Teacher Education Summary Data 2023-2024

2023-2024 Accountability Measures based on data collected during 2022-2023

Measure 1: Completer Effectiveness (Component R4.1)

Data below is from the NExT Common Metrics Supervisor Survey conducted in Spring 2023. The response rate for this survey was 68% based on invited supervisors of first-year teachers during the 2022-2023 academic year who were graduates of MSUM. This represents 19% 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 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 Fall 2023. Preliminary data for this measure are expected to become available to the public by Spring 2025.

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 2022-2023 academic year. Survey data represents responses from all undergraduate programs at MSUM.

MSUM 2022-2023 Response Rate:

Supervisor Survey (SS) = 68% 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 variablity from the previous year is noted in the items presented above (2021-2022, M = 3.70 (0.47) and 3.41 (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 remain stable from previous year’s data (2021-2022, M = 3.44 (0.70) and 3.30 (0.67) 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 downward across several recent 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). This year’s data indicates the slight downward trend remains consistent.

Instructional Practice (SS):

Two items within Instructional Practice supervisors consistently indicate as areas of strength are highlighted above. The 2023 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).

Sample of Qualitative Comments from Supervisor Survey:

[New Teacher] has been a wonderful addition to the kindergarten team this year. She is a natural teacher and student advocate. I appreciate her willingness to differentiate and use data to guide her RTI lessons.

I have been highly impressed with [New Teacher]'s command of curriculum, her connections with students and parents and her classroom management that promotes engagement, student ownership and joy of learning.

[New Teacher] is a wonderful addition to our staff.

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 Fall 2022 to reflect completers from previous three years.

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 2022-2023 academic year. Individual program data is not publicly presented due to low n’s in several content areas.

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.