1. Value-Added Model (VAM).
In Florida, value-added models are used to measure the contribution of a teacher or
school to student learning growth. Florida’s value-added models do this by measuring
the difference in each student’s actual performance on a statewide assessment from
that student’s expected performance, which takes into account specific student and
classroom factors that impact the learning process. VAM scores represent the amount
the teacher contributed to student learning growth, on average, to the students they
taught while controlling for factors that impact student learning growth. (Source:
Florida Department of Education website, “Performance Evaluation”)
2023 Value-Added Model Score for FAMU Completers
2. Indicators of Teaching Effectiveness
School District Personnel Evaluations. Completers from FAMU’s College of Education
were evaluated in their schools where they are employed, utilizing the School Personnel
Evaluation Form designed and created by each school districts and approved by the
Department of Education. The following ratings are utilized to categorize the completers
of their teaching effectiveness.
• Highly Effective.
• Effective.
• Needs Improvement, or Developing.
• Unsatisfactory.
(Source: Florida Department of State, Florida Administrative Code & Florida Administrative
Register, “6A-5.0411”)
2023 Florida School District Personnel Evaluation Report on FAMU Completers
Employer Satisfaction Survey.
The College of Education’s Employer Satisfaction Survey is designed to collect information
on the level of satisfaction of employers with program completers at the end of their
first year of teaching. In particular, administrators in schools where FAMU COE program
completers teach are asked to complete the survey to evaluate the competence and teaching
effectiveness of the completers. 2023 College of Education Employer Satisfaction Survey
was sent to 16 completers and employers. The total number of respondents for Initial
Programs for Employers is 3. The response rate is 19%. The total number of respondents
from completers is 4. The response rate for completers is 25%. Majority of responses
are positive, 3 and 4 on a 4-point scale.
2023 Employer Satisfaction Survey Results for Elementary Education
Licensure Examination Passage Rate.
The purpose of the Florida Teacher Certification Examinations (FTCE) is to ensure
that all teacher candidates demonstrate the necessary content and pedagogical knowledge
necessary to effectively instruct students in Florida. The FTCE consists of three
examinations: the General Knowledge Test (GK); the Professional Education Test (PE);
and the Subject Area Examination (SAE). The College of Education requires our teacher
candidates to pass all parts of the FTCE to complete the programs. (Source: Pearson
Education website, “FTCE/FELE Background Information”)
2023 FAMU EPP Licensure Examination Pass Rates (initial)
2023 FAMU EPP Licensure Examination Pass Rates (advanced)
8_016_Student Learning Outcomes:
Each board of trustees shall require its university to establish a process for certifying
that each baccalaureate graduate has completed a program with clearly articulated
expected core student learning outcomes.(b) Each university shall develop processes
to ensure that:
1. program faculty develop and publish an Academic Learning Compact for each baccalaureate
program that, at a minimum,
a. outlines expected core student learning outcomes in the areas of content/discipline
knowledge and skills, communication skills, and critical thinking skills;
b. takes into consideration perspectives of appropriate constituencies (including
but not limited to potential employers and graduate programs) regarding the knowledge
and skills graduates need in the global marketplace and society; and
c. lists the types of assessments students may encounter in the program (e.g., capstone
projects, juried performances, standardized exams, common embedded exam questions,
portfolio requirements,etc.);
2. program faculty develop methods for assessing student achievement of the expected
core student learning outcomes within the context of the program;
3. university personnel use program evaluation systems (which may include sampling)
to evaluate the program and related assessment practices to analyze their efficacy
in determining whether program graduates have achieved the expected core student learning
outcomes; and
4. university personnel use the evaluation results to improve student learning and
program effectiveness.
Candidate Competency Assessment Reports for Initial (2022-2023)
Music Education Assessment Report
Physical Education Assessment Report
Secondary Education Assessment Report
Candidate Competency Assessment Reports for Advanced (2022-2023)
Educational Leadership Assessment Report
Counselor Education Assessment Report
Placement Rate.
The placement rate indicates the number of program completers who are employed in
education positions for which they have prepared upon graduation. The rate is expressed
as a percentage of the total number of program completers employed.
2023 FAMU Completers Initial Placement for 2021-2022 completers
1. Value-Added Model (VAM).
In Florida, value-added models are used to measure the contribution of a teacher or
school to student learning growth. Florida’s value-added models do this by measuring
the difference in each student’s actual performance on a statewide assessment from
that student’s expected performance, which takes into account specific student and
classroom factors that impact the learning process. VAM scores represent the amount
the teacher contributed to student learning growth, on average, to the students they
taught while controlling for factors that impact student learning growth. (Source:
Florida Department of Education website, “Performance Evaluation”)
2022 Value-Added Model Score for FAMU Completers
2: Indicators of Teaching Effectiveness
School District Personnel Evaluations. Completers from FAMU’s College of Education
were evaluated in their schools where they are employed, utilizing the School Personnel
Evaluation Form designed and created by each school districts and approved by the
Department of Education. The following ratings are utilized to categorize the completers
of their teaching effectiveness.
• Highly Effective.
• Effective.
• Needs Improvement, or Developing.
• Unsatisfactory.
(Source: Florida Department of State, Florida Administrative Code & Florida Administrative
Register, “6A-5.0411”)
2022 Florida School District Personnel Evaluation Report on FAMU Completers
Employer Satisfaction Survey.
The College of Education’s Employer Satisfaction Survey is designed to collect information
on the level of satisfaction of employers with program completers at the end of their
first year of teaching. In particular, administrators in schools where FAMU COE program
completers teach are asked to complete the survey to evaluate the competence and teaching
effectiveness of the completers. 2022 College of Education Employer Satisfaction Survey
was sent to 17 employers. The total number of respondents for Initial Programs was
10. The response rate is 59%. The response rate for School Counseling is 100%. The
response rate for Educational Leadersship is 67%.
2022 Employer Satisfaction Survey Results for Initial Programs
2022 Employer Satisfaction Survey Results for School Counseling
2022 Employer Satisfaction Survey Results for Educational Leadership
Licensure Examination Passage Rate.
The purpose of the Florida Teacher Certification Examinations (FTCE) is to ensure
that all teacher candidates demonstrate the necessary content and pedagogical knowledge
necessary to effectively instruct students in Florida. The FTCE consists of three
examinations: the General Knowledge Test (GK); the Professional Education Test (PE);
and the Subject Area Examination (SAE). The College of Education requires our teacher
candidates to pass all parts of the FTCE to complete the programs. (Source: Pearson
Education website, “FTCE/FELE Background Information”)
2022 FAMU EPP Licensure Examination Pass Rates (initial)
2022 FAMU EPP Licensure Examination Pass Rates (advanced)
8_016_Student Learning Outcomes:
Each board of trustees shall require its university to establish a process for certifying
that each baccalaureate graduate has completed a program with clearly articulated
expected core student learning outcomes.(b) Each university shall develop processes
to ensure that:
1. program faculty develop and publish an Academic Learning Compact for each baccalaureate
program that, at a minimum,
a. outlines expected core student learning outcomes in the areas of content/discipline
knowledge and skills, communication skills, and critical thinking skills;
b. takes into consideration perspectives of appropriate constituencies (including
but not limited to potential employers and graduate programs) regarding the knowledge
and skills graduates need in the global marketplace and society; and
c. lists the types of assessments students may encounter in the program (e.g., capstone
projects, juried performances, standardized exams, common embedded exam questions,
portfolio requirements,etc.);
2. program faculty develop methods for assessing student achievement of the expected
core student learning outcomes within the context of the program;
3. university personnel use program evaluation systems (which may include sampling)
to evaluate the program and related assessment practices to analyze their efficacy
in determining whether program graduates have achieved the expected core student learning
outcomes; and
4. university personnel use the evaluation results to improve student learning and
program effectiveness.
Candidate Competency Assessment Reports for Initial (2021-2022)
Music Education Assessment Report
Physical Education Assessment Report
Pre-K Elementary Education Assessment Report
Secondary Education Assessment Report
Candidate Competency Assessment Reports for Advanced (2021-2022)
Educational Leadership Assessment Report
Counselor Education Assessment Report
Placement Rate.
The placement rate indicates the number of program completers who are employed in
education positions for which they have prepared upon graduation. The rate is expressed
as a percentage of the total number of program completers employed.
2022 FAMU Completers Initial Placement for 2020-2021 completers
1. Value-Added Model (VAM).
In Florida, value-added models are used to measure the contribution of a teacher or
school to student learning growth. Florida’s value-added models do this by measuring
the difference in each student’s actual performance on a statewide assessment from
that student’s expected performance, which takes into account specific student and
classroom factors that impact the learning process. VAM scores represent the amount
the teacher contributed to student learning growth, on average, to the students they
taught while controlling for factors that impact student learning growth. (Source:
Florida Department of Education website, “Performance Evaluation”)
Value-Added Model Score for FAMU Completers
2: Indicators of Teaching Effectiveness
School District Personnel Evaluations. Completers from FAMU’s College of Education
were evaluated in their schools where they are employed, utilizing the School Personnel
Evaluation Form designed and created by each school districts and approved by the
Department of Education. The following ratings are utilized to categorize the completers
of their teaching effectiveness.
• Highly Effective.
• Effective.
• Needs Improvement, or Developing.
• Unsatisfactory.
(Source: Florida Department of State, Florida Administrative Code & Florida Administrative
Register, “6A-5.0411”)
Florida School District Personnel Evaluation Report on FAMU Completers
Employer Satisfaction Survey.
The College of Education’s Employer Satisfaction Survey is designed to collect information
on the level of satisfaction of employers with program completers at the end of their
first year of teaching. In particular, administrators in schools where FAMU COE program
completers teach are asked to complete the survey to evaluate the competence and teaching
effectiveness of the completers. 2021 College of Education Employer Satisfaction Survey
was sent to 18 employers. The total number of respondents was 11. The response rate
is 61%.
2021 Employer Satisfaction Survey Results
Licensure Examination Passage Rate.
The purpose of the Florida Teacher Certification Examinations (FTCE) is to ensure
that all teacher candidates demonstrate the necessary content and pedagogical knowledge
necessary to effectively instruct students in Florida. The FTCE consists of three
examinations: the General Knowledge Test (GK); the Professional Education Test (PE);
and the Subject Area Examination (SAE). The College of Education requires our teacher
candidates to pass all parts of the FTCE to complete the programs. (Source: Pearson
Education website, “FTCE/FELE Background Information”)
FAMU EPP Licensure Examination Pass Rates (initial)
FAMU EPP Licensure Examination Pass Rates (advanced)
8_016_Student Learning Outcomes:
Each board of trustees shall require its university to establish a process for certifying
that each baccalaureate graduate has completed a program with clearly articulated
expected core student learning outcomes.(b) Each university shall develop processes
to ensure that:
1. program faculty develop and publish an Academic Learning Compact for each baccalaureate
program that, at a minimum,
a. outlines expected core student learning outcomes in the areas of content/discipline
knowledge and skills, communication skills, and critical thinking skills;
b. takes into consideration perspectives of appropriate constituencies (including
but not limited to potential employers and graduate programs) regarding the knowledge
and skills graduates need in the global marketplace and society; and
c. lists the types of assessments students may encounter in the program (e.g., capstone
projects, juried performances, standardized exams, common embedded exam questions,
portfolio requirements,etc.);
2. program faculty develop methods for assessing student achievement of the expected
core student learning outcomes within the context of the program;
3. university personnel use program evaluation systems (which may include sampling)
to evaluate the program and related assessment practices to analyze their efficacy
in determining whether program graduates have achieved the expected core student learning
outcomes; and
4. university personnel use the evaluation results to improve student learning and
program effectiveness.
Candidate Competency Assessment Reports for Initial (2020-2021)
Music Education Assessment Report
Pre-K Elementary Education Assessment Report
Secondary Education Assessment Report
Candidate Competency Assessment Reports for Advanced (2020-2021)
Educational Leadership Assessment Report
Counselor Education Assessment Report
Professional Disposition Evaluation is one of the non-academic factor instruments
adopted by FAMU EPP. We starts with disposition self-evaluation for pre-education
majors while taking EDF 1005 Introduction to Education. Disposition evaluation is
also used in admission interview process for pre-major students being admitted into
teacher education programs. Disposition evaluation is used at mid-point for methods'
courses during their field experiences. At mastery level, Professional Disposotion
Evaluation is used in student teaching by University Supervisors and Cooperation Teachers.
Here are the Disposition Report for Interns fall 2020 and Spring 2021.
Disposition Evaluation Report Fall 2020
Placement Rate.
The placement rate indicates the number of program completers who are employed in
education positions for which they have prepared upon graduation. The rate is expressed
as a percentage of the total number of program completers.
FAMU Placement Rate for 2019-2020 completers