CAEP Annual Accreditation Report Measures
On this page you will find Important measures of initial teacher certification programs at the °µÍø¸£Àûapp College of Education and Human Development.
Programs accredited by CAEP .
Undergraduate
- Elementary Education … All students in the EDE-BS program
- Secondary Education … All concentrations
- Kinesiology and Physical Education … Teaching/Coaching Option only
- Child Development and Family Relations … Early Childhood Education only
Graduate
- MAT, Master of Arts in Teaching … All students in the EDE-BS program
- MST, Master of Science in Teaching … All students in the MST program
CAEP REPORTING MEASURES
Measure 1: Completer effectiveness and impact on P-12 student learning.
The State of Maine does not collect unified measures of P-12 teacher effectiveness, or employment data tagged to the preparation program
CAEP accredited EPPs in the °µÍø¸£Àûapp System, including the °µÍø¸£Àûapp’s (UMaine) EPP, are working with the Maine Department of Education to design a process for making employment data regarding candidates from all initial certification programs available. Until that State process is complete, the UM system has implemented .
FD survey of COEHD graduates for 22-23 – ,
Highlights below:
Completed at least one internship – 85% (*note all EPP completers DO complete an internship via student teaching, they just didn’t respond as such. This is likely because we have never used the internship terminology previously with our students.
Felt prepared for work or graduate study – 91%
Felt satisfied with the University – 82%
A case study approach to better measure completer effectiveness and impact on P-12 learning will be conducted with focus groups of recent graduates in May 2024. Comments from the previous (2022) focus groups can be found here focus groups with PK-12 partner school districts.
Measure 2: Satisfaction of employers and stakeholder involvement.
Our Educational Preparation Program ensures effective partnerships through a collaboration with the Penobscot River Educational Partnership (PREP) that includes Higher Education Partners and regional Public School partners. This collaboration meets to plan professional development opportunities for our pre-service teachers and in-service educators, support clinical experience placements opportunities and identify areas for improvement and growth within this partnership.
Consistent communication with Mentor Teachers in Public Schools for our pre-service educators is vital to providing high quality clinical practice and experiences for our pre-service educators. This involves meetings prior to clinical experiences starting, multiple supervisions during clinical experiences and exit interviews upon completion of the experience. Reflection from pre-service educators, Mentor Teachers and University Supervisors are reviewed for continuous improvement within the clinical practice experiences for future pre-service educators. This process is essential to candidate preparation and continuous improvement for our Educational Preparation Program. We are extremely proud of this collaboration and the support structures between Higher Education partners and Public School partners.
Measure 3: Candidate competency at program completion.
The final measure of candidate performance on Standards and dispositions is done in the Field Experience assessment at the end of their program. This field experience requires an internship student teaching in a partner school for 600 hours. The Field Experience assessment measures all 11 standards and substandards, and all the Educator Disposition standards. These assessments are done by the student and their mentor teacher(s). The university supervisor then conducts an exit interview/Portfolio review, examines all the available evidence, and enters the Final Field Experience Assessment scores for all standards and dispositions.
The Field Experience Assessment scores for all years and programs can be found here:
21-22,22-23
Measure 4: Ability of completers to meet initial licensing and any additional state requirements.
According to the First-Destination Survey:
Employment Related to Major – 95%
% of Employed Working Full-Time – 78%
According to the State of Maine.
| Table 1 2017-2020 Employment Data: Teacher Certification College of Education and Human Development | ||||||
| YEAR | 2017-2018 | 2018-2019 | 2019-2020 | |||
| N | % | N | % | N | % | |
| Eligible for initial teacher certification | 85 | 100% | 65 | 100% | 85 | 100% |
| Licensed, employed in Maine | 40 | 47% | 43 | 66.2% | 49 | 57.7% |
| Licensed, NOT employed in Maine | 19 | 22.4% | 15 | 23% | 19 | 22.4% |
| Did not apply for license | 18 | 21.2% | 7 | 10.8% | 14 | 16.4% |
| Incomplete data | 8 | 9.4% | 0 | 0% | 3 | 3.5% |
Data, such as those presented in the table above have not been available for the past three years. CAEP-accredited EPPs in the °µÍø¸£Àûapp System are working with the Maine Department of Education to design a process for making employment data regarding candidates from all initial certification programs available. For this reporting year, 100% of the UMaine completers from all UMaine initial teacher certification programs met all certification requirements upon graduation.
More Program Information
Other College Information:
- – Cost and Loan Information
- — Data gathered by the National Center for Education Statistics about affordability, retention and loan default rates.
- — U.S. Department of Education site featuring information about UMaine.
- — Information on salaries by specialty and region.
— More detailed salary information.