Data Summary and Recommendations for Improvement Teacher ...

University of Alabama at Birmingham School of Education Responses to the First-Year Teacher Survey Created by ALSDE - Employers' Responses

Data Summary and Recommendations for Improvement

Teacher Leaders: In 2020, UAB first-year teachers exceeded the Alabama statewide responses for TEACHER LEADERS with particular strengths in the following areas: 1. Use assessment to engage learners in their own growth: UAB: 20% Statewide: 9% 2. Plan instruction by collaborating with colleagues...and learners to meet individual learning needs: UAB 20%;

Statewide: 9% In 2020, UAB first-year teachers exceeded the Alabama statewide responses for TEACHER LEADERS in all categories except the following areas: Practice the profession in an ethical manner: UAB 15%; Statewide: 17%

Effective Teachers: In 2020, UAB first-year teachers exceeded the Alabama statewide responses for EFFFECTIVE TEACHERS with particular strengths in the following areas: 1. Connect concepts, perspectives from various disciplines and interdisciplinary themes to real work problems

and issues: UAB 60%; Statewide: 46% 2. Implement assessment in an ethical manner and minimize bias to enable learners to display the full extent of

their learning: UAB 75%: Statewide: 59% 3. Engage learners in critical thinking, creativity, collaboration, and communication to address authentic local

and global issues: UAB: 65%; Statewide: 47% 4. Collaborate with learners, families, colleagues, other school professionals, and community members to ensure

learner growth: UAB: 70%; Statewide 58%

In 2020, UAB first-year teachers exceeded the Alabama statewide responses for EFFECTIVE TEACHERS in all categories except the following: 1. Understand the central concepts, tools of inquiry and structures of the disciplines he or she teachers: UAB

45%; Statewide: 50% 2. Use, design, or adapt multiple methods of assessment and support learner progress appropriate for learning

goals and assessments: UAB: 35%; Statewide: 46% 3. Use assessment to engage learners in their own growth: UAB: 30%; Statewide 51% 4. Plan instruction by collaborating with colleagues...and learners to meet individual learning needs: UAB: 50%;

Statewide: 55% 5. Deep knowledge of current & emerging state initiatives and programs... UAB:15%; Statewide: 36% 6. Possesses knowledge of Alabama's state assessment system: UAB: 35%; Statewide: 42% 7. Understands the expectations of the profession....UAB: 50%; Statewide: 54%

Emerging Teachers: The School of Education is committed to providing ongoing support to it alumni; therefore, we invited recent UAB graduates to join us in developing a new learning community for emerging teachers. In exchange for their participation, UAB professors will provide teachers with feedback and resources to continue supporting their growth and development in the classroom. They will also receive feedback from their current students regarding student engagement and the impact of their instructional practices. Other perks include opportunities to serve on the planning and steering committee for UAB's 1st Annual Beginning Teacher Conference, book clubs, resource sharing, professional development, classroom and community partnerships, research with faculty, and serving as a cooperating teacher/mentor for a UAB student teacher or field placement.

Next Steps: 1. To engage in continuous improvement, the UAB School of Education has mapped ethics components of its

courses and is tracking their evaluation. 2. The School of Education is developing an online module addressing unique elements of the Alabama teacher

education and professional practice for review by its students prior to student teaching.

Employer Responses

2020

Teacher

Leader

understanding of how learners grow and

20%

develop

understanding of learners' commonalities and 15%

individual differences

manage the learning environment to engage 15%

learners actively

understand the central concepts, tools of inquiry 20%

and structures of the discipline(s) he or she

teaches

create learning experiences that make discipline 10%

accessible and meaningful for learners to assure

mastery of the content

connect concepts, perspectives from varied

15%

disciplines, and interdisciplinary themes to real

world problems and issues

use, design, or adapt multiple methods of

15%

assessment and support learner progress

appropriate for learning goals and objectives

implement assessments in an ethical manner and 15%

minimize bias to enable learners to display the

full extent of their learning

plan instruction based on information from

15%

formative and summative assessments as well as

other sources and systematically adjust plans to

meet each student's learning needs

understand and use a variety of instructional 15%

strategies and make learning accessible to all

learners

encourage learners to develop deep

15%

understanding of content areas, make

connections across content, and applies content

knowledge in meaningful ways

use evidence to continually evaluate the effects 15%

of his/her decisions on others and adapt

professional practices to better meet learners'

needs

Effective Teacher 45%

2019 Emerging Ineffective Teacher Teacher Teacher Leader 35%

55%

30%

65%

20%

45%

35%

55%

35%

13%

60%

25%

8%

35%

50%

10%

75%

8%

55%

30%

50%

35%

50%

35%

12%

50%

35%

Effective Emerging Ineffective

Teacher Teacher Teacher

52%

35%

7%

54%

35%

54%

33%

7%

52%

38%

67%

17%

62%

27%

52%

27%

11%

58%

31%

52%

40%

54%

38%

50%

31%

7%

52%

37%

2018 Teacher Leader 17%

Effective Emerging Ineffective

Teacher Teacher Teacher

40%

43%

16%

58%

26%

27%

43%

27%

23%

52%

26%

19%

58%

23%

23%

47%

30%

19%

48%

29%

30%

40%

30%

23%

42%

32%

37%

33%

23%

23%

43%

33%

26%

39%

35%

Employer Survey

Employer Responses

2020

Teacher

Leader

practice the profession in an ethical manner 15%

collaborate with others to build a positive

15%

learning climate marked by respect, rigor, and

responsibility

engage learners in critical thinking, creativity, 10%

collaboration, and communication to address

authentic local and global issues

use assessment to engage learners in their own 20%

growth

select, create, and sequence learning

15%

experiences and performance tasks that support

learners in reaching rigorous curriculum goals

based on content standards and cross-

disciplinary skills

plan instruction by collaborating with colleagues, 25%

specialists, community resources, families and

learners to meet individual learning needs

engage in continuous professional learning to 10%

more effectively meet the needs of each learner

collaborate with learners, families, colleagues, 15%

other school professionals, and community

members to ensure learner growth

seek appropriate leadership roles and

20%

opportunities that would allow teacher to take

responsibility for student learning and to

advance in the profession

has deep knowledge of current and emerging 20%

state initiatives and programs including, but not

limited to the Alabama Reading Initiative (ARI);

the Alabama Math, Science and Technology

Initiative (AMSTI); Alabama Learning Exchange

(ALEX);and Alabama Connecting Classrooms,

Educators and Students Statewide (ACCESS);

Response to Instruction( RTI) and their

relationship to student achievement

Effective Teacher 70% 65%

2019

Emerging Ineffective Teacher

Teacher Teacher Leader

15%

8%

20%

65%

25%

8%

30%

50%

50%

35%

50%

25%

65%

25%

12%

70%

15%

45%

35%

10%

15%

65%

Effective Teacher 58% 46%

Emerging Ineffective

Teacher Teacher

29%

40%

8%

54%

29%

9%

54%

37%

52%

38%

35%

52%

7%

50%

37%

54%

37%

52%

33%

56%

37%

2018 Teacher Leader 42% 32%

Effective Teacher 45% 39%

Emerging Ineffective Teacher Teacher 13% 26%

19%

45%

32%

26%

45%

29%

13%

58%

29%

32%

42%

19%

17%

53%

30%

32%

35%

32%

26%

39%

32%

19%

32%

48%

Employer Survey

Employer Responses

possesses knowledge of Alabama's state assessment system integrates Alabama-wide programs and initiatives into the curriculum communicates with students parents, and the public about Alabama's assessment system and major Alabama educational improvement initiatives understands the expectations of the profession including the Alabama Educator Code of Ethics, the NASDTEC Model of Code of Ethics for Educators (MCEE), professional standards of practice and relevant law and policy

2020 Teacher Leader 15% 20% 15%

15%

Effective Teacher 35%

2019 Emerging Ineffective Teacher Teacher Teacher Leader 50%

40%

40%

45%

40%

50%

35%

8%

Effective Emerging Ineffective

Teacher Teacher Teacher

48%

42%

37%

52%

67%

29%

54%

31%

7%

2018 Teacher Leader 16%

Effective Emerging Ineffective

Teacher Teacher Teacher

48%

32%

16%

48%

32%

16%

42%

42%

23%

63%

10%

Source: ALSDE EPP Report Cards

Employer Survey

ALSDE EPP Report Card for UAB: Employer and Student First-Year Teacher Survey

Teacher Survey

2020

Strongly

Agree

understanding of how learners grow and

64%

develop

understanding of learners' commonalities and 66%

individual differences

manage the learning environment to engage 59%

learners actively

understand the central concepts, tools of inquiry 66%

and structures of the discipline(s) he or she

teaches

create learning experiences that make discipline 66%

accessible and meaningful for learners to assure

mastery of the content

connect concepts, perspectives from varied

58%

disciplines, and interdisciplinary themes to real

world problems and issues

use, design, or adapt multiple methods of

66%

assessment and support learner progress

appropriate for learning goals and objectives

implement assessments in an ethical manner and 66%

minimize bias to enable learners to display the

full extent of their learning

plan instruction based on information from

68%

formative and summative assessments as well as

other sources and systematically adjust plans to

meet each student's learning needs

understand and use a variety of instructional 71%

strategies and make learning accessible to all

learners

encourage learners to develop deep

66%

understanding of content areas, make

connections across content, and applies content

knowledge in meaningful ways

Agree 32% 32% 36% 32% 32% 41% 31% 32% 31%

27% 32%

Disagree

Strongly Disagree

2019 Strongly Agree 41%

Agree 54%

43%

55%

42%

48%

36%

61%

42%

52%

39%

54%

41%

55%

42%

57%

42%

57%

41

58%

46%

51%

Disagree

Strongly Disagree

2018 Strongly Agree 50%

Agree 46%

46%

51%

7%

41%

49%

44%

51%

39%

55%

45%

50%

36%

53%

48%

44%

48%

44%

46%

51%

46%

49%

Disagree Strongly Disagree

9%

10% 9%

Teacher Survey

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