Teacher Education Summary Data 2019-2020

2019-2020 Annual Reporting Measures

This data represents the 2018-2019 academic year. Survey data represents responses from all undergraduate programs at MSUM.

Survey data is collected from three NExT Common Metrics Surveys: Exit Survey, Transition to Teaching Survey, and Supervisor Survey.

MSUM 2018-2019 Response Rates:

  • Transition to Teaching Survey = 21%
  • Supervisor Survey = 49%
  • Exit Survey = 43%

Each survey is designed to collect information related to four constructs: Professionalism, Learning Environment, Diverse Learners, and Instructional Practice. The below summaries provide information related to each construct. Data indicates consistency across annual reporting years.

Means are based on a four-point scale.

Impact on P-12 Learning and Development and Indicators of Teaching Effectiveness (CAEP Components 4.1 and 4.2)

Professionalism: 94% (M = 3.71) of 2018-2019 graduates, 98% (M = 3.67) of first-year teachers, and 96% (M = 3.77) of supervisors agree/tend to agree MSUM graduates are prepared to continue developing as a teacher through using colleague feedback. This represents a noteworthy trend as previous years data indicated 95%, 97%, and 93%, respectively. Similarly, 98% (M= 3.71) of 2018-2019 graduates, 100% (M = 3.86) of first-year teachers, and 98% (M = 3.75) supervisors agree/tend to agree MSUM graduate are prepared to act as advocates for students.

Learning Environment: Trend data also indicates that MSUM candidates are adept at creating positive learning environments. Particularly 96% (M = 3.71) of 2018-2019 graduates, 95% (M= 3.63) of first-year teachers, and 92% (M = 3.64) of supervisors agree/tend to agree that MSUM graduates promote student engagement.

Diverse Learners: 2017-2018 data indicated: 94% of first year teachers and 93% of supervisors agree/tend to agree MSUM graduates can differentiate instruction for different learners or for different developmental needs, respectively. 2018-2019 data also indicates candidates can differentiate instruction with 92% (M= 3.52) of 2018-2019 graduates, 93% (M =3.47) of first-year teachers, and 97% (M=3.63) of supervisors agree/tend to agree that MSUM graduates differentiate instruction for diverse learners.

Instructional Practice: 97% (M = 3.70) of 2018-2019 graduates, 93% (M = 3.64) of first year teachers, and 99% (M = 3.88) of supervisors agree/tend to agree graduates are prepared to and can effectively teach their subject matter. This is a consistent finding across annual reporting years!

Additionally, 100% of supervisors agree/tend to agree first year teachers from MSUM can plan lessons using learning goals and objectives and 95% of first-year teachers agree/tend to agree MSUM prepared them for this same skill!

Additional Impact on P-12 Learning and Development and Teaching Effectiveness Study (CAEP Component 4.1 and 4.2)

The NExT Teacher Effectiveness Work Group (2018) defines one of the purposes of investigating teacher impact on P-12 students as a means for educator preparation providers to facilitate P-12 teachers’ analysis of student learning in order to increase the growth and development of students. Novice teachers teaching in early childhood, elementary, content areas (e.g., social studies, math) and specialty areas (e.g., physical education, music) participated in work sampling interviews and were prompted to think about their classroom context, cultural relevance of learning goals and related learning activities. Additionally, interview questions focused upon analyzing work samples to determine levels of learning and next steps for learning in relation to identified patterns of learning. This process not only provides information for the educator preparation program, but it also has the potential to promote reflection and growth in the areas of equity and inclusivity for beginning teachers.

Data has been collected from Fall 2019, Spring 2020, and Fall 2020 beginning teachers and will be summarized and publicly reported in the next annual reporting cycle.

Satisfaction of Employers and Employment Milestones (CAEP Component 4.3)

Satisfaction of employers is evidenced from quantitative responses (summarized in 4.1 and 4.2) and quantitative comments provided on the Supervisor Survey. Example comments include:

Her level of professionalism is one of the reasons I hired her. She has a level of maturity and understanding of the teaching profession beyond her years. Additionally, her high level of academic and instructional knowledge is noteworthy. She is doing a great job for us. Open to feedback and students/staff are enjoying her positive energy.

She did an amazing job her first year teaching. Her poise, confidence and demeanor all led her to giving the impression of being a veteran teacher. We were lucky to get her on staff. I hope she remains here for a long period of time.

She has been a wonderful addition to our team. She is such a strong teacher that we have had other teachers observe her instruction as part of our ongoing professional development of all our teachers.

She has been an excellent addition to our staff, has done very well in this new position. She is a hard worker who receives feedback really well. We are excited about what her future brings.

I would hire again!

I was very impressed. He was able to be a spark for our PLC. He has been a great contributor to our meetings. He has been a great asset to our team.

One of the best first year teachers I've ever worked with.

I was very impressed. He exceeded my expectations.

Satisfaction of Completers (CAEP Component 4.4)

According to the Transition to Teaching Survey, 98% of first year teachers tended to agree or agree that they would recommend MSUM to a prospective teacher.

Additionally, 98% of the same first year teachers, tended to agree or agree that MSUM prepared them to be a successful teacher.

Graduation Rates and Other Completer Data (CAEP Annual Reporting Measure 5)

Number of Initial Teacher Licensure Completers: 236

Number of Advanced Teacher Licensure Completers: 32

Educational Leadership Licenses Granted:

From July 1, 2019 to present:

33 K-12 Principal

14 Special Education Director

4 Community Education Director

6 Superintendent

Average time to complete in months = 49 (initial), 21 (advanced)

Average credits to complete requirements: 123 (undergraduate degree), 29 (advanced)

Ability of Completers to Meet Licensing and Additional State Requirements (CAEP Annual Reporting Measure 6)

MTLE Passing Rates (Pedagogy) -Based on First Attempt Pass Rates

  • Early Childhood (n = 23)
    • Subtest 1 = 100%
    • Subtest 2 = 100%
  • Elementary (n = 86)
    • Subtest 1 = 95%
    • Subtest 2 = 91%
  • Secondary (n = 38)
    • Subtest 1 = 89%
    • Subtest 2 = 100%

Content area first attempt passing rates range from 50% to 100%. Specific passing rates are not publicly reported due to low n’s in several content areas.

Median GPA - Undergraduate

  • Median GPA of individuals accepted into the program: 3.66 Median (3.56 Average)
  • Median GPA of individuals completing the program: 3.57 Median (3.53 Average)

Average ACT Scores for 2018-2019 admitted cohort (n = 105):

  • ACT Composite: 22
  • ACT English Writing Combo: 21
  • ACT Math: 22
  • ACT English: 21

Ability of Completers to Be Hired in Education Positions for Which They Were Prepared (CAEP Annual Reporting Measure 7)

Graduate employment rates are presented by major within each academic college

Student Loan Default Rates and Other Consumer Information (CAEP Annual Reporting Measure 8)

University-wide student loan default rate for 2016 cohort: 4.9%

Institutional Annual Reports

Student Right-to-Know Graduation and Transfer Out Rates