myBama
College of Education

2020-2021 Measure Completer Effectiveness & Impact on P-12 Learning

“2020–2021 Aggregate eleot Data – EPP Case Study.” A horizontal bar chart compares scores from two observations across eight instructional categories. Each category has two bars: Red bar = Standard Average – Second Observation Gray bar = Standard Average – First Observation Categories and approximate bar lengths (0.0 to 4.0 scale): Digital Learning Second Observation: approximately 2.7 First Observation: approximately 2.5 Well-Managed Learning Second Observation: approximately 3.7 First Observation: approximately 3.6 Progress Monitoring Second Observation: approximately 3.7 First Observation: approximately 3.5 Activity Learning Second Observation: approximately 3.4 First Observation: approximately 3.2 Supportive Learning Second Observation: approximately 3.6 First Observation: approximately 3.3 High Expectations Second Observation: approximately 3.4 First Observation: approximately 3.3 Equitable Learning Second Observation: approximately 3.8 First Observation: approximately 3.5 Legend Red: Standard Average – Second Observation Gray: Standard Average – First Observation


CLASSROOM OBSERVATIONS

Four completer participants were observed twice using the Effective Learning Environments Observation Tool (eleot®). The chart above displays the comparison between the two classroom observations for each category. The eleot® provides useful, relevant, structured, and quantifiable data on the extent to which students are engaged in activities and/or demonstrate knowledge, attitudes, and/or dispositions that are conducive to effective learning (Source: https://www.advanc-ed.org/eprove/eleot-faq.html).


In The Words of Our Completers

HOW WELL DO YOU THINK YOUR EDUCATOR PREPARATION PROGRAM PREPARED YOU FOR CREATING AND ENGAGING STUDENTS IN YOUR CLASSROOM?

“I still use so many of the specific strategies and engagement tools every day. Using them while at the University helped me understand what fit my teaching style and what worked for me, so then I could incorporate them into my classroom with my students to engage them in various methods.”

“I was well prepared through my practicum classes, but now being in the profession my responsibilities have changed, and this brought on new changes for which I’ve had to learn on the job so that I can bring my students up to where I want them to be.”

“For me, my field requires great engagement by the students, and I learned many ways to keep them engaged and that’s what I do every day.”