Accreditation & Program Data – Office of Educator Preparation

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

Programs

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

*The program names in this table are presented as they were reviewed and accredited by CAEP and the Maine State Board of Education in Spring 2022. Revisions to Maine Chapter 115 in June 2022 changed elementary licensure to K-6, secondary to 6-12, and K-12 licensure areas to PK-12, with the exception of special education. Our programs have been phasing in grade level changes in accordance with Chapter 115.

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	Master’s	092
School Counseling, K-12^	Master’s	075

^The program names in this table are presented as they were reviewed and accredited by CAEP and the Maine State Board of Education in Spring 2022. Revisions to Maine Chapter 115 in June 2022 related to advanced programs changed School Counseling licensure to PK-12.

Accreditation Status

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

Accreditation Standards

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

See current data below. Program data from past years can be found on the Program Data – Past Years page.

Completer Effectiveness (CAEP Accountability Measure 1) 2023-2024

Measure 1 (Initial): Completer effectiveness (R4.1)Impact in contributing to P-12 student learning growth AND effectiveness in applying professional knowledge, skills, and dispositions. Data Source: Novice Educator Survey- Data Collection Period: Spring 2024 n=7
Domain 1: The Learner and Learning
Question	Somewhat prepared	Very /well prepared
Design and implement developmentally appropriate learning experiences for all learners.	28.00%	72%
Ensure an inclusive learning environment for all learners.	14.00%	86.00%
Develop and maintain a positive learning environment that engages all learners.	14.00%	86.00%
Average		82%
Domain 2: Content
Question	Somewhat prepared	Very/well prepared
Demonstrate understanding of content area by using central concepts, tools of inquiry, and structures of your discipline.	14%	86.00%
Make your discipline accessible and meaningful for learners.	14.00%	86.00%
Integrate cross-disciplinary skills (e.g., critical thinking, problem-solving, creativity, communication) to help learners use content.	28.00%	72.00%
Average		82%
Domain 3: Instructional Practice
Question	Somewhat prepared	Very /well prepared
Develop and use multiple methods of assessment.	28.00%	78.00%
Plan for instruction aligned to content standards.	14.00%	86.00%
Use a variety of instructional strategies appropriately.	28.00%	78.00%
Differentiate instruction for all learners.	28.00%	78.00%
Differentiate instruction for students with disabilities.	14.00%	86.00%
Differentiate instruction for English language learners.	14.00%	86.00%
3.5 Use technology in the classroom appropriately to support instruction.	14.00%	86.00%
Average		86%
Domain 4: Professional Responsibility
Question	Somewhat prepared	Very/ well prepared
Engage in ongoing professional learning to provide all learners with engaging learning experiences.	14.00%	86.00%
Evaluate outcomes of teaching using a variety of data (e.g., systematic observation, information about learners, research) to adapt planning and practice.	14.00%	86.00%
Reflect on teaching practice to improve instruction.	14.00%	86.00%
Work collaboratively with colleagues to meet the needs of all learners.	14.00%	86.00%
Average		86%

Completers of initial level programs who are currently teaching in the field report feeling well or very well prepared to utilize multiple forms of assessments and differentiate instruction to support multi language learners, and students with the full-range of learner readiness (range 82% to 86%).

Satisfaction of Employers and Stakeholder Involvement (CAEP Accountability Measure 2) 2023-2024

Measure 2 (R.4.2, R5.3)Employer satisfaction with program completers hiredData Source: Principal/Employer Survey Collection Period: Spring 2024 n=11
Domain 1: The Learner and Learning
Question	Somewhat prepared	Very /well prepared
Design and implement developmentally appropriate learning experiences for all learners.	9.00%	91%
Ensure an inclusive learning environment for all learners.	9.00%	91.00%
Develop and maintain a positive learning environment that engages all learners.	0.00%	100.00%
Average		95%
Domain 2: Content
Question	Somewhat prepared	Very well prepared
Demonstrate understanding of content area by using central concepts, tools of inquiry, and structures of your discipline.	9%	91.00%
Make your discipline accessible and meaningful for learners.	9.00%	91.00%
Integrate cross-disciplinary skills (e.g., critical thinking, problem-solving, creativity, communication) to help learners use content.	9.00%	91.00%
Average		91%
Domain 3: Instructional Practice
Question	Somewhat prepared	Very well prepared
Develop and use multiple methods of assessment.	9.00%	91.00%
Plan for instruction aligned to content standards.	9.00%	91.00%
Use a variety of instructional strategies appropriately.	9.00%	91.00%
Differentiate instruction for all learners.	9.00%	91.00%
Differentiate instruction for students with disabilities.	9.00%	91.00%
Differentiate instruction for English language learners.	9.00%	91.00%
Use technology in the classroom appropriately to support instruction.	9.00%	91.00%
Average		91%
Domain 4: Professional Responsibility
Question	Somewhatprepared	Very well prepared
Engage in ongoing professional learning to provide all learners with engaging learning experiences.	0.00%	100.00%
Evaluate outcomes of teaching using a variety of data (e.g., systematic observation, information about learners, research) to adapt planning and practice.	9.00%	91.00%
Reflect on teaching practice to improve instruction.	0.00%	100.00%
Work collaboratively with colleagues to meet the needs of all learners.	0.00%	100.00%
Average		98%

Employers report very high levels of satisfaction with the knowledge and skills of initial-level completers hired (Range 91% to 98%).

Candidate Competency at Completion (CAEP Accountability Measure 3) 2023-2024

Measure 3: Candidate Competency at Completion R3.3Data Source: Standards Review Data Collection: Spring 2024 n=23
Domain 1: Learner and Learning
InTASC Standards and Indicators	% Distinguished	% Proficient
Standard 1
Nurtures learners’ growth and development	30.4%	69.6%	100
Standard 2
Responds to learners’ commonalities and differences	39.1%	60.9%	100
Standard 3
Creates a positive learning climate	47.8%	47.8%	95.6
Manages the learning environment	27.3%	68.2%	96
Domain 2: Content
InTASC Standards and Indicators	% Distinguished	% Proficient
Standard 4
Demonstrates content knowledge	43.5%	56.5%	100
Creates learning experiences	30.4%	69.6%	100
Standard 5
Embraces diverse perspectives and real world issues	40.9%	59.1%	100
Develops critical thinking, creativity, collaboration, and communication	30.4%	69.6%	100
Domain 3: Instructional Practice
InTASC Standards and Indicators	% Distinguished	% Proficient
Standard 6
Designs and uses multiple methods of assessment	17.4%	82.6%	100
Uses assessment to engage learners in their own growth	17.4%	82.6%	100
Uses assessment ethically and minimize bias	31.8%	68.2%	100
Standard 7
Plans for diverse learners using a range of resources	39.1%	60.9%	100
Plans using assessment data	26.1%	69.6%	96
Plans through collaboration	26.1%	73.9%	100
Standard 8
Uses a variety of instructional strategies	26.1%	73.9%	100
Deepens content knowledge through connections between and application of content	26.1%	73.9%	100
Domain 4: Professional Responsibility
InTASC Standards and Indicators	% Distinguished	% Proficient
Standard 9
Pursues professional learning	17.4%	82.6%
Strives for continuous Improvement	13.0%	82.6%	96
Standard 10
Works toward collaboration and professionalism	21.7%	78.3%	100
Standard 11 (Technology)
Creates digital learning experiences	30.4%	69.6%	100
Promotes digital citizenship	26.1%	73.9%	100

All initial level candidates demonstrate proficiency in meeting the state standards for licensure at program completion.

Ability of Completers to Be Hired (CAEP Accountability Measure 4)

Employment

The employment survey was sent to 94 Initial-level licensure program completers in May 2023 (with follow-up reminders throughout summer 2023). 38 completed the survey to report employment in their field (40.4% survey completion rate).

Highlights:

At completion, 84.2% of respondents reported full-time employment in the education field
At completion, 88.9% of respondents reported employment as teachers

Table 3.1 Type of employment

Full-Time	Part-Time	Temporary (sub)	Not employed
84%	5%	5%	5%

Total n = 38

Table 3.2 Position title

Teacher	Ed Tech III	Substitute teacher	Other staff
89%	3%	3%	6%

Total n = 36

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.