School of Education

School of Education – Information

Department Information

Location:

Houston H. Harte Center
Stillman College
3601 Stillman Blvd.
Tuscaloosa, AL 35401

Office Hours:

Tuesday: 1:00pm-4:00pm
Wednesday: 10:00am-2:00pm
Thursday: 1:00pm-4:00pm

Contact:

Phone: 205.247.8000
Email: schoolofeducation@stillman.edu

School of Education – Information

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 Education 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

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

Arts, Music, and Languages P-12

The Art, Music, and Language 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 & 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:

Application: Apply for admission to STEP after completion of 60 hours.
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.
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.
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.
Driver’s license (copy)
Three (3) Reference letters from present Stillman instructors.
Write your autobiography and submit with the application. The autobiography is two (2) typed written pages or longer.
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	2021- 2022	2022- 2023
…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	2021 - 2022	2021 - 2022
…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 2: R4.2.3 Satisfaction of Employers and Stakeholder Involvement (R5.3)

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 and employers. The survey is a Likert Scale, measuring the effectiveness of new teachers based on employer responses. The chart below represents data retrieved from Educator Preparation Report Card for Performance on Required Content Knowledge and Pedagogy Tests and Responses to the First-Year Teacher Survey created by the Alabama Association of Colleges for Teacher Education for Stillman College (2018-2021). A companion survey is also administered to employers of those teachers, providing data on employer response ratings of novice teachers as teacher leader, effective teacher, emerging teacher, or ineffective teacher. The EPP uses this data to evaluate completer effectiveness, program effective, as well as continuous improvement efforts.

Employer Satisfaction Survey

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
2018 - 2019	3	3	100%
2019 - 2020	3	3	100%
2020 - 2021	2	2	100%

SURVEY QUESTION TO EMPLOYER	Teacher Leader & Effective Teacher
	2016 - 2017	2017 - 2018	2018 - 2019	2019 - 2020	2020 - 2021	2022 - 2023
…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 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)

2016-2022 Council for the Accreditation of Educator Preparation (CAEP) Accountability Measures (Initial)

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

Data relates to measures the EPP is using 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 or other measures the EPP uses to determine candidate competency at completion.) The chart below represents the percentage of completers passing state assessments for teacher certification and licensure, from 2016 – 2022.

2016-2022 TEACHER CERTIFICATION AND LICENSURE

Academic Year	Number Taking Tests	Number Passing Tests	Pass Rate
2016 - 2017	3	3	100%
2017 - 2018			100%
2018 - 2019	3	3	100%
2019 - 2020	3	3	100%
2020 - 2021	2	2	100%
2021 - 2022	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 – 2022.

2016 – 2022 ABILITY OF COMPLETERS TO BE HIRED DATA ANALYSIS

YEAR OF GRADUATION	Number OF COMPLETERS	% WORKING IN FIELD	% WORKING Outside FIELD
2016 - 2017	3	100%	0%
2017 - 2018	1	100%	0%
2018 - 2019	3	100%	0%
2019 - 2020	3	67%	33%
2020 - 2021	2	100%	0%
2021 - 2022	2	100%	0%

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

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 a 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	2021 - 2022	2022 - 2023
…understanding of how learners grow and develop			67%	100%	83%	100%
…understanding of learners' commonalities and individual differences			33%	100%	75%	100%
…collaborate with others to build a positive learning climate marked by respect, rigor, and responsibility			33%	100%	91%	100%
…create learning experiences that make discipline accessible and meaningful for learners to assure mastery of the content			33%	100%	75%	100%
…connect concepts, perspectives from varied disciplines, and interdisciplinary themes to real world problems and issues			33%	100%	83%	100%
…use, design, or adapt multiple methods of assessment to document, monitor, and support learner progress appropriate for learning goals and objectives			67%	100%	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%	100%

Measure 2: R4.2 Satisfaction of Employers and Stakeholder Involvement (R5.3)

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 and employers. The survey is a Likert Scale, measuring the effectiveness of new teachers based on employer responses. The chart below represents data retrieved from Educator Preparation Report Card for Performance on Required Content Knowledge and Pedagogy Tests and Responses to the First-Year Teacher Survey created by the Alabama Association of Colleges for Teacher Education for Stillman College (2018-2021). A companion survey is also administered to employers of those teachers, providing data on employer response ratings of novice teachers as teacher leader, effective teacher, emerging teacher, or ineffective teacher. The EPP uses this data to evaluate completer effectiveness, program effectiveness, as well as continuous improvement efforts.

Employer Satisfaction Survey

SURVEY QUESTION TO EMPLOYER	Teacher Leader & Effective Teacher
	2016 - 2017	2017 - 2018	2018 - 2019	2019 - 2020	2020 - 2021	2021 - 2022	2022 - 2023
…understanding of how learners grow and develop			50%	100%	72%	100%
…understanding of learners' commonalities and individual differences			50%	100%	72%	100%
…collaborate with others to build a positive learning climate marked by respect, rigor, and responsibility			100%	100%	72%	100%
…create learning experiences that make discipline accessible and meaningful for learners to assure mastery of the content			100%	100%	72%	100%
…connect concepts, perspectives from varied disciplines, and interdisciplinary themes to real world problems and issues			100%	100%	72%	100%
…use, design, or adapt multiple methods of assessment to document, monitor, and support learner progress appropriate for learning goals and objectives			100%	50%	57%	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			50%	50%	57%	100%

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

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. The EPP analysis data from the EPP-Created Partner Satisfaction Survey, administered electronically to first-year teachers and their employers. The survey is a Likert Scale, measuring the self-efficacy of new teachers. A companion survey is also administered to employers of those teachers, providing data on employer response ratings of novice teachers as teacher leader, effective teacher, emerging teacher, or ineffective teacher. The EPP uses this data to evaluate completer effectiveness, program effectiveness, as well as continuous improvement efforts.

The charts below provide the percentage of teachers and employers who rated their effectiveness and professional knowledge.

2021-2022 EPP-CREATED PARTNER SATISFACTION SURVEY RESPONSES (NOVICE TEACHER)

Year	# OF RESPONSES	% TEACHER LEADER	% EFFECTIVE TEACHER
2020 - 2021	2		100%
2021 - 2022	2	50%	50%
2022 - 2023
2023 - 2024
2024- 2025

2021-2022 EPP-CREATED PARTNER SATISFACTION SURVEY RESPONSES (EMPLOYER)

Year	# OF RESPONSES	% TEACHER LEADER	% EFFECTIVE TEACHER
2020 - 2021	2	50%	50%
2021 - 2022	2	100%
2022 - 2023
2023 - 2024
2024- 2025

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School of Education – Information

Department Information

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School of Education – Information

School of Education

Mission Statement

Current Accreditation Status

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 Education P-12

Non-Traditional Programs

Black Male Initiative

Troops - to - Teachers Initiative

Collaborative Education

Collaborative Teacher K-6

Elementary Education

Elementary Education K-6

Secondary Education

Secondary Education

Kinesiology

Physical Education P-12

Arts, Music, and Language

Arts, Music, and Languages P-12

Partnerships

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

Elementary and Collaborative Education

Required Assessments

Teacher Certification (Grades P-12)

Required Assessments

Additional STEP Requirements:

Field Experience

Professional Studies Courses and Credits

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

Responses to First-Year Teacher Survey

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

Employer Satisfaction Survey

Measure 2: R4.2.3 Satisfaction of Employers and Stakeholder Involvement (R5.3)

Employer Satisfaction Survey

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

Teacher Certification and Licensure (2016 – 2021)

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)

2016-2022 Council for the Accreditation of Educator Preparation (CAEP) Accountability Measures (Initial)

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

2016-2022 TEACHER CERTIFICATION AND LICENSURE

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 – 2022.

2016 – 2022 ABILITY OF COMPLETERS TO BE HIRED DATA ANALYSIS

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

Responses to First-Year Teacher Survey

Measure 2: R4.2 Satisfaction of Employers and Stakeholder Involvement (R5.3)

Employer Satisfaction Survey

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

The charts below provide the percentage of teachers and employers who rated their effectiveness and professional knowledge.

2021-2022 EPP-CREATED PARTNER SATISFACTION SURVEY RESPONSES (NOVICE TEACHER)

2021-2022 EPP-CREATED PARTNER SATISFACTION SURVEY RESPONSES (EMPLOYER)

Designated as one of the best colleges by Colleges of Distinction.

Stillman Teacher Education Program (STEP) ADMISSION GUIDELINES