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.

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 Code
Extended Teacher Education Program (ETEP), K-6*	Post Baccalaureate	020
ETEP, 6-12*, English	Post Baccalaureate	100
ETEP, 6-12*, Life Science	Post Baccalaureate	395
ETEP, 6-12*, Mathematics	Post Baccalaureate	300
ETEP, 6-12*, Physical Science	Post Baccalaureate	350
ETEP, 6-12*, Social Studies	Post Baccalaureate	200
ETEP, P-12*, World Language, French	Post Baccalaureate	420
ETEP, P-12*, World Language, Spanish	Post Baccalaureate	440
Special Education, 282, K-8	Master’s	282
Special Education, 282, 7-12	Master’s	282
ESOL, P-12*	Master’s	660
Art Education, P-12*	Baccalaureate	620
Music Education, P-12*	Baccalaureate	614
Teacher Education, K-6*, Elementary Education	Baccalaureate	020
Teacher Education, 6-12*, English	Baccalaureate	100
Teacher Education, 6-12*, Life Science	Baccalaureate	395
Teacher Education, 6-12*, Math	Baccalaureate	300
Teacher Education, 6-12*, Physical Science	Baccalaureate	350
Teacher Education, 6-12*, Social Studies	Baccalaureate	200
Teacher Ed., P-12*, World Language, French	Baccalaureate	420
Teacher Ed., P-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: EdS in School Psychology	Specialist	093
Educational Leadership, Building Administrator	Master’s	040
Educational Leadership, Curriculum Coordinator	Master’s	078
Educational Leadership, Administrator of Special Education	Master’s	030
Certificate of Graduate Studies in Assistant Principal	Endorsement only	045
Literacy Specialist	Endorsement only	092
School Counseling, P-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.

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:

CAEP Revised 2022 Standards for Initial Level Programs (One-Pager)

CAEP Revised 2022 Standards for Advanced Level Programs (One-Pager)

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

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.

ETEP & UG Novice Educator Initial Data Tables

Indicator	Somewhat prepared (2)	Well prepared (3)	Very well prepared (4)
3.5 Use technology in the classroom appropriately to support instruction.	0	5 (72%)	2 (28%)
4.1 Engage in ongoing professional learning to provide all learners with engaging learning experiences	1 (14%)	4 (58%)	2 (28%)
4.3 Reflect on teaching practice to improve instruction.	0	5 (72%)	2 (28%)

Table 1.1

Indicator	Not 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	2 (28%)	3 (44%)	2 (28%)
3.4a Differentiate instruction for students with disabilities.	0	1 (14%)	4 (58%)	2 (28%)
3.4b Differentiate instruction for English language learners.	1 (14%)	1 (14%)	3 (44%)	2 (28%)

Table 1.2

Measure 1: 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

Respondents: Graduates of initial-level licensure programs who are currently teaching in the field

100 percent of respondents (7) 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%).

Domain 1: The Learner and Learning Question: Please rate the program’s effectiveness in preparing you to:	Percent Well or Very Well Prepared
Design and implement developmentally appropriate learning experiences for all learners.	100
Ensure an inclusive learning environment for all learners.	100
Develop and maintain a positive learning environment that engages all learners.	100

Domain 2: Content Question: Please rate the program’s effectiveness in helping you to:	Percent Well or Very Well Prepared
Apply the central concepts, tools of inquiry, and structures to your discipline.	100
Make your discipline accessible and meaningful for learners.	100
Integrate cross-disciplinary skills (e.g., critical thinking, problem-solving, creativity, communication) to help learners use content.	100

Domain 3: Instructional Practice Question: Please rate the program’s effectiveness in helping you to:	Percent Well or Very Well Prepared
Develop and use multiple methods of assessment.	100
Plan for instruction aligned to content standards.	100
Use a variety of instructional strategies appropriately.	100
Differentiate instruction for all learners.	100
Differentiate instruction for students with disabilities.	100
Differentiate instruction for English language learners.	100
To use technology in the classroom appropriately to support instruction.	100

Domain 4: Professional Responsibility Question: Please rate the program’s effectiveness in helping you to:	Percent Well or Very Well Prepared
Engage in ongoing professional learning to provide all learners with engaging learning experiences.	100
Evaluate outcomes of teaching using a variety of data (e.g., systematic observation, information about learners, research) to adapt planning and practice.	100
Reflect on teaching practice to improve instruction.	100
Work collaboratively with colleagues to meet the needs of all learners.	100

Employer & Stakeholder survey was replaced with a stakeholder roundtable discussion. See Round Table Discussion notes.

Measure 2 (R.4.2, R5.3): Employer satisfaction with graduates hired

Data Source: Principal/Employer Survey Collection Period: Spring 2024 n=11
Respondents: Employers of USM licensure programs report very high levels of satisfaction with the knowledge and skills of initial-level completers hired.

Domain 1: The Learner and Learning Question: Please rate your satisfaction with abilities of employed graduates to:	Somewhat or Very /Well prepared
Design and implement developmentally appropriate learning experiences for all learners.	100
Ensure an inclusive learning environment for all learners.	100
Develop and maintain a positive learning environment that engages all learners.	100

Domain 2: Content Question: Please rate your satisfaction with abilities of employed graduates to:	Somewhat or Very /Well prepared
Demonstrate understanding of content area by using central concepts, tools of inquiry, and structures of your discipline.	100
Make your discipline accessible and meaningful for learners.	100
Integrate cross-disciplinary skills (e.g., critical thinking, problem-solving, creativity, communication) to help learners use content.	100

Domain 3: Instructional Practice Question: Please rate your satisfaction with abilities of employed graduates to:	Somewhat or Very /Well prepared
Develop and use multiple methods of assessment.	100
Plan for instruction aligned to content standards.	100
Use a variety of instructional strategies appropriately.	100
Differentiate instruction for all learners.	100
Differentiate instruction for students with disabilities.	100
Differentiate instruction for English language learners.	100
Use technology in the classroom appropriately to support instruction	100

Domain 4: Professional Responsibility Question:Please rate your satisfaction with abilities of employed graduates to:	Somewhat or Very /Well prepared
Engage in ongoing professional learning to provide all learners with engaging learning experiences.	100
Evaluate outcomes of teaching using a variety of data (e.g., systematic observation, information about learners, research) to adapt planning and practice.	100
Reflect on teaching practice to improve instruction.	100
Work collaboratively with colleagues to meet the needs of all learners.	100

Measure 3: Candidate Competency at Completion R3.3

Data Source: Standards Review Spring 2024 n=23

USM Supervisors rated all interns supervised as demonstrating proficiency in meeting the Maine Teaching Standards at program completion. More than one-third of interns earned a rating of distinguished.

Domain 1: Learner and Learning

	Distinguished	Proficient	Total
Standard 1: Nurturing learners’ growth and development	31	69	100
Standard 2: Responding to learners’ commonalities and differences	39	61	100
Standard 3: Creating a positive learning climate	48	48	96
Manages the learning environment	27	68	95

Domain 2: Content

	Distinguished	Proficient	Total
Standard 4: Demonstrates content knowledge	43	56	99
Creates learning experiences	30	70	100
Standard 5: Embraces diverse perspectives and real world issues	41	59	100
Develops critical thinking, creativity, collaboration, and communication	30	70	100

Domain 3: Instructional Practice

	Distinguished	Proficient	Total
Standard 6: Designs and uses multiple methods of assessment	17	83	100
Uses assessment to engage learners in their own growth	17	83	100
Uses assessment ethically and minimize bias	32	68	100
Standard 7: Plans for diverse learners using a range of resources	39	60	99
Plans using assessment data	26	70	96
Plans through collaboration	26	74	100
Standard 8: Uses a variety of instructional strategies	26	74	100
Deepens content knowledge through connections between and application of content	26	74	100

Domain 4: Professional Responsibility

	Distinguished	Proficient	Total
Standard 9: Pursues professional learning	13	83	96
Strives for continuous Improvement	13	83	96
Standard 10: Works toward collaboration and professionalism	22	78	100
Standard 11 (Technology): Creates digital learning experiences	30	70	100
Promotes digital citizenship	26	74	100

Employment

The employment survey was sent to Initial-level licensure program completers in May 2025 (with follow-up reminders throughout summer 2025). 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.

ETEP & UG Exit Survey Initial Data Tables

Indicator	Well prepared (3)	Very well prepared (4)
3.5 Use technology in the classroom appropriately to support instruction.	7 (29%)	17 (69%)
4.1 Engage in ongoing professional learning to provide all learners with engaging learning experiences	6 (25%)	18 (75%)
4.3 Reflect on teaching practice to improve instruction.	5 (21%)	19 (79%)

Table 1.1

Indicator	Not 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.	1 (4%)	0	9 (36%)	14 (60%)
3.4a Differentiate instruction for students with disabilities.	0	2 (8%)	8 (32%)	14 (60%)
3.4b Differentiate instruction for English language learners.	0	0	9 (36%)	15 (64%)

Table 1.2

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