¾«¶«AV

Dr. Brooke A. Burks

Dean of the School of Education

The Department of Elementary and Secondary Education is responsible for the preparation of professional educators. The Department prepares men and women for professional teaching careers in schools and for careers as educators in other agencies. The department offers nationally accredited and State-approved undergraduate programs in Elementary Education, English Language Arts Education, General Science Education, and Mathematics Education.

• Professional Teacher Education Program (See info below)

Contact Information:

School of Education
201-E Huntington Hall
¾«¶«AV
¾«¶«AV, AL 36088

Dr. Teri Prim
Interim Department Head
Phone: (334) 727-8571
Fax: (334) 724-3714
Email: TPrim@tuskegee.edu

Physical Education Division Overview

The Department of Physical Education offers a teacher education professional preparation program that leads to the degree of Bachelor of Arts in Physical Education and, in addition, a physical education service program designed to meet the university's general education requirements.

Physical Education Service Courses

• Aerobics
• Badminton
• Basketball
• Softball
• Swimming
• Tennis
• Volleyball

Elementary and Secondary Education

• Elementary Education Balance Sheet
• English Language Arts Education Balance Sheet
• General Science Education Balance Sheet
• Mathematics Education Balance Sheet

Physical Education

• Physical Education Balance Sheet

Resources

* Information is subject to change based on departmental, state, or federal guidelines.

The School of Education at ¾«¶«AV offers five teacher education programs which were reviewed and accredited by CAEP:

• Elementary Education (K-6)
• English Language Arts (6-12)
• General Science (6-12)
• Mathematics (6-12)
• Physical Education (6-12)
  
  
  

1140 19th St. NW, Suite 400 | Washington DC, 20036 | (202) 223-0077

The Professional Teacher Education Program at ¾«¶«AV refers to the phase of the education major’s program --- usually the last two years--- after most students have completed all general education requirements of their program, taken at least three “professional education” courses (EDUC 0113 Freshmen Seminar in Teaching I, EDUC 0114 Freshmen Seminar in Teaching II, and EDUC 0203 Introduction to Professional Education), submitted a formal application and received notification of admission to the Professional Teacher Education Program.

Admission to the Professional Teacher Education Program is not automatic and requires completion of an Application for admission to Professional Teacher Education and successfully completing an interview.

Admission to the Professional Teacher Education Program

Procedures and Requirements
A. Prospective teacher candidates must complete and submit a formal written (word-processed) application for admission. Application packets are available in the Office of the Dean: Suite 202 Huntington Hall. Supportive documentation must be included in the order below.

• The Curriculum Balance Sheet that includes grades in all courses completed.
• The Curriculum Balance Sheet must be approved and signed by the student, advisor, and the Department Chair.
• The Curriculum Balance sheet must clearly verify completion of a minimum of 60 hours of General Study courses required in the chosen major with an overall university GPA of 2.50 or higher.
• The highest grade obtained in General Studies courses will be used to calculate General Studies GPA in accordance with the “Replacement Grades” and “Repetition of Courses” policies listed in the ¾«¶«AV Academic Regulations and Procedures for Undergraduates Handbook.
• Verification of criminal history background check clearance.

B. Requirements for Admission to Professional Teacher Education Program

• A minimum 2.50 GPA in Professional Studies courses completed prior to filing
  an application for admission to the Upper Division Professional Teacher Education Program.
• A minimum 2.50 GPA or higher required in the Teaching Field of each major program.
• A passing score on each section of the ¾«¶«AV English Proficiency Examination (enclose a copy of each examination score with the application
  form).
• A two-page, word-processed, double-spaced, edited autobiography with one-inch margins. It is the applicant’s responsibility to ensure that the autobiography
  satisfies high standards of English grammar and mechanics.
• Criminal history background checks clearance.
• Passing score on the Alabama Educator Certification Testing Program (AECTP).
• Satisfactory interview and disposition ratings.
• Satisfactory field experiences in the schools.

C. Students must arrange for the following documents to be forwarded to the Office of the Dean. The applicant is responsible for verifying that ALL documents are on file in the Dean’s Office prior to filing an application for Admission to Upper Division Professional Teacher Education Program (documents listed under Part A above).

• Two letters of recommendation requested by the students from faculty members whose class(es) students have taken and are required in ¾«¶«AV’s teacher education programs.
• Transfer students may submit recommendations from faculty members from their transfer universities if the faculty members’ courses have been accepted for admission to ¾«¶«AV’s teacher education program in which students are currently enrolled.
• Recommendations must be submitted to the Office of the Dean, Huntington Hall, Suite 202, in sealed envelopes with the recommenders’ signatures across the sealed envelopes.
• Health Certification signed by a licensed physician, dated within the past 12 months and mailed by the physician to ¾«¶«AV, School of Education, Office of the Dean, Huntington Hall, Suite 202, ¾«¶«AV, Al 36088.*

*NOTE: To ensure timely arrival of the Health Certification, applicants should initiate health clearance procedures at least one month prior to the deadline for submitting applications to the Dean’s office.

A teacher candidate must meet admission criteria before he or she is admitted to the Professional Teacher Education Program. A candidate may not enroll in more than five professional studies courses prior to meeting all criteria for unconditional admission. The candidate may repeat any of the five courses in which he or she earned a grade “C” or below. The checklist for each approved Class B program “specifies” the five professional studies courses in which a candidate may enroll prior to admission to his/her intended major. Courses listed as teaching field courses on the state-approved checklist are exempted from the five-course limit. A candidate who fails to meet the criteria described above may, consistent with institutional policy, take further work and repeat examinations in an effort to meet admission standards.

If an individual completes a Class B program and wants to return for a new Class B program, professional studies courses common to both approved checklists are not subject to the five-course limit. However, if the individual has taken more than five professional studies courses on the checklist of the second program, no additional professional studies courses may be taken prior to unconditional admission.

Professional Teacher Education Admission Status

The Professional Teacher Education Committee reviews applications and conducts an interview with each eligible candidate to determine if a student is qualified to enter the Professional Teacher Education Program. After receiving the committee’s recommendations from the faculty, the Dean notifies each student by letter of his/her Professional Teacher Education admission status.

Professional Teacher Education Grade Standards

A student will be removed from the Professional Teacher Education Program if either condition below applies:

• The student has earned during one semester two grades of “D” or “F” when “C” is the minimum passing grade in subjects listed as essential the chosen field of specialization.
• The student has earned one grade of “D” or “F” when “C” is the minimum passing grade in each of two consecutive semesters in subjects listed as essential for the chosen field of specialization.
  
  

EPP Conceptual Framework

The EPP Conceptual Framework, the Paradigm for Educator Preparation (PEP), is the result of collaborative efforts between the faculty, administration, partner schools and districts, the Teacher Education Council (TEC), and other professional advisory groups designed to reflect university, state, and federal EPP governance and standards, knowledge base, current research, and best practices.

EPP Strategic Plan

The School of Education completed the composition of its strategic plan in summer 2023. The plan is designed for the School of Education to take its place on the world stage as a leader in education and research. Click here to see the plan at a glance.

Helpful Links

• Candidate Performance on State Licensure Exams

Educator Preparation Program

The School of Education EPP is proud to share its 100% pass rate for the edTPA, the PRAXIS, and the Foundations of Reading Test. The EPP also has a 100% employment rate for its completers. See current measures below. All data is reported a year in arrears.

See below for measures from three years: 2019-2020, 2020-2021, 2021-2022, 2022-2023. (Note: All reported data is one year in arrears.)

Dean's Office

Dr. Brooke Burks
Dean of the School of Education
Professor
bburks@tuskegee.edu 
Huntington Hall, 201-G
Phone: 334-727-8784

Ms. Mary Parmer
Administrative Assistant to the Dean
mparmer@tuskegee.edu 
Huntington Hall, 202-F
Phone: 334-727-8784

Ms. Marie Hunter
Academic Assistant
mhunter@tuskegee.edu 
Huntington Hall, 202-E
Phone: 334-724-4192

Dr. Jacqueline A. Brooks
Assessment and Field Placement Coordinator/Instructor
jbrooks@tuskegee.edu 
Huntington Hall, 201-C
Phone: 334-724-4850

Elementary and Secondary Education Department

Dr. Teri Prim   
Interim Elementary Education Department Head
Assistant Professor
tprim@tuskegee.edu 
Huntington Hall 201-E
Phone: 334-727-8571

Mrs. Debra Gunn
Adjunct Instructor
dgunn@tuskegee.edu 
Huntington Hall
Phone: 334-724-4405

Mrs. Janet Sullen
Adjunct Instructor
jsullen@tuskegee.edu 
Huntington Hall, 201

Dr. Michael King
Assistant Professor
mking@tuskegee.edu 
Huntington Hall, 201-B
Phone: 334-727-8599

Mrs. Isis McReynolds
Adjunct Instructor
imcreynolds@tuskegee.edu 
Huntington Hall, 201-B
Phone: 334-724-4445

Mrs. Ellen Tolbert
Adjunct Instructor
etolbert@tuskegee.edu 
Huntington Hall, 201-B
Phone: 334-724-4445

Physical Education Department

Dr. Olga Glotova
Physical Education Department Head
Assistant Professor
oglotova@tuskegee.edu 
Huntington Hall, 201-B
Phone: 334-727-8951

Dr. James Reid
Assistant Professor
jreid@tuskegee.edu 
Huntington Hall, 201-B
Phone: 334-724-4445

Ms. Jacqueline Grant
Adjunct Instructor
Department of Physical Education
jgrant1@tuskegee.edu 
Huntington Hall, 201-B

Dr. Lisa Clark
Instructor
Department of Physical Education
lclark@tuskegee.edu 
Huntington Hall, 202-A

Ms. Kelly Eley
Adjunct Instructor
Department of Physical Education
keley@tuskegee.edu  
Huntington Hall, 201-B
Phone: 334-724-4445

The EPP utilized the ALACTE survey of new first-year teachers to collect completers’ impact on P-12 student learning and teacher effectiveness data. The survey contains 26 items. In the recent report, the completers responded to all 26 items as 100% strongly agreed that the EPP prepared them for the different aspects of effective teaching. ¾«¶«AV’s School of Education First Year completer’s scores indicated that the program prepares them for the following:

The EPP remains committed to assessing the effectiveness of our new teachers through the ALACTE employer survey. While direct data linking student learning outcomes to individual EPP completers is not currently available from the Alabama State Department of Education, we continue to seek meaningful ways to evaluate and showcase our graduates' impact.

For a more comprehensive view of our graduates’ performance, please see the attached report cards for the 2021–2022 and 2022–2023 cycles.

Our initial level programs use multiple measures to determine if our teacher candidates are ready for the profession. Our candidates must successfully complete:

1. State-approved checklist for their respective programs
2. Maintain a cumulative GPA of 2.75 or higher throughout the matriculation 
3. Licensure exams: one or more standardized tests (Praxis II Content knowledge or Content subjects)
4. edTPA is required for all interns to pass. It is also one of the graduation requirements. The passing score for Elementary education is 44; for all other subjects is 37.

The ability of completers to be hired in Education positions in Alabama is based on the following:

1. Students must graduate from their programs
2. Pass the edTPA requirements set by ALSDE

2023-2024 completers were able to be hired successfully upon graduation. Out of 3 completers, all met licensure requirements. Three (3) completers are currently working in the K-12 education area in Alabama, Georgia, and Louisiana. The overall employment rate for the last year is 100%.

The School of Education's 4 Measures (2022-2023)

Measure 1: Completer Effectiveness

The EPP utilized the ALACTE survey of new first-year teachers to collect completers’ impact on P-12 student learning and teacher effectiveness data. The survey contains 26 items. In the recent report, the completers responded to all 26 items as 100% strongly agreed that the EPP prepared them for the different aspects of effective teaching. ¾«¶«AV’s School of Education First Year completer’s scores indicated that the program prepares them to:

Measure 2: Satisfaction of Employer

The EPP continues to employ the ALACTE survey for employers of new teachers to collect teacher effectiveness data. ¾«¶«AV’s School of Education First Year completers were rated above the Alabama statewide average in the “Effective Teacher” category on 18 items. The completer was also rated as an “Emerging Teacher” on 4 items. Overall, ¾«¶«AV completer was rated at or above the statewide average on all 26 items. 

Measure 3: Candidate Competency at Completion

Our initial level programs use multiple measures to determine if our teacher candidates are ready for the profession. Our candidates must successfully complete:

• State-approved checklist for their respective programs
• Maintain a cumulative GPA of 2.75 or higher throughout the matriculation 
• Licensure exams: one or more standardized tests (Praxis II Content knowledge or Content subjects)
• edTPA that is required for all interns to pass. It is also one of the graduation requirements. The passing score for Elementary education is 44; for all other subjects is 37.

Measure 4: Ability of Completer to Be Hired

The ability of completers to be hired in Education positions in Alabama is based on the following:

• Students must graduate from their programs
• Pass edTPA requirements set by ALSDE

All 2022-2023 completers were able to be hired successfully upon graduation. Out of 8 completers, all eight met licensure requirements. Six (6) completers are currently working in the K-12 education area in Alabama; one (1) is a Physical Education teacher, and five (5) are Elementary Education teachers. Those graduates are employed by Auburn City Schools, Macon County Schools, Lee County Schools, Phenix City Schools, and Pike Road Schools. The two completers are working in K-12 education in the following states: Georgia and Ohio. The overall employment rate for the last year is 100%.

The School of Education's 4 Measures (2021-2022)

MEASURE 1: Completer Effectiveness

The EPP utilized the ALACTE survey of new first-year teachers to collect completer’s impact on P-12 student learning and teacher effectiveness data. The survey contains 26 items. In the recent report, the completer responded to 13 items as 50% agreed or strongly agreed compared to statewide average responses as 48% agree and 45% strongly agree. In addition, the complete responded to 12 items as 100% strongly agreed. ¾«¶«AV’s School of Education First Year completer’s scores indicated that the program prepares them to:

MEASURE 2: Satisfaction of Employer

The EPP continues to employ the ALACTE survey for employers of new teachers to collect teacher effectiveness data. ¾«¶«AV’s School of Education First Year completer was rated above the Alabama statewide average in the “Teacher Leader” category on 4 items and in the “Effective Teacher” category on 18 items. The completer was also rated as an “Emerging Teacher” on 4 items. Overall, ¾«¶«AV completer was rated at or above the statewide average on all 26 items. 

MEASURE 3: Candidate Competency at Completion

Our initial level programs use multiple measures to determine if our teacher candidates are ready for the profession. Our candidates must successfully complete the following:

a. State approved checklist for their respective programs
b. Maintain a cumulative GPA of 2.75 or higher throughout the matriculation
c. Licensure exams: one or more standardized tests (Praxis II Content knowledge or Content subjects)
d. edTPA that is required for all interns to pass. It is also one of the graduation requirements. The passing score for Elementary education is 44; for all other subjects is 37. For more information on edTPA, visit the . 

MEASURE 4: Ability of Completer to be Hired

Ability of completers to be hired in Education position in Alabama are based on the following:

a. Students must graduate from their programs
b. Pass edTPA requirements set by ALSDE

2021-2022 completers were able to be hired successfully upon graduation. Out of 10 completers, all met licensure requirements. Five completers are currently working in the K-12 education area in Alabama: 2 are Physical Education teachers and 3 are Elementary Education teachers. Those graduates are employed by Auburn City schools, Macon County schools, Huntsville City schools, and Mobile City schools. Another five completers are working in K-12 education in the following states: Tennessee, Georgia, Texas, Maryland, and Virginia: 3 are Elementary Education teachers, one Mathematics Education teacher, and one Physical Education teacher. The overall employment rate for the last year is 100%.

The School of Education's 4 Measures (2020-2021)

MEASURE 1: Completer Effectiveness

The EPP utilized the ALACTE survey of new first-year teachers to collect completer’s impact on P-12 student learning and teacher effectiveness data. The survey contains 26 items. In most of the categories, completer responded as 100% agreed or strongly agreed compare to statewide average responses as 48% agree and 45% strongly agree. ¾«¶«AV’s School of Education First Year completer’s scores indicated that the program prepares them to:

MEASURE 2: Satisfaction of Employer

The EPP continues to employ the ALACTE survey for employers of new teachers to collect teacher effectiveness data. ¾«¶«AV’s School of Education First Year completer was rated above the Alabama statewide average in the “Effective Teacher” category on items 20 and in the “Teacher Leader” category on 12 items. Overall, ¾«¶«AV completer was rated at or above the statewide average on 25 items (96%). 

MEASURE 3: Candidate Competency at Completion

Our initial level programs use multiple measures to determine if our teacher candidates are ready for the profession. Our candidates must successfully complete:

a. State approved checklist for their respective programs
b. Licensure exams: one or more standardized tests (Praxis II content knowledge or Content subjects)
c. edTPA that is required for all interns to pass. It is also one of the graduation requirements. Passing score for Elementary education is 44; for all other subjects is 37. 

MEASURE 4: Ability of Completer to be Hired

Ability of completers to be hired in Education position in Alabama are based on the following:

a. Students must graduate from their programs
b. Pass edTPA requirements set by ALSDE

2020-2021 completer was able to be hired successfully upon graduation. Out of 6 completers (last 3 years), all met licensure requirements. Five completers are currently work in K-12 education area: 2 in Alabama and 3 in other states. Overall employment rate for the last 3 years is 83%. 

The School of Education's 8 Measures (2019-2020)

MEASURE 1: Impact on P-12 Learning

The ACT Aspire test in the state of Alabama was discontinued in 2017.  This test was designed to measure how students in grades 3, 8, and 10 performed in reading and mathematics and how students in grades 5, 7, and 10 perform in science. Subsequently, in the fall of 2017, the state adopted the Scantron ACT as the replacement test to measure growth in math, reading and science.  The test was first administered in the spring of 2018, and in the 2018-2019 school year. 

However, no impact data was provided to individual institutions on how their program completers scored or ranked.  At this point, the state has consulted with Data Recognition Corp to create, and roll out a new summative state test and a system designed to provide universities with impact data in 2020.  This has not yet occurred.  Given the fact that the state has not in past provided impact data,

¾«¶«AV working in conjunction with K-12 partners designed a case study in the fall of 2020 designed to provide quality measures of candidate impact on P-12 learning. ¾«¶«AV’s School of Education identified (3) program completers to participate in the case studies with a goal of having at least two to three participants per semester.  The case studies are being conducted in the spring of 2021.  For the case study, completers were asked to develop and teach a unit utilizing a pre-posttest design and then document student growth.  Further, an observation is required to conducted of the lesson being taught.  While the content of the unit is determined by the classroom teacher, reporting measures such as a clearly defined rubric, are required by the EPP. As an additional data point, P-12 student achievement on district level assessments are being sought as well.  Data from the case study will be collected May and analyzed in June, 2021.

MEASURE 2: Indicators of Teaching Effectiveness

The EPP continues to utilize the ALACTE survey for employers of new teachers to collect teacher effectiveness data.  Further, the EPP partnered with Tripod services to collect teacher effectiveness data on program completers who are 1-4 years out of their programs.  The first administration of the Tripod Survey will occur in May of 2021.  This data will be collected and analyzed once collected.  Data from the 2020 ALACTE Survey revealed that out of the 26 survey items, ¾«¶«AV’s School of Education First Year completers were rated above the Alabama statewide average in the “Teacher Leader” category on 22 items (84%).   Further, when assessing the “Teacher Leader and Effective Teacher” categories, ¾«¶«AV completers were rated at or above the statewide average on 18 of the 26 items (69%).

• 2018-2019 ALACTE Survey for Employers of New Teachers—pp.11-13
• 2019-2020 ALACTE Survey for Employers of New Teachers  

MEASURE 3: Satisfaction of Employers and Employment Milestones

Employer satisfaction data is collected at three points in time on program completers via EPP created surveys and the ALACTE survey which is state administered.  The first survey administration is at the end of the teacher’s first year of teaching (Employer 1 Year Out Survey).  The second administration is after the teacher’s third year of teaching (Employer 3 Year Out Survey) and the third survey administration point is upon completion of the completer’s first year of teaching via the ALACTE Survey. The ALACTE Survey was created by the Alabama Association of Colleges of Teacher Education (ALACTE) and is administered by the Alabama State Department of Education. 

In the spring of 2020, realizing the need to better align and expand the completer satisfaction surveys to meet CAEP requirements and to collect more data beneficial to the EPP in making programmatic decisions, the EPP working with K-12 partners, redeveloped the surveys. The first administration of the redeveloped EPP employer satisfaction survey was distributed in the spring of 2021 to collect data on 1 and 3 years out completers.  This data will be collected in May, 2021 and analyzed in June, 2021.

Data from the 2019-2020 ALACTE Survey revealed that out of the 26 survey items, ¾«¶«AV’s School of Education First Year completers were rated above the Alabama statewide average in the “Teacher Leader” category on 22 items (84%).   Further, when assessing the “Teacher Leader and Effective Teacher” categories, ¾«¶«AV completers were rated at or above the statewide average on 18 of the 26 items (69%).

• 2014-2018 EPP Employer Survey Ratings
  /programs-courses/colleges-schools/soe 
• 2018-2019 ALACTE Survey for Employers of New Teachers—pp.14-19
  
• 2019-2020 ALACTE Survey for Employers of New Teachers 

MEASURE 4: Satisfaction of Completers

Completer satisfaction data is collected at three points in time on program completers via EPP created surveys.  The first survey administration is upon completion/graduation utilizing the Completer Exit Survey.  The next survey administration is at the end of the teacher’s first year of teaching (1 Year Out Survey).  And, the third administration is after the teacher’s third year of teaching (3 Year Out Survey). Completer satisfaction survey data is also collected and distributed annually to the EPP via the Educator Preparation Institutional Report Card.  The survey was created by the Alabama Association of Colleges of Teacher Education (ALACTE) and is administered by the Alabama State Department of Education. 

In the spring of 2020, realizing the need to better align and expand the completer satisfaction surveys to meet CAEP requirements and to collect more data beneficial to the EPP in making programmatic decisions, the EPP working with K-12 partners, redeveloped the surveys. The first administration of the redeveloped EPP completer exit survey was administered in the fall of 2020.  The first administration of the redeveloped EPP completer satisfaction survey was distributed in the spring of 2021 to collect data on 1 and 3 years out completers.  This data will be collected in May 2021 and analyzed in June, 2021.

Data from the Fall 2020 Completer Exit Survey revealed that program completer’s overall satisfaction with the preparation was a 3.66 out of 4.  The data collected was on a 4 item likert scale with categories as follows: (very Satisfied=4, Satisfied=3, dissatisfied=2, and very dissatisfied=1).  The thirteen categories within the survey and survey results were as following: I. satisfaction, II. Content and Pedagogical Content Knowledge, III. Teaching Students with Diverse needs, IV. Classroom Management, V. Standards, VI. Family and Community Engagement, VII. Assessment of P-12 Learning, VIII. Communication, IX. Utilizing Technology, X. Accessibility, XI. Advisor/Faculty Support, XII. Facilities and Technology, and XIII. Overall Satisfaction.

• 2014-2018 EPP Employer Survey Ratings   /programs-courses/colleges-schools/soe
• 2018-2019 ALACTE Survey for Employers of New Teachers—pp.11-13         
• 2019-2020 ALACTE Survey for Employers of New Teachers   

Data results from the 2020 ALACTE Survey revealed that completers in their first year of teaching “Agreed or Strongly Agreed”, that they were satisfied with their preparation as it relates to the 24 of the 27 specified survey indicators. Further, the data indicated that ¾«¶«AV’s completer satisfaction level was comparable to the Alabama Statewide level when considering the satisfaction range scoring in the “Agree to Strongly Agree range.  When assessing the “Agreed to Strongly Agreed” categories combined, TU first year teacher preparation satisfaction responses were rated at or above the statewide average on 23 of the 26 items (88%).  There were only three items that scored below the statewide average when assessing items at the level of “Agreed to Strongly Agreed” combined.

ALACTE First Year Teacher Survey

• 2014-2018 EPP Employer Survey Ratings
  /programs-courses/colleges-schools/soe
• 2018-2019 ALACTE Survey for Employers of New Teachers—pp.11-13         
• 2019-2020 ALACTE Survey for Employers of New Teachers

MEASURE 5: Graduation Rates

1) Graduation Rates
        The graduation rates below were calculated using data provided by the Educator Preparation Program’s Certification Office which monitors/tracks candidate transition through their respective program (from admission to completion).
        Below are Graduation Rates for Undergraduate Students.

MEASURE 6: Ability of Completers to meet Licensing (certification) and any additional State requirements

The state of Alabama requires the following for certification: 1) Obtain and maintain acceptable background clearance, 2) Meet and keep an acceptable grade point average (GPA),  3) Pass the Praxis Core Academic Skills for Educators, 4) Pass the appropriate Praxis Subject Assessments for the student’s major, 5) Successfully complete an edTPA portfolio, and 6) Graduate with a degree from an accredited College or University in the state of Alabama.

1) GPA requirements
The State requires that undergraduate students maintain a minimum GPA in 4 areas:        
Professional studies ≥ 3.0, Teaching Field ≥ 2.75, UNA ≥ 2.75, and Overall ≥ 2.75

2) Praxis Core Academic Skills
The State requires that undergraduate students pass all three sub-test of the Praxis Core in reading, writing, and mathematics prior to certification.

3) Praxis Subject Assessments
The State requires that undergraduate students pass all appropriate Praxis Subject Assessments prior to certification.
For information on the Praxis Subject Assessments, please visit  

4) edTPA
For information about the edTPA, please visit  

Note: In cases where there are less than ten students taking the assessment or license/certificate, the number passing and pass rate are not reported.

1 Number of completers taking one or more assessments within their area of specialization.

2 Summary level “Number Taking Assessment” may differ from assessment level “Number Taking Assessment” because each student is counted once at the summary level but may be counted in multiple assessments at the assessment level.

3 When two or more completer groups have fewer than ten completers, data is combined across the three completer years into an additional completer group for the Summary pass rates.

MEASURE 7: Ability of Graduates to be hired in Education positions for which they are prepared 

The EPP surveys and tracks graduating seniors and recent graduates annually to ascertain if graduates continue to be employed in the field in which they are prepared and in the state. Based on the 2019-2020 data, there were three program completers and 100% of completers were hired in education positions for which they were prepared.

MEASURE 8: Student Loan Default Rate

The U.S. Department of Education releases official cohort default rates once per year.  A cohort default rate is the percentage of a school's borrowers who enter repayment on certain Federal Family Education Loan (FFEL) Program or William D. Ford Federal Direct Loan (Direct Loan) Program loans during a particular federal fiscal year (FY), October 1 to September 30, and default or meet other specified conditions prior to the end of the second following fiscal year. The latest released student loan default rates can be found using the link below. 
  
 - 2014-2016

- 2015-2017 (Updated)