Teacher Education Summary Data 2025-2026

Accountability Measures based on data collected during 2024-2025

Measure 1: Completer Effectiveness (Component R4.1)

Data below is from the NExT Common Metrics Supervisor Survey conducted in Spring 2025. The response rate for this survey was 94% based on invited supervisors of first-year teachers during the 2024-2025 academic year who were graduates of MSUM. This represents 28% of completers with known employment information.

According to the NExT Teacher Effectiveness Work Group (2018), “Common Metrics surveys have been psychometrically analyzed for factors related to teaching such as planning for instruction, instructional practices, assessment, and professionalism.” An additional factor, student engagement, has also been found. Teachers who utilize effective student engagement strategies also tend to positively impact student learning. The items below represent the six survey items aligned to the student engagement factor (NExT Teacher Effectiveness Work Group, 2018). Based on the Supervisor Survey data presented below, MSUM graduates display strong student engagement skills during their first year of teaching.

NExT Teacher Effectiveness Work Group. (2018). Preparing effective teachers: Multiple approaches to ensuring teaching quality and impact. M. Sato & R.M. Lloyd (Eds.). Minneapolis, MN: Network for Excellence in Teaching. Retrieved from: nextdigitalhandbook.org

_{Note. Scale: 1 = Disagree; 2 = Tend to Disagree; 3 = Tend to Agree; 4 = Agree.
^a“Unable to Respond” responses were excluded from the mean calculation.}

Measure 1: Completer Impact (Component R4.1)

MSUM's primary measure of completer impact on P-12 student learning is Task 3 of the edTPA, which requires candidates to collect, analyze, and interpret evidence of student learning from their own teaching during the clinical experience. Task 3 scores reflect the degree to which completers can document P-12 learning outcomes, identify patterns across learners, and use that evidence to inform next steps in instruction — making it the EPP's most direct available measure of candidate impact on students. As a secondary and corroborating measure, MSUM also collects clinical performance data using the Candidate Preservice Assessment of Student Teaching (CPAST), administered at mid-semester and final evaluation during student teaching; CPAST subscores related to formative assessment use, differentiated instruction, and connections to learner progress provide additional evidence that completers are enacting the instructional practices associated with P-12 learning gains. Together, these two measures constitute MSUM's current evidence base for R4.1, with the understanding that the EPP is actively working to expand its capacity to collect direct P-12 outcome data from clinical placement sites in future reporting cycles.

Table 1. edTPA Task 3 Mean Scores by Term, AY 2024–2025

Scale: 1–5 per rubric; proficiency benchmark = 3.0

Table 2. CPAST Subscores Aligned to P-12 Learner Impact — Mid-Semester and Final Means, AY 2024–2025

Scale: 0-3 per rubric; proficiency benchmark = 2.0

^{n = 52 Fall 2024; n= 60 Spring 2025. CPAST subscores G and M are reported here as corroborating evidence of completer impact on P-12 learners; full CPAST clinical performance data are reported under Measure 2.}

Measure 2: Satisfaction of Employers and Stakeholder Involvement (Components R4.2 | A.4.1 | 5.3)

Initial Programs: Satisfaction of employers is evidenced from quantitative responses and qualitative comments provided on the NExT Common Metrics Supervisor Survey (SS). This data represents the 2024-2025 academic year. Survey data represents responses from all undergraduate programs at MSUM.

MSUM 2024-2025 Supervisor Survey (SS) response rate was 94%. Each NExT Common Metrics 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.

Professionalism (SS):

_{Note. Scale: 1 = Disagree; 2 = Tend to Disagree; 3 = Tend to Agree; 4 = Agree.
^a“Unable to Respond” responses were excluded from the mean calculation.}

Consistently, supervisors of MSUM graduates indicate candidates demonstrate positive skills within this area. A slight increase in the mean and decrease in variability from the previous year is noted in the items presented above: 2022-2023, M= 3.62 (0.65) and 3.31 (0.64); 2023-2024, M= 3.73 (0.45) and 3.54 (0.55) for each item respectively.

Learning Environment (SS):

_{Note. Scale: 1 = Disagree; 2 = Tend to Disagree; 3 = Tend to Agree; 4 = Agree.
^a“Unable to Respond” responses were excluded from the mean calculation.}

Diverse Learners (SS):

_{Note. Scale: 1 = Disagree; 2 = Tend to Disagree; 3 = Tend to Agree; 4 = Agree.
^a“Unable to Respond” responses were excluded from the mean calculation.}

Data indicates that item means within this scale are trending slightly upward which is different than the last several data cycles: 1) Effectively teaches students from culturally and ethnically diverse backgrounds and communities (2018 M = 3.64, 2019 M = 3.63, and 2020 M = 3.52, 2021 M = 3.56 and 2022 M = 3.56, 2023 M 3.62) and 2) differentiates instructions for students with IEPs and 504s (2018 M = 3.57, 2019 M = 3.66, and 2020 M = 3.55, 2021 M = 3.59 and 2022 M = 3.56, 2023 M= 3.62).

Instructional Practice (SS):

Two items within Instructional Practice supervisors consistently indicate as areas of strength are highlighted above. This year’s data shows consistency in these two areas with previous annual data on the same items (2022-2023 data: M=3.69 and M=3.69 respectively; 2023-2024 M= 3.76 and 3.69.).

Sample of Qualitative Comments from Supervisor Survey:

{new teacher}'s first year has been incredible. She has encountered difficult situations with students, families and staff and she has responded with the utmost professionalism. She was well prepared with instruction and has picked up due process well.

{new teacher} is a great addition to this career! She works well with coworkers, communicates with students, and provides the flexibility you need to have in the special education teaching career.

{new teacher} is a wonderful teacher who is engaged in learning and developing her skills as a teacher. She is compassionate, responsible and proactive.

{new teacher} is a new teacher, but we have seen tremendous growth. She seeks supports and tools from colleagues and we are confident that she will continue to do great things.

We couldn't be happier with her as a first-year teacher. Her team loves working with her. Her students love being in her classroom. She is extremely coachable and wants to learn and become a better teacher.

Advanced Programs: Satisfaction of employers and stakeholder involvement data is gathered through a structured focus group process that occurs every other year.

Below is a summary of employer responses during focus groups completed during Spring 2025 to reflect completers from previous three years in Educational Leadership programming.

Measure 3: Competency at Completion (Component 3.3)

Minnesota Professional Educator Licensing and Standards Board (PELSB), which approves institutions and licensure programs to prepare teachers, uses edTPA as one measure of teacher preparation program effectiveness. The edTPA is a performance assessment requiring teacher candidates to complete three tasks. PELSB has approved the following cut scores per task:

• Task 1 (Planning): Cut score 13
• Task 2 (Instruction): Task 2 no longer required
• Task 3 (Assessment): Cut score 12

The edTPA is one measure of candidate competency at completion of their teacher preparation program. All candidates are required to complete the edTPA during student teaching. The below data represents the task means for the 2024-2025 academic year. Individual program data is not publicly presented due to a low n in several content areas.

The edTPA task scores in planning, instruction, and assessment saw an overall increase in the 2024-2025 academic year, especially in task 3, assessment. (Fall 2022 M= 14.6, 14.1, and 14.0 and Spring 2023 M= 14.5, 14.3, 14.5); Fall 2023 M= 14.8, 14.7, 15.2; Spring 2024 M= 14.6, 14.5, 15.0).

Measure 4: Ability of Completers to Be Hired in Education Positions for Which They Have Prepared (initial & advanced levels)

Graduate employment rates are presented by major within each academic college.