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 NameDegreeMaine Endorsement Code
Extended Teacher Education Program (ETEP), K-8*Post Baccalaureate020
ETEP, 7-12*, EnglishPost Baccalaureate100
ETEP, 7-12*, Life SciencePost Baccalaureate395
ETEP, 7-12*, MathematicsPost Baccalaureate300
ETEP, 7-12*, Physical SciencePost Baccalaureate350
ETEP, 7-12*, Social StudiesPost Baccalaureate200
ETEP, K-12*, World Language, FrenchPost Baccalaureate420
ETEP, K-12*, World Language, SpanishPost Baccalaureate440
Special Ed., Integrated General Education & Special Education, K-8Master’s282, 020
Special Ed., Integrated General Education & Special Education, 7-12Master’s282, various
Special Education, 282, K-8Master’s282
Special Education, 282, 7-12Master’s282
TESOL, K-12*Master’s660
Art Education, K-12*Baccalaureate620
Music Education, K-12*Baccalaureate614
UG Teacher Education, K-8 (phasing out)Baccalaureate020
UG Teacher Education, K-8*, Elementary Education (Major – new Fall 2020)Baccalaureate020
UG Teacher Education, 7-12*, EnglishBaccalaureate100
UG Teacher Education, 7-12*, Life ScienceBaccalaureate395
UG Teacher Education, 7-12*, MathBaccalaureate300
UG Teacher Education, 7-12*, Physical ScienceBaccalaureate350
UG Teacher Education, 7-12*, Social StudiesBaccalaureate200
UG Teacher Ed., K-12*, World Language, FrenchBaccalaureate420
UG Teacher Ed., K-12*, World Language, SpanishBaccalaureate440
*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 NameDegreeMaine Endorsement Code
School Psychology, B-12: PsyD in School PsychologyDoctorate093
School Psychology, B-12: MS in Ed Psych with a concentration in School PsychMaster’s093
Educational Leadership, Building Administrator, K-12Master’s040
Educational Leadership, Curriculum Coordinator, K-12Master’s015
Educational Leadership, Administrator of Special Education, K-12Master’s030
Certificate of Graduate Studies in Assistant PrincipalEndorsement only045
Literacy SpecialistMaster’s092
School Counseling, K-12^Master’s075
^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.

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.

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.

Novice Educator Survey 2023

Description:

  • Novice educators who completed Initial-level licensure programs noted the following areas of teaching effectiveness after their first year of teaching (n=9):
  • Table 1.1 reflects the three highest areas of strength noted by novice teachers about the educator preparation program: using technology in the classroom appropriately to support instruction, engaging in ongoing professional learning to provide all learners with engaging learning experiences, and reflecting on teaching practice to improve instruction.
  • Table 1.2 reflects the three lowest scores and areas of improvement for the program as cited by novice teachers: integrating cross-disciplinary skills (e.g., critical thinking, problem solving, creativity, communication) to help learners use content, 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:

  • Use technology in the classroom appropriately to support instruction
  • Engage in ongoing professional learning
  • Reflect on teaching practices to improve instruction

Table 1.1

IndicatorNot at all prepared (1)Somewhat prepared (2)Well prepared (3)Very well prepared (4)
3.5 Use technology in the classroom appropriately to support instruction.0%11%44%44%
4.1 Engage in ongoing professional learning to provide all learners with engaging learning experiences.0%0%66%33%
4.3 Reflect on teaching practice to improve instruction.0%22%66%11%
Total n = 9

Table 1.2

IndicatorNot at all prepared (1)Somewhat prepared (2)Well prepared (3)Very well prepared (4)
2.3 Integrate cross-disciplinary skills (e.g., critical thinking, problem solving, creativity, communication) to help learners use content.0%22%44%33%
3.4a Differentiate instruction for students with disabilities.0%55%22%22%
3.4b Differentiate instruction for English language learners.0%11%44%44%
Total n = 9

Satisfaction of Employers

The 2023 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 for all learners, integrating cross-disciplinary skills to help learners use content, and using technology in the classroom appropriately to support instruction.
  • Table 2.2 reflects the three lowest scores and areas for improvement for our graduates they now employ: developing and using multiple methods of assessment, differentiating instruction for English language learners, and evaluating outcomes of teaching using a variety of data to adapt planning and practice.

Highlights:

A majority of employers report new hires as well prepared or very well prepared in:

  • Ensuring an inclusive learning environment for all learners
  • Integrating cross-disciplinary skills to help learners use content
  • Using technology in the classroom to support instruction

Table 2.1

IndicatorNot at all prepared (1)Somewhat prepared (2)Well prepared (3)Very well prepared (4)
1.2 Ensure an inclusive learning environment for all learners.0%9%35%56%
2.3 Integrate cross-disciplinary skills (e.g., critical thinking, problem solving, creativity, communication) to help learners use content.0%17%43%39%
3.5 Use technology in the classroom appropriately to support instruction.0%9%35%57%
Total n = 23

Table 2.2

IndicatorNot at all prepared (1)Somewhat prepared (2)Well prepared (3)Very well prepared (4)
3.1 Develop and use multiple methods of assessment.0%22%39%39%
*3.4b Differentiate instruction for English language learners.0%17%13%26%
4.2 Evaluate outcomes of teaching using a variety of data (e.g., systematic observation, information about learners, research) to adapt planning and practice.4%17%44%35%
Total n = 23; *Note: number of “N/A” answers for indicator 3.4b = 10 (44%).

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

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 2023.

Highlights:

  • In the area of The Learner and Learning (Domain 1), 97.7% of ratings fall into the categories of proficient and distinguished
  • In the area of Content (Domain 2), 98.2% of ratings fall into the categories of proficient and distinguished
  • In the area of Instructional Practice (Domain 3), 98.1% of ratings fall into the categories of proficient and distinguished
  • In the area of Professional Responsibility (Domain 4), 98.5% of ratings fall into the categories of proficient and distinguished
  • In the area of Technology (Maine Standard 11), 98.6% of ratings fall into the categories of proficient and distinguished
InTASC Domains and Maine Standard 11% Does Not Meet% Emergent% Proficient% Distinguished
Domain 1: The Learner and Learning (InTASC 1-3)0.0%2.3%86.9%10.8%
Domain 2: Content (InTASC 4-5)0.0%1.8%88.1%10.1%
Domain 3: Instructional Practice (InTASC 6-8)0.0%1.9%91.8%6.3%
Domain 4: Professional Responsibility (InTASC 9-10)0.0%1.4%90.5%8.0%
Maine Standard 11 (Technology)0.0%1.4%90.7%7.9%

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-TimePart-TimeTemporary (sub)Not employed
84%5%5%5%
Total n = 38

Table 3.2 Position title

TeacherEd Tech IIISubstitute teacherOther 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.