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, and content knowledgeable, technologically proficient, and Innovative teachers.

Educational Programs

  • Collaborative Teacher (Special Ed) K-6
  • Elementary Education K-6
  • English Language Arts 6-12
  • General Science (Biology) 6-12
  • Social Studies (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

Special Education Major

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 Special Education K-6 program will take courses that introduce them to a variety of exceptionalities that help them become aware of the critical issues relevant to the delivery of services to exceptional children. Methods courses in this area of study will focus on developing assessment, instructional strategies, and behavioral management strategies tailored to the unique needs of the exceptional child. Students who complete the courses in the program are eligible to apply for certification in Collaborative Special Education K-6. Each of the courses in the program will include field experiences in an inclusive classroom.

Stillman Teacher Education Program (Pdf)


Elementary Education & Special Education

Field Experience is required for various online courses (OLC) and is denoted with an asterisk. Students are required to complete ALL field experience assignments/requirements in approved K-12 schools in Alabama. The courses that are not listed below will be offered as blended learning courses or completely on campus courses due to the Alabama Department of Education requirements. Field experience may be required in blended/on campus courses as well.

Required Courses and Credits:

EDU 230 Integrating Technology in Ed. (OLC) 3
EDU 300 Classroom Management     (OLC) 3
*EDU 330 Educating Exceptional Children (OLC) 3
EDU 422 Test & Measurement (OLC) 2
*SPED 231 Introduction to the Study of Exceptional Children (OLC) 3
EDU 334 Children’s Literature 3
SPED 336 Management of Classroom Behaviors (OLC) 3
SPED 420 Assistive Technology (OLC) 2

Admissions Criteria (click here)

2021 EPP CAEP Report

 

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

 

CAEP 4.1 Impact on P-12 Learning and Development

Stillman is currently in the process of working with our local school partners to gain access to

P-12 state test scores. The state of Alabama utilizes the Scantron Performance Test in Math, Reading, and Science. The School of Education plan to review a sample of P-12 students taught by graduates of our programs (test scores in Math and Reading for the 2019-2020 academic year). The EPP will utilize the suggested benchmarks by the state, and the data will be displayed publicly on the Stillman College website. The EPP will also make sure that the data is shared with P-12 school partners, education faculty, candidates, completers, and the community. We anticipate the first set of data by Fall 2021. A phase in plan for this process will be provided as part of our Self-Study Report to CAEP in Spring 2022.

 

CAEP 4.2 Indicators of Teaching Effectiveness

The Alabama Department of Education does not require a statewide classroom evaluation instrument for teachers. Therefore, each school district is responsible for the implementation of their own evaluation instrument. The School of Education collaborates with school partners and teachers to retrieve classroom observation data. We were only able utilize information from 2/3 program completers (2 completed submissions and 1completer not employed in education).

 

Classroom Observation Instrument

The school administrator evaluated teaching effectiveness by assessing the following categories:  Learning Targets, Culture Climate, Foundational Reading, Collaboration, and Professionalism. Each teacher is rated utilizing the following criteria descriptors:  Not Evident, Somewhat Evident, Evident, and Very Evident. The School of Education has not found any information regarding the validity or reliability of this evaluation instrument, but the data from this instrument is utilized to support educator effectiveness for that school system. Therefore, we selected to review the data. Tuscaloosa City Schools Educator Effectiveness Rubrics.pdf

 

Data Findings

Overall, the completers performed at or above average in all the evaluated domains except Foundational Reading (see data results below). Please see attachment entitled Tuscaloosa City Educator Effectiveness for a copy of the classroom evaluation instrument. The classroom evaluation instrument starts on page 6 (prior pages are part of a self-assessment). The instrument does indicate which Alabama Quality Teaching Standards (AQTS) are assessed by each domain.

 

Data Charts

Sample Size 2019-2020: 2/3 [one completer is not employed in education]

 

N= 2   

 

Rated

Domains

Learning Targets Culture Climate Foundational Reading Collaboration Professionalism
Overview of Scores 91% of the 11 objectives listed under the Learning Target category were evident/very evident 84% of the 9 objectives listed under the Culture Climate category were evident/very evident  62.5% of the 8 objectives listed under the Foundational Reading category were evident/very evident

100% of the 6 objectives listed under the Collaboration category were

evident/very evident

100% of the 19 objectives listed under the Professionalism category were evident/

very evident

 

 

Sample Size 2018-2019:  1/3

N= 1

 

Rated

Domains

Learning Targets Culture Climate Foundational Reading Collaboration Professionalism
Overview of Scores

7/11

Evident/Very Evident

9/9=100%

Very Evident

Section Not Rated or Observed

6/6=100%

Very Evident

19/19=100%

Very Evident

 

Limitations for 2019-2020 Data

The sample size is too small to make program generalizations. In addition, we do not have enough information on the validity and reliability of the classroom instrument.

 

Suggestions

  • See if it is possible to collaboratively create or select a classroom instrument for our graduates

 

Possible Trends

  • After reviewing the data listed under the Foundational Reading category, the completers may need additional support. The EPP will need additional information to determine if this is a weakness or if various objectives under that category were not observed during the lesson.

 

CAEP 4.3 Employer Satisfaction for 2019-2020 Data

The ALACTE New Teacher Employer Survey, distributed by the Alabama State Department of Education asks principals and other school administrators to evaluate our completers who are in their first year of employment. The response rate for survey participants affiliated with Stillman College did not meet the reporting threshold of a minimum of five. The survey data is attached, but we could not make any generalizations due to the sample size.

(See ALACTE New Teacher Employer Survey see attachment below) (pages 14-16)

Stillman College – 2020 Higher Ed Report Card.pdf (alsde.edu)  press Ctrl and click the link to open link

 

CAEP 4.4 Completer Satisfaction for 2019-2020 Data

The ALACTE New Teacher Employer Survey, distributed by the Alabama State Department of Education completers who are in their first year of employment to share their perception of their teacher preparation. The response rate for survey participants affiliated with Stillman College did not meet the reporting threshold of a minimum of five. The survey data is attached, but we could not make any generalizations due to the sample size.

(See ALACTE New Teacher Employer Survey see attachment below) (pages 11-13)

Stillman College – 2020 Higher Ed Report Card.pdf (alsde.edu) press Ctrl and click the link to open link

 

Graduation Rates/Retention Information [5]

In order to graduate from education programs that require certification, students must successfully pass ALL required certification exams. Graduation rates for Stillman College can be found at link below, but we have included the breakdown for the EPP for the 2019-2020 academic year below as well. https://stillman.edu/about-us/student-achievement/

 

Academic Year Number Taking Tests Number Passing Tests
2019-2020                3            3

 

Academic Year Number Taking Tests Number Passing Tests
2018-2019                 3             3

 

Ability of completers to meet licensing (certification) and any additional state requirements [6]

In order to graduate from education programs, students must successfully pass all required certification exams. Therefore, the EPP Program has a 100% pass rate for meeting licensing/certification requirements for the 2019-2020 academic year [see data below].

 

Important Note: 

 

Praxis Pass Rate
Academic Year

Stillman

N=

Stillman Pass Rate

Completers

2019-2020

3 100%

 

Praxis Pass Rate
Academic Year

Stillman

N=

Stillman Pass Rate

Completers

2018-2019

3 100%

 

edTPA Pass Rates
2019-2020 Notes
Elementary Education 100% (n=2)  
English Language Arts              
General Science (Biology)    
Social Studies (History)               100% (n=1)  
Mathematics
Music (Vocal)
Music (Instrumental)
Physical Education
Visual Arts

 

edTPA Pass Rates
2018-2019 Notes
Elementary Education 100% (n=1)
English Language Arts 100% (n=1)
General Science (Biology)
Social Studies (History)               100% (n=1)
Mathematics
Music (Vocal)
Music (Instrumental)
Physical Education
Visual Arts

 

Employment Data
Academic Year School System Number of Completers
2019-2020 Tuscaloosa City Schools 2
2019-2020 1 completer not employed at a school system  

 

Employment Data
Academic Year School System Number of Completers
2018-2019 Limestone County School System 1
2018-2019 Tuscaloosa City Schools 1
2018-2019 Tuscaloosa County Schools 1

 

Graduate Salaries ( https://www.bls.gov/ooh/education-training-and-library/home.htm )

 

Stillman Default Rates & Consumer Information (https://nces.ed.gov/collegenavigator/?q=stillman&s=AL&id=102270)

 

CAEP 2021 EPP Annual Report

Revised CAEP 2020 EPP Annual Report 01-31-2021 PDF

CAEP 2020 Annual Report

CAEP Annual Reporting Measures 2020 

Stillman Report Card – AC- 2019 Higher Education Report Card

CAEP Annual Reporting Measures 2019 ALC– Please note on the webpage that the School of Education website is under construction until September 1, 2019 and is updated weekly. Please contact Dr. Alicia Curry, Dean of School of Education ([email protected]) if you need information that is not listed on the website.

NACATE ARCHIVED DATA