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.

Current data can be found on the Accreditation & Program Data page. See program data from past years below.

Program Data – 2022-2023 (as reported in Spring 2024)

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=17):
  • Table 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.

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

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 instruction0%6%36%59%
4.1 Engage in ongoing professional learning to provide all learners with engaging learning experiences0%6%36%59%
4.3 Reflect on teaching practice to improve instruction0%6%53%41%
Total n = 17

Satisfaction of Employers

Measure 2 (R.4.2, R5.3)Employer satisfaction with program completers hired
Data Source: Principal/Employer Survey     Collection Period: Spring 2024   n=11
Domain 1: The Learner and Learning
QuestionSomewhat preparedVery /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%
Average95%
Domain 2: Content
QuestionSomewhat preparedVery 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%
Average91%
Domain 3: Instructional Practice
QuestionSomewhat preparedVery 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%
Average91%
Domain 4: Professional Responsibility
QuestionSomewhatpreparedVery 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%
Average98%

Program Data – 2021-2022 (as reported in Spring 2023)

Satisfaction of Employers

The 2022 supervisor/principal survey data can be found below.

Description:

  • Table 2 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.

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

IndicatorNot at all prepared (1)Somewhat prepared (2)Well prepared (3)Very well prepared (4)
1.2 Ensure an inclusive learning environment for all learners0%14%43%43%
2.3 Integrate cross-disciplinary skills (e.g., critical thinking, problem solving, creativity, communication) to help learners use content0%21%43%36%
3.5 Use technology in the classroom appropriately to support instruction0%14%50%36%
Total n = 14

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 2022.

Highlights:

  • In the area of The Learner and Learning (Domain 1), 96.9% 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), 95.6% of ratings fall into the categories of proficient and distinguished
  • In the area of Professional Responsibility (Domain 4), 96.0% of ratings fall into the categories of proficient and distinguished
  • In the area of Technology (Maine Standard 11), 95.9% of ratings fall into the categories of proficient and distinguished
InTASC Domains and Maine Standard 11% Does Not Meet% Basic / Emergent% Proficient% Distinguished
Domain 1: The Learner and Learning (InTASC 1-3)0.0%3.2%90.5%6.4%
Domain 2: Content (InTASC 4-5)0.0%3.5%85.8%10.4%
Domain 3: Instructional Practice (InTASC 6-8)0.0%4.2%87.6%8.0%
Domain 4: Professional Responsibility (InTASC 9-10)0.0%4.1%90.0%6.0%
Maine Standard 11 (Technology)0.0%4.2%82.3%13.6%

Employment

The employment survey was sent to 92 Initial-level licensure program completers in May 2022 (with follow-up reminders throughout summer 2022). 63 completed the survey to report employment in their field (63.6% survey completion rate).

Highlights:

  • At completion, 95.2% of respondents reported full-time employment in the education field
  • At completion, 95.2% of respondents reported employment as teachers

Table 3.1 Type of employment

Full-TimePart-TimeTemporary (sub)Not employed
95%3%2%0%
Total n = 63

Table 3.2 Position title

TeacherEd Tech IIISubstitute teacherOther staff
95%1%1%3%
Total n = 63

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

Program Data – 2020-2021 (as reported in Spring 2022)

Novice Educator Survey 2021

Description:

  • 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

IndicatorNot at all prepared (1)Somewhat prepared (2)Well prepared (3)Very well prepared (4)
1.2 Ensure an inclusive learning environment for all learners04 (25%)3 (18.7%)9 (56.3%)
1.3 Develop and maintain a positive learning environment that engages all learners007 (43.7%)9 (56.3%)
4.4 Work collaboratively with colleagues to meet the needs of all learners02 (12.5%)4 (25%)10 (62.5%)
Total n = 16

Table 1.2

IndicatorNot at all prepared (1)Somewhat prepared (2)Well prepared (3)Very well prepared (4)
3.2 Plan for instruction aligned to content standards1 (6.2%)3 (18.8%)6 (37.5%)6 (37.5%)
3.4a Differentiate instruction for students with disabilities07 (43.7%)3 (18.8%)6 (37.5%)
3.4b Differentiate instruction for English language learners2 (12.5%)7 (43.7%)3 (18.8%)4 (25%)
Total n = 16

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

IndicatorNot at all prepared (1)Somewhat prepared (2)Well prepared (3)Very well prepared (4)
1.2 Ensure an inclusive learning environment for all learners002 (33.3%)4 (66.7%)
3.5 Use technology in the classroom appropriately to support instruction002 (33.3%)4 (66.7%)
4.3 Reflect on teaching practice to improve instruction003 (50.0%)3 (50.0%)
Total n = 6

Table 2.2

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 content02 (33.3%)4 (66.7%)0
3.3 Use a variety of instructional strategies appropriately03 (50.0%)2 (33.3%)1 (16.7%)
3.4b Differentiate instruction for English language learners03 (50.0%)3 (50.0%)0
Total n = 6

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% Does Not Meet% Basic / Emergent% Proficient% Distinguished
Domain 1: The Learner and Learning (InTASC 1-3)0.0%2.5%83.6%13.9%
Domain 2: Content (InTASC 4-5)0.0%3.8%83.8%12.4%
Domain 3: Instructional Practice (InTASC 6-8)0.0%5.3%82.1%12.6%
Domain 4: Professional Responsibility (InTASC 9-10)0.0%1.1%87.3%11.6%
Maine Standard 11 (Technology)0.0%3.7%77.7%18.6%

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

Table 3.1 Type of employment

Full-TimePart-TimeTemporary (sub)Not employed
58 (95.1%)1 (1.6%)2 (3.3%)0
Total n = 61

Table 3.2 Position title

TeacherEd Tech IIISubstitute teacherOther staff
56 (91.8%)2 (3.3%)2 (3.3%)1 (1.6%)
Total n = 61

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.