Office of Educator Preparation

Accreditation & Program Data

University of Southern Maine is a premier Educator Preparation Provider (EPP) serving local Maine P-12 educational communities and beyond. Our educator preparation programs prepare students (known as “candidates”) who seek to enter education-related professions. See below for information about USM's educator preparation programs, the EPP accreditation status, and data related to program quality and effectiveness.

Educator Preparation Programs and Accreditation

The following programs were reviewed by teams representing the Council for the Accreditation of Educator Preparation (CAEP) and the Maine State Board of Education in Fall 2021, with accreditation granted in Spring 2022.

Initial-Level Licensure Programs

Program Name Degree Maine Endorsement Code
Extended Teacher Education Program (ETEP), K-8 Post Baccalaureate 020
ETEP, 7-12, English Post Baccalaureate 100
ETEP, 7-12, Life Science Post Baccalaureate 395
ETEP, 7-12, Mathematics Post Baccalaureate 300
ETEP, 7-12, Physical Science Post Baccalaureate 350
ETEP, 7-12, Social Studies Post Baccalaureate 200
ETEP, K-12, World Language, French Post Baccalaureate 420
ETEP, K-12, World Language, Spanish Post Baccalaureate 440
Special Ed., Integrated General Education & Special Education, K-8 Master's 282, 020
Special Ed., Integrated General Education & Special Education, 7-12 Master's 282, various
Special Education, 282, K-8 Master's 282
Special Education, 282, 7-12 Master's 282
TESOL , K-12 Master's 660
Art Education, K-12 Baccalaureate 620
Music Education, K-12 Baccalaureate 614
UG Teacher Education, K-8 (phasing out) Baccalaureate 020
UG Teacher Education, K-8, Elementary Education (Major - new Fall 2020) Baccalaureate 020
UG Teacher Education, 7-12, English Baccalaureate 100
UG Teacher Education, 7-12, Life Science Baccalaureate 395
UG Teacher Education, 7-12, Math Baccalaureate 300
UG Teacher Education, 7-12, Physical Science Baccalaureate 350
UG Teacher Education, 7-12, Social Studies Baccalaureate 200
UG Teacher Ed., K-12, World Language, French Baccalaureate 420
UG Teacher Ed., K-12, World Language, Spanish Baccalaureate 440

 

Advanced-Level Licensure Programs

Program Name Degree Maine Endorsement Code
School Psychology, B-12: PsyD in School Psychology Doctorate 093
School Psychology, B-12: MS in Ed Psych with a concentration in School Psych Master's 093
Educational Leadership, Building Administrator, K-12 Master's 040
Educational Leadership, Curriculum Coordinator, K-12 Master's 015
Educational Leadership, Administrator of Special Education, K-12 Master's 030
Certificate of Graduate Studies in Assistant Principal Endorsement only 045
Literacy Specialist, K-12 Master's 092
School Counseling, K-12 Master's 075

CAEP accredited shieldUSM's educator preparation programs were approved by the Accreditation Council of the Council for the Accreditation of Educator Preparation (CAEP) and the Maine State Board of Education in Spring 2022. Accreditation is granted to the programs listed above, at the initial-licensure level and the advanced level, effective Spring 2022 through Spring 2029.

CAEP accreditation standards can be found at the following link: 

http://caepnet.org/standards/2022-itp/introduction

USM's educator preparation programs were most recently reviewed in 2021 under the 2013 standards.

Program Data

Novice Educator Survey

Description:

  • Novice educators who completed Initial-level licensure programs noted the following areas of teaching effectiveness after their first year of teaching (n=19): 
  • Table 1.1 reflects the three highest areas of strength noted by novice teachers about the educator preparation program: ensuring an inclusive learning environment, maintaining a positive learning environment, and working collaboratively to meet the needs of all learners.
  • Table 1.2 reflects the three lowest scores and areas of improvement for the program as cited by novice teachers: planning for instruction aligned to content standards, differentiating instruction for students with disabilities, and differentiating instruction for ELLs.

Highlights:

  • Employed program completers report that the preparation received was especially effective in preparing them to:
    • Create an inclusive learning environment for all learners
    • Create a positive learning environment for all learners
    • Collaborate with colleagues to meet the needs of all learners

 

Table 1.1

2021 Novice Teacher Survey Results

n

Not at all prepared (1)

Somewhat prepared (2)

Well prepared 

(3)

Very well prepared (4)

   

n

%

n

%

n

%

n

%

1.2 Ensure an inclusive learning environment for all learners. 

16

0

0

4

25

3

18.7

9

56.3

1.3 Develop and maintain a positive learning environment that engages all learners.

16

0

0

0

0

7

43.7

9

56.3

4.4 Work collaboratively with colleagues to meet the needs of all learners.

16

0

0

2

12.5

4

25

10

62.5

 

Table 1.2

2021 Novice Teacher Survey Results

n

Not at all prepared (1)

Somewhat prepared (2)

Well prepared 

(3)

Very well prepared (4)

   

n

%

n

%

n

%

n

%

3.2 Plan for instruction aligned to content standards.

16

1

6.2

3

18.8

6

37.5

6

37.5

3.4a Differentiate instruction for students with disabilities.

16

0

0

7

43.7

3

18.8

6

37.5

3.4b Differentiate instruction for English language learners.

16

2

12.5

7

43.7

3

18.8

4

25

Satisfaction of Employers

The 2021 supervisor/principal survey data can be found below.

Description:

  • Table 2.1 reflects the three highest areas of strength noted by principals/supervisors about educator preparation program graduates they now employ: ensuring an inclusive learning environment, using technology to support instruction, and reflecting on teaching practice to improve instruction.

  • Table 2.2 reflects the three lowest scores and areas for improvement for our graduates they now employ: integrating cross-disciplinary skills to help learners use content, using a variety of instructional strategies, and differentiating instruction for ELLs.

Highlights:

  • 100% of employers report new hires as well prepared or very well prepared in:
    • Creating inclusive learning environments for all learners
    • Using technology in the classroom to support instruction
    • An ability to use data to improve instruction

 

Table 2.1

2021 Principal/Supervisor Survey Results

n

Not at all prepared (1)

Somewhat prepared (2)

Well prepared 

(3)

Very well prepared (4)

   

n

%

n

%

n

%

n

%

1.2 Ensure an inclusive learning environment for all learners

6

0

0

0

0

2

33.3

4

66.6

3.5 Use technology in the classroom appropriately to support instruction

6

0

0

0

0

2

33.3

4

66.6

4.3 Reflect on teaching practice to improve instruction

6

0

0

0

0

3

50.0

3

50.0



Table 2.2

2021 Principal/Supervisor Survey Results

n

Not at all prepared (1)

Somewhat prepared (2)

Well prepared 

(3)

Very well prepared (4)

   

n

%

n

%

n

%

n

%

2.3 Integrate cross-disciplinary skills (e.g., critical thinking, problem solving, creativity, communication) to help learners use content

6

0

0

2

33.3

4

66.6

0

0

3.3 Use a variety of instructional strategies appropriately.

6

0

0

3

50.0

2

33.3

1

16.7

3.4b Differentiate instruction for English language learners.

6

0

0

3

50.0

3

50.0

0

0

The Office of Educator Preparation is developing instruments to collect employer satisfaction for advanced programs, in collaboration with program faculty and external partners.

Title II Praxis Pass Rates

2020-2021 completers of the elementary education program achieved a 94% pass rate on the Reading Language Arts and Mathematics subtests, an 88% pass rate on the Sciences subtest, and an 85% pass rate on the Social Studies subtest. 2020-2021 completers achieved a 91% pass rate on the Social Studies content area test. In cases where there are fewer than ten students taking the assessment, including other subject area tests, the number passing and pass rate are not reported.

Analysis by the National Council on Teacher Quality (NCTQ) found that in 2015-2018, USM candidates achieved the highest best-attempt pass rates (91%) among public institutions in Maine on the 5001 (elementary education) test. USM test takers also earned the highest first-attempt pass rates in the same cohort. See the NCTQ report at their website here: https://passrates.nctq.org/state/maine/.

 

Standards Review

All initial-level licensure program candidates complete a Field Experience Binder, which is similar to a portfolio. Assessors (internal and external) review the candidates' artifacts, assessments, and observations conducted in the field to rate candidates against the Maine Initial Teaching Certification Standards. The table below displays the percentage of assessor ratings in each rating category for all initial candidates at program completion in Spring 2021.

Highlights:

  • In the area of The Learner and Learning (Domain 1), 97.5% of ratings fall into the categories of proficient and distinguished
  • In the area of Content (Domain 2), 96.2% of ratings fall into the categories of proficient and distinguished
  • In the area of Instructional Practice (Domain 3), 94.7% of ratings fall into the categories of proficient and distinguished
  • In the area of Professional Responsibility (Domain 4), 98.1% of ratings fall into the categories of proficient and distinguished
  • In the area of Technology (Maine Standard 11), 96.3% of ratings fall into the categories of proficient and distinguished
InTASC Domains and Maine Standard 11 % Distinguished % Proficient % Basic / Emergent % Does Not Meet
Domain 1: The Learner and Learning (InTASC 1-3) 13.9% 83.6% 2.5% 0.0%
Domain 2: Content (InTASC 4-5) 12.4% 83.8% 3.8% 0.0%
Domain 3: Instructional Practice (InTASC 6-8) 12.6% 82.1% 5.3% 0.0%
Domain 4: Professional Responsibility (InTASC 9-10) 11.6% 87.3% 1.1% 0.0%
Maine Standard 11 (Technology) 18.6% 77.7% 3.7% 0.0%

Employment

The employment survey was sent to 92 Initial-level licensure program completers in May 2021 (with follow-up reminders throughout summer 2021). 61 completed the survey to report employment in their field (66.3% survey completion rate).

Highlights:

  • At completion, 95% of respondents reported full-time employment in the education field
  • At completion, 92% of respondents reported employment as teachers
2021 Employment Survey Results
Type of employment n Full-Time Part-Time Temporary (sub) Not employed
  n % n % n % n %
61 58 95.1 1 1.6 2 3.3 0 0
Position title n Teacher Ed Tech III Substitute Teacher Other Staff
  n % n % n % n %
61 56 91.8 2 3.3 2 3.3 1 1.6

The Office of Educator Preparation is developing instruments to collect employment information for advanced program completers, in collaboration with program faculty and external partners.

Contact the Office of Educator Preparation with any questions, comments, or concerns at usm.oep@maine.edu or (207) 780-5055.