Teacher Education Summary Data 2024-2025

2024-2025 Accountability Measures based on data collected during 2023-2024

Measure 1: Completer Effectiveness (Component R4.1)

Data below is from the NExT Common Metrics Supervisor Survey conducted in Spring 2024. The response rate for this survey was 56% based on invited supervisors of first-year teachers during the 2023-2024 academic year who were graduates of MSUM. This represents 31% of completers with known employment information.

According to the NExT Teacher Effectiveness Work Group (2018), “Common Metrics surveys have been psychometrically analyzed for factors related to teaching such as planning for instruction, instructional practices, assessment, and professionalism.” An additional factor, student engagement, has also been found. Teachers who utilize effective student engagement strategies also tend to positively impact student learning. The items below represent the six survey items aligned to the student engagement factor (NExT Teacher Effectiveness Work Group, 2018). Based on the Supervisor Survey data presented below, MSUM graduates display strong student engagement skills during their first year of teaching.

NExT Teacher Effectiveness Work Group. (2018). Preparing effective teachers: Multiple approaches to ensuring teaching quality and impact. M. Sato & R.M. Lloyd (Eds.). Minneapolis, MN: Network for Excellence in Teaching. Retrieved from: nextdigitalhandbook.org

_{Note. Scale: 1 = Disagree; 2 = Tend to Disagree; 3 = Tend to Agree; 4 = Agree.
^a“Unable to Respond” responses were excluded from the mean calculation.}

Measure 1: Completer Impact (Component R4.1)

Data for Measure 1: Completer Impact is currently being measured by CPAST from The Ohio State University during the program completers student teaching experience. Data is collected at the mid-point and at the end of the experience. This data represents the first year of implementation at the EPP, so data may vary in future years as everyone adapts to a new instrument and process.

^{Note. Scale: 0= Does not meet expectations; 1 = Emerging; 2 = Meets Expectations; 3 = Exceeds Expectations}

Measure 2: Satisfaction of Employers and Stakeholder Involvement (Components R4.2 | A.4.1 | 5.3)

Initial Programs: Satisfaction of employers is evidenced from quantitative responses and qualitative comments provided on the NExT Common Metrics Supervisor Survey (SS). This data represents the 2023-2024 academic year. Survey data represents responses from all undergraduate programs at MSUM.

MSUM 2023-2024 Supervisor Survey (SS) response rate was 56%. Each NExT Common Metrics survey is designed to collect information related to four constructs: Professionalism, Learning Environment, Diverse Learners, and Instructional Practice. The below summaries provide information related to each construct. Data indicates consistency across annual reporting years. Means are based on a four-point scale.

Professionalism (SS):

_{Note. Scale: 1 = Disagree; 2 = Tend to Disagree; 3 = Tend to Agree; 4 = Agree.
^a“Unable to Respond” responses were excluded from the mean calculation.}

Consistently, supervisors of MSUM graduates indicate candidates demonstrate positive skills within this area. A slight increase in the mean and decrease in variability from the previous year is noted in the items presented above (2022-2023, M= 3.62 (0.65) and 3.31 (0.64) for each item respectively).

Learning Environment (SS):

_{Note. Scale: 1 = Disagree; 2 = Tend to Disagree; 3 = Tend to Agree; 4 = Agree.
^a“Unable to Respond” responses were excluded from the mean calculation.}

Item means within the Learning Environment scale increased in the mean and decreased in variablility from previous year’s data (2022-2023, M = 3.38 (0.87) and 3.38 (0.87) for each item, respectively).

Diverse Learners (SS):

_{Note. Scale: 1 = Disagree; 2 = Tend to Disagree; 3 = Tend to Agree; 4 = Agree.
^a“Unable to Respond” responses were excluded from the mean calculation.}

Data indicates that item means within this scale are trending slightly upward which is different than the last several data cycles: 1) Effectively teaches students from culturally and ethnically diverse backgrounds and communities (2018 M = 3.64, 2019 M = 3.63, and 2020 M = 3.52, 2021 M = 3.56 and 2022 M = 3.56) and 2) differentiates instructions for students with IEPs and 504s (2018 M = 3.57, 2019 M = 3.66, and 2020 M = 3.55, 2021 M = 3.59 and 2022 M = 3.56).

Instructional Practice (SS):

Two items within Instructional Practice supervisors consistently indicate as areas of strength are highlighted above. This year’s data shows consistency in these two areas with previous annual data on the same items (2021 data: M = 3.83 and M = 3.73 and 2022 data: M = 3.70 and M = 3.67 respectively, and 2023 data: M=3.69 and M=3.69 respectively).

Sample of Qualitative Comments from Supervisor Survey:

[New Teacher] is a very impressive first year teacher. She has high expectations for her students and does a wonderful job engaging and instructing. She has a great rapport with her families and does well with communication.

Extremely impressed with [New Teacher] as a first year teacher. If you did not know it, you wouldn't guess it was her first year in the profession.

[New Teacher] is an outstanding first year teacher. Very professional and goes above and beyond to help all of her students.

Advanced Programs: Satisfaction of employers and stakeholder involvement data is gathered through a structured focus group process that occurs every other year.

Below is a summary of employer responses during focus groups completed during Spring 2025 to reflect completers from previous three years in Educational Leadership programming.

Measure 3: Competency at Completion (Component 3.3)

Minnesota Professional Educator Licensing and Standards Board (PELSB), which approves institutions and licensure programs to prepare teachers, uses edTPA as one measure of teacher preparation program effectiveness. The edTPA is a performance assessment requiring teacher candidates to complete three tasks. PELSB has approved the following cut scores per task:

• Task 1 (Planning): Cut score 13
• Task 2 (Instruction): Cut score 13
• Task 3 (Assessment): Cut score 12

The edTPA is one measure of candidate competency at completion of their teacher preparation program. All candidates are required to complete the edTPA during student teaching. The below data represents the task means for the 2023-2024 academic year. Individual program data is not publicly presented due to a low n in several content areas.

The edTPA task scores in planning, instruction, and assessment saw an overall increase in the 2023-2024 academic year, especially in task 3, assessment. (Fall 2022 M= 14.6, 14.1, and 14.0 and Spring 2023 M= 14.5, 14.3, 14.5).

Measure 4: Ability of Completers to Be Hired in Education Positions for Which They Have Prepared (initial & advanced levels)

Graduate employment rates are presented by major within each academic college.