 

  • Praxis Bundle: Mathematics, Social Studies, Science 
  • Praxis Teaching Reading / Foundations of Reading (September 1, 2022) 
  • Content Knowledge Assessment 
  • Internship, edTPA Assessment 


Secondary Education with Teacher Certification (Grades 6-12) 

  • Biology (General Sciences) 
  • English – Language Arts 
  • History (Social Sciences) 
  • Mathematics  

Teacher Certification (Grades P-12)

  • Visual Arts 
  • Music (Vocal-Choral and Instrumental) 
  • Physical Education 

Required Assessments

  • Praxis Content Knowledge Areas 
  • Internship: edTPA Assessment 

Additional STEP Requirements:

  1. Application: Apply for admission to STEP after completion of 60 hours.
     
  2. Background check: $48.15 (Fingerprint results)/ LETTER OF SUITABILITY 
    • https://www.aps.gemalto.com/al/indes_adeNew.htm 
    • Background check is required before a student is allowed to do clinical field experiences which include observations and practicums in schools.
     
  3. Field Experience is a major part of the Teacher Certification programs. All courses require specific hours of field experience in schools and is a major part of the final grade. 

  4. Liability Insurance; $25.00 (Recommend SAEA) found at https://www.nea.org/home/index.html 
    Student insurance is required to perform clinical field experiences in schools.
     
  5. Driver’s license (copy) 

  6. Three (3) Reference letters from present Stillman instructors. 

  7. Write your autobiography and submit with the application. The autobiography is two (2) typed written pages or longer. 

  8. Interview with committee as the final step for admission. 

Field Experience

Field Experience is required in all teacher certification programs. Students are required to complete ALL field experience assignments / requirements in approved K-12 schools in Alabama. Additionally, field experience is required in hybrid and on campus courses. The asterisk denotes online professional studies courses (OLC).

Professional Studies Courses and Credits

Course Number Course Name Credits
*EDU 230
Integrating Technology in Education (OLC)
3
EDU 232
Foundations of Education
3
EDU 300/EED 300
Classroom Management and Communication
3
*EDU 330
Educating Exceptional Children (OLC)
3
EDU 422
Test & Measurement
3
*SPED 231
Introduction to the Study of Exceptional Children (OLC)
3
PSY 332
Educational Psychology
3

2022 EPP CAEP Accountability Measures (Initial)

Important Note: The EPP updates the information in AIMS to include all P-12 teacher certification programs.

Measure 1 (R4.1) (Initial): Completer Effectiveness

The EPP measures completer effectiveness through P-12 student growth data obtained from the Stillman College Cooperating Teacher evaluation form and from the disposition forms. This data is shared with our P-12 partners, education faculty, candidates, completers, and our teacher advisory committee. Additional data addresses: (a) completer impact in contributing to P-12 student-learning growth AND (b) completer effectiveness in applying professional knowledge, skills, and dispositions. Data is collected on employers’ satisfaction with program completers. Alabama Association of Colleges for Teacher Education members develop a survey each year to be administered electronically to first-year teachers. The survey is a Likert Scale, measuring the self-efficacy of new teacher. The chart below provides the percentage of teachers who rated their effectiveness and professional knowledge.

Responses to First-Year Teacher Survey

Completer Effectiveness Responses Percentage Agreeing / Strongly Agreeing
2016 - 2017
2017 - 2018
2018 - 2019
2019 - 2020
2020 - 2021
…understanding of how learners grow and develop
67%
100%
83%
…understanding of learners' commonalities and individual differences
33%
100%
75%
…collaborate with others to build a positive learning climate marked by
respect, rigor, and responsibility
33%
100%
91%
…create learning experiences that make discipline accessible and
meaningful for learners to assure mastery of the content
33%
100%
75%
…connect concepts, perspectives from varied disciplines, and
interdisciplinary themes to real world problems and issues
33%
100%
83%
…use, design, or adapt multiple methods of assessment to document, monitor,
and support learner progress appropriate for learning goals and objectives
67%
100%
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
67%
100%
83%

Measure 2 (R4.2) (R5.3) (Initial): Satisfaction of employers and stakeholder involvement.

The EPP regularly examines and shares results of the annual STEP Employer Satisfaction Survey with all stakeholders. Data is collected on employers’ satisfaction with program completers. Alabama Association of Colleges for Teacher Education members develop a survey each year to be administered electronically to first-year teachers. A companion survey is also administered to employers of those teachers. The chart below provides the percentage of employers who rated their first-year teachers as teacher leader, effective teacher, emerging teacher, or ineffective teacher. Reference Stillman College-2019-2021 Higher Ed Report Card.pdf (alsde.edu)

Employer Satisfaction Survey

SURVEY QUESTION TO EMPLOYER Teacher Leader & Effective Teacher
2016 - 2017
2017 - 2018
2018 - 2019
2019 - 2020
2020 - 2021
…understanding of how learners grow and develop
50%
100%
72%
…understanding of learners' commonalities and individual differences
50%
100%
72%
…collaborate with others to build a positive learning climate marked by
respect, rigor, and responsibility
100%
100%
72%
…create learning experiences that make discipline accessible and
meaningful for learners to assure mastery of the content
100%
100%
72%
…connect concepts, perspectives from varied disciplines, and
interdisciplinary themes to real world problems and issues
100%
100%
72%
…use, design, or adapt multiple methods of assessment to document, monitor,
and support learner progress appropriate for learning goals and objectives
100%
50%
57%
…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
50%
50%
57%

Measure 3 (R3.3) (Initial): Candidate Competency at Completion.

The EPP establishes a series of requirements to determine candidates’ overall proficiency and readiness to enter the classroom. Data points include edTPA scores, internship grades, praxis scores, cumulative GPAs, senior examinations, and senior presentations. Candidates must meet all Stillman college requirements for graduation and the state of Alabama requirements for state licensure. In order to graduate from STEP, students must successfully pass all requirements. Data relates to measures the EPP uses to determine if candidates are meeting program expectations and ready to be recommended for licensure. (e.g., EPP’s Title II Report, data that reflects the ability of EPP candidates to meet licensing and state requirements. The chart below represents the percentage of completers passing state assessments for teacher certification and licensure, from 2016 – 2021.

Teacher Certification and Licensure (2016 – 2021)

Academic Year Number Taking Tests Number Passing Tests Pass Rate
2016 - 2017
3
3
100%
2017 - 2018
0
0
2018 - 2019
3
3
100%
2019 - 2020
3
3
100%
2020 - 2021
2
2
100%

Measure 4 (Initial): Ability of Completers to be Hired

Data provides information on the ability of completers to be hired in the field of study for which she has been prepared. The chart below represents the percentage of completers hired in their fields of study from 2016 – 2021.

Completers Hired in Their Field (2016-2021)

Academic Year School System Number of Completers
2016 - 2017
Tuscaloosa City Schools
100% (n=3)
2017 - 2018
2018 - 2019
Tuscaloosa City, Tuscaloosa County, & Limestone County Schools
100% (n=3)
2019-2020
Tuscaloosa City Schools
67% (n=3)
2019-2020
1 Completer not employed at a school system (Paramedic)
2020 - 2021
Tuscaloosa County & Bibb County Schools
100% (n=3)
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