Alabama mentors introduce new methods for evaluating first and second year teachers

The Alabama State Board of Education held a work session on June 3, 2025, focusing on the evaluation of first and second-year teachers and their preparation programs. The session aimed to review survey data related to these educators and their employers, emphasizing the importance of understanding the effectiveness of teacher preparation in Alabama.

The meeting began with a discussion on the survey data collected from first and second-year teachers who completed a Class B or all-day program at Alabama institutions. The data included various categories and percentages reflecting the experiences of these teachers and their employers. It was noted that if a school hired multiple new teachers, the survey would be completed for each individual, ensuring comprehensive feedback.

A significant point raised was the reporting limitations due to the number of test takers. The Alabama State Department of Education clarified that data would only be reported if there were five or more test takers in a category. Smaller institutions might not meet this threshold, resulting in some data being marked with an asterisk or left blank.

The discussion also highlighted that the survey was specifically for teachers who completed educator preparation programs, excluding those who pursued alternative certification routes. This distinction was crucial for accurately assessing the preparedness of new teachers entering the classroom.

The board acknowledged a change in the mentoring program leadership, with Kimberly Mitchell stepping in after the retirement of Dr. Patience of Ronica. Mitchell's involvement was welcomed, and her contributions to the mentoring program were praised.

Concerns were raised regarding the survey's ability to capture the experiences of teachers who began their careers through emergency certification routes. The board discussed potential adjustments to the survey administration to ensure a more inclusive representation of all first and second-year teachers.

The meeting concluded with a commitment to enhance the quality of teacher preparation programs. The board expressed a desire to analyze the survey data more deeply, particularly the discrepancies between teacher self-assessments and employer evaluations. This analysis aims to identify areas for improvement in teacher training and support.

Overall, the work session underscored the Alabama State Board of Education's ongoing efforts to refine teacher preparation and mentoring processes, ensuring that new educators are well-equipped to succeed in their roles. The board plans to continue reviewing and revising the survey and reporting mechanisms to better reflect the realities faced by first and second-year teachers in Alabama's classrooms.