Teacher Education Summary Data 2022-2023

2022-2023 Accountability Measures based on data collected during 2021-2022

Measure 1: Completer Effectiveness (Component R4.1)

Data below is from the NExT Common Metrics Supervisor Survey conducted in Spring 2022. The response rate for this survey was 43.5% based on reachable supervisors of first-year teachers during the 2021-2022 academic year who were graduates of MSUM.

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 under development/not yet available due to completion of Phase 1 of the NExT Teacher Effectiveness Project (see 2020-2021 annual reporting measures for a summary of the project). A phase-in plan to complete a new project that includes more direct measures of completer impact in the classroom is currently in the beginning stages. The EPP plans to annually collect evidence from a sample of completers beginning in Spring 2023. Preliminary data for this measure are expected to become available to the public by Spring 2024.

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 2021-2022 academic year. Survey data represents responses from all undergraduate programs at MSUM.

MSUM 2021-2022 Response Rate:

Supervisor Survey (SS) = 43.5% of reachable supervisors

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 decline in the mean and increase in variability (SD) from the previous year is noted in the items presented above (2020-2021, M = 3.73 (0.50) and 3.61 (0.49) 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 remain stable with 2021-2022 data showing a slight decline from previous year’s data (2020-2021, M = 3.61 (0.54) and 3.49 (0.55) 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 upward across the three most recent data cycles. Additionally, the two items which showed a decrease in means over time: 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) and 2) differentiates instructions for students with IEPs and 504s (2018 M = 3.57, 2019 M = 3.66, and 2020 M = 3.55) showed improvement in 2021 (M = 3.56 and 3.59, respectively) and remained consistent in the 2022 data presented above.

Instructional Practice (SS):

Two items within Instructional Practice supervisors consistently indicate as areas of strength are highlighted above. The 2022 data shows consistency in these two areas with previous annual data on the same items (2020 data: M = 3.66 and M = 3.69, and 2021 data: M = 3.83 and M = 3.73, respectively).

Sample of Qualitative Comments from Supervisor Survey:

[New teacher] is probably the best first year kindergarten teacher I have observed in all my years in administration. She has it! Outstanding all around!

[New teacher] ] is an excellent teacher that is willing to do anything needed to make the school successful. Lucky to have her!

[New teacher] is VERY humble and willing to learn.

Advanced Programs: Satisfaction of employers and stakeholder involvement data is gathered through a structured focus group process. Below is a summary of employer responses during focus groups completed during Fall 2022 to reflect completers from previous three years.

Measure 3: Competency at Completion (Component 3.3)

Pass rate data is reported based on Title II data. Title II definitions are as follows:

• Pass rate = The percentage of students who passed assessment taken for an initial teaching credential in the field of preparation.
• Single assessment pass rate: The percentage of students who passed the assessment among all who took the assessment.
• Summary pass rate: The percentage of students who passed all tests they took for their area of specialization among those who took one or more tests in their specialization areas.

MTLE Summary Pass Rates (Pedagogy) -

• Early Childhood (n = 13)
  • Subtest 1 = 100%
  • Subtest 2 = 100%
• Elementary (n = 70)
  • Subtest 1 = 100%
  • Subtest 2 = 100%
• Secondary (n = 23)
  • Subtest 1 = 87%
  • Subtest 2 = 100%

Specific content area passing rates are not publicly reported due to low n’s in several content areas.

Median GPA - Undergraduates

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.