State Board of Education State Report Cards on Educator Preparation Programs
Each year, the State Board of Education issues a report card of all educator preparation programs in Tennessee, detailing several aspects of the educator preparation programs including student information, employment of graduates, and the impact/effectiveness levels of graduates.
In 2017, 2018, and 2019, the University of Tennessee, Knoxville received the highest possible rating for teacher preparation in the state. The full Teacher Prep Report card is available for review.
Teachers prepared by UT demonstrate a positive impact on P-12 student learning. Over 65% of those completing our program showed a Level 3 or above performance level in their first year of teaching, as indicated by the most recent data available from the State. Levels 3, 4, and 5 are indicators of a teacher’s positive impact on student learning, as measured by the state’s standardized testing system. Below, TVAAS levels of teachers who graduated from UT are compared to the average of all teachers, state-wide.
Teachers who were prepared by UT show higher than average observation scores as well as higher than average Level of Effectiveness scores.
For initial programs, the employer was deployed every other year prior to 2019, when the decision was made to utilize the survey annually. This survey is sent each spring to a wide range of principals, assistant principals, and district level leaders who employ graduates of our teacher education programs. The survey is aligned with the state-framework for evaluating teachers, in order to gather data on employers’ perceptions of the preparation our graduates receive. UT maintains close working relationships with our partnering districts and schools, which helps ensure we achieve good response rates. The feedback from this survey is analyzed both for the program as a whole, and also dis-aggregated to specific program areas, for the purpose of informing evidence-based improvements to our teacher preparation programs.The survey is set to record the responses of those who do not complete the survey, and also allows participants to decline to answer questions if they choose.
For years (2015-present), the vast majority of respondents (over 96%) have reported being satisfied or highly satisfied with the preparation of UT teacher education graduates. Full survey results for 2015, 2017, and 2019 are linked below:
In 2020, given the COVID-19 pandemic, we temporarily altered this survey in order to obtain valuable feedback from our school partners regarding our response to the COVID-19 interruption in Spring, 2020 as well as feedback on continuing to offer effective teacher preparation during a pandemic and related school interruptions. Additionally, mentor teachers were added to the distribution list for the Spring, 2020 survey deployment. Faculty are currently analyzing these results in order to best plan for COVID-19 related interruptions during the 2020-2021 Academic year.
Highlights from the 2020 survey include that 67% of respondents indicated they were satisfied and 29% indicated they were highly satisfied with UT Educator Preparation Program’s response to the COVID-19 Pandemic (supports provided for candidates, communications to schools, etc).
Employment Milestones (such as initial employment and retention) are reported in the Educator Preparation Report Card.
The most recent report card shows that the rate of first year employment for UT teacher education graduates is 78.7% (higher than the state average of 77.2%), the second year retention rate for our graduates in 94.3% (above the state average of 94%) and our third year retention rate is 84.8% (above the state average of 83.6%)
For advanced programs, employer surveys are distributed each fall to employers or former mentors of the graduates of the Instructional Leadership program of the Educational Leadership and Policy Studies Department of the University of Tennessee. The purpose of the survey is outlined in the email sent to employers with the directions to complete the survey along with a link to the survey. Reminders are emailed two weeks later to the distribution list to gain an optimal response. Respondents are given guidelines for judging the graduates’ performance and asked to indicate the degree to which they feel that the program prepared the intern in specific areas based on four options with graduating responses. Data are analyzed and evaluated by members of the faculty to determine how the program can be improved upon based on the results. In 2019, 75% of those responding reported that their employees met or exceeded expectations in establishing, communicating, and/or enforcing standard operating procedures and routines aligned with district and state policy. Seventy-five percent of the employers reported that their employee met or exceeded expectations in the areas of policy and law, school administration, community relationships and in implementing strategic changes in the school that facilitate improvements in instructions and student learning. The surveys were reviewed and modified in 2019, tested with a small test group, adjustments made, and the amended surveys were distributed beginning in the fall of 2019. The annual report will include a summary/conclusions based on the responses and will be distributed to all employers, graduates, current interns, and stakeholders.
Completer and Follow-Up Survey Archives:
2018-2019 Teacher Candidate Survey Results
For Advanced Programs, Graduate/Completer surveys are distributed each fall to graduates of the Instructional Leadership programs of the Educational Leadership and Policy Studies Department at the University of Tennessee. The purpose of the survey is outlined in the email sent to graduates with the directions to complete the survey along with a link to the survey. Reminders are emailed two weeks later to the distribution list to gain an optimal response. Respondents are given guidelines for judging the graduates’ performance and asked to indicate the degree to which they feel that the program prepared them in identified areas based on four options with graduating responses. Data are analyzed and evaluated by members of the faculty to determine how the program can be improved upon based on the results. In 2019, 100% of the responders reported that they felt prepared or well-prepared for all many of the described aspects and responsibilities of an instructional leader. All respondents either strongly agreed or agreed that their overall experience in the program was a positive experience and would recommend the program to other teachers considering school administration. The annual report will include a summary/conclusions based on the responses and will be distributed to all employers, graduates, current interns, and stakeholders.
|Fall 2015 – Fall 2017|
|Enrollment Year(s)||Graduation Rate||Graduation/ Enrollment Rate||Enrollment Fall|
|2015-2017||83.8% (N=698)||90.1% (N=749)||835|
|Fall 2015||83.0% (n=342)||88.3% (n=364)||412|
|Fall 2016||86.5% (n=180)||90.4% (n=188)||208|
|Fall 2017||81.9% (n=176)||91.6% (n=197)||215|
UT is committed to the success of each and every student. We are also committed to allowing students opportunities to explore the teaching profession, even if they ultimately decide to pursue a different career path. The initial teacher preparation program provides our students with intensive and extensive clinical classroom experiences to best prepare students for their own classrooms. During this course of study, some students decide that teaching is not the career for them. If a student decides to change career paths, UT has multiple pathways to ensure that the student can still graduate with a degree that prepares them for a career in education outside of the classroom. These students are not reflected in the above graduation rates, as they are not receiving a degree that leads to educator licensure.
As reported to Title II during the most recent data reporting cycle, details regarding candidate performance on required Praxis II tests for teacher licensure are reported.
(*Note: Although instructional leadership results are not required for Title II, these data are reported.)
Praxis exams and edTPA exams are required for teacher licensure in TN.
National Comparisons 2017 edTPA
The 2020 report card shows that the rate of first year employment for UT teacher education graduates is 78.7% (higher than the state average of 77.2%), the second year retention rate for our graduates in 94.3% (above the state average of 94%) and our third year retention rate is 84.8% (above the state average of 83.6%). One note on this data is that it only counts UT graduates who are hired in Tennessee public schools. Accounting for all teacher education graduates, including those who accept positions in private schools, charter schools, or schools that are out of the state of Tennessee results in higher employment rates for our graduates.
For leadership preparation programs, the 100% pass rate on the required Praxis exam indicates the ability of candidates to be hired in the leadership/administration positions for which they have prepared.
As recently as Spring 2019, the University of Tennessee, Knoxville’s Bursar’s office reported a 0% default rate for students graduating from educator preparation programs in UT’s College of Education, Health, and Human Sciences (as all graduates on the NSLDS repayment list were classified as (RP – In Repayment, PN – Non-defaulted, Paid in Full through Consolidation Loan), PF (Paid in Full), or CA(Cancelled).