Sidewalk M, diverse group of students. students meeting, Benjamin Building sign

College of Education Assessment Office

The Assessment Office handles daily operations associated with assessment and accreditation for educator preparation programs in the College of EducationKey functions of the Assessment Office include:

  • Ensuring that the college and its departments comply with the assessment standards of relevant accrediting bodies, including the Council for the Accreditation of Educator Preparation (CAEP) and Middle States
  • Serving as a resource for updated assessment-related information associated with CAEP, Middle States, and the Specialized Professional Associations (SPAs) – e.g., National Council of Teachers of Mathematics, Council for Exceptional Children, etc.
  • Collecting, analyzing, and organizing assessment data from campus databases and the College of Education LiveText Assessment and Accreditation Management System to support ongoing assessment, accreditation, and program improvement efforts
  • Maintaining program and College-level data for all professional educator programs
  • Assisting programs with the collection of data and program reporting associated with the Middle States Learning Outcomes Assessment Plans
  • Overseeing the ongoing development and implementation of the College’s LiveText Assessment and Accreditation Management system
  • Collaborating with the College’s edTPA Office to provide ongoing coordination and logistical support for edTPA implementation efforts in educator preparation
  • Overseeing survey operations and compiling course evaluation data to support program-specific and College-wide programmatic improvement efforts
  • Preparing the annual Title II Report submission and other external data reports
  • Providing logistical support for the annual COE Assessment Retreat and Principals meetings, and for the ongoing Professional Development School (PDS) Coordinators, Educator Preparation Committee, PDS County Directors, and Principals Advisory Board meetings and events
  • Serving as a one-stop-shop for all assessment-related activities for educator preparation programs in the College of Education


Praxis II Data 


  1. Total number of students enrolled in teacher education during 2018-2019: 510
    (includes candidates who have been fully admitted to special education programs)
  2. Total number of students in programs of supervised student teaching during the academic year 2018-2019: 690
  3. The clinical internship includes a minimum of 100 days.  The total number of clock hours required for student teaching is 650 hours.
  4. Average GPA of undergraduate teacher education program completers:  3.623
  5. Average GPA of post-baccalaureate/graduate level teacher education program completers:  3.921
  6. The teacher preparation program is currently approved by the state.
  7. The teacher preparation program is not currently designated as "low-performing" by the state as defined by section 208(a) of the HEA of 1998.
  8. The teacher preparation program is not currently designated as “at risk of being designated as ‘low performing’ by the state” as defined by section 208(a) of the HEA of 1998.


The College of Education is committed to providing teacher education programs that foster development of critical knowledge and skills needed to effectively teach all children, PreK-12, in our diverse and multicultural society. Our programs reflect the College of Education's mission of excellence and equity through research, teaching, and service. We are committed to drawing upon research to improve our practice. Our professional preparation programs include rigorous and relevant coursework and field experiences to help our students develop the knowledge, skills, and dispositions necessary for successful teaching careers.

The teacher preparation programs at the University of Maryland (UMD) engage students in both content and pedagogical knowledge through a combination of rigorous academic coursework and multiple field experiences in diverse classroom settings. These complementary experiences enhance our graduates’ commitment to the education profession and help to advance their students’ learning and development, while fostering equity in the schools where they work. As a result of this thorough preparation in both content and pedagogy, our graduates enter the teaching profession ready to embrace their responsibility for advancing the learning and development of their PreK-12 students, advocate for equity in the school districts and classrooms where they work, and lead others toward these same goals.

We are committed to excellence and equity for our faculty, staff and students. Our goal is not solely to prepare good educators, but to prepare exceptional educators who understand teaching and learning and commit themselves to meet the needs of a diverse student body within the community and schools in which they work.

Our programs help meet the growing need for teachers of English Learners and students with disabilities--in both specialized and inclusive classrooms. We take a critical look at technology in the classroom, investigating what advances learning and supports teacher-identified needs, as we develop educators prepared for the classrooms of today. Our innovative teacher education programs are designed to broaden and sustain the educator pipeline, whether through dual degree programs for high schoolers, programs that bring para-educators into the teaching field, or certificate programs that serve existing teachers' needs.


As a visible leader and go-to source for research and evidence-based innovations in education and human development, the University of Maryland College of Education will fearlessly lead efforts to transform educational contexts and learning experiences. Our work will expand access to high quality educational opportunities that empower individuals to reach their goals and contribute to the broader civic, democratic, and economic goals of society. 


The mission of the College of Education is to enhance the lives of individuals, families, schools, and communities through our research, teaching, and engagement. We create knowledge about critical facets of education and human development, and share that knowledge to improve lives in Maryland and throughout the broader national and international community. We prepare students to be the next generation of scholars, educators, and transformative leaders.


The college programs prepare educators, counselors, psychologists, administrators, researchers, and educational specialists. Graduates work with individuals from infancy through adulthood in schools, community agencies, colleges, and universities. Educational programs are accredited and approved by the following: National Council for Accreditation of Teacher Education/Council for the Accreditation of Educator Preparation, the Maryland State Department of Education, and the American Psychological Association. The college is ranked among the top schools of education in the nation by U.S. News & World Report.

The unit is directed by the Dean of the College of Education, Jennifer King Rice, Ph.D.

The University of Maryland, College Park provides unique opportunities to obtain a high quality teacher education. The University's status as a Research, Flagship University means that faculty must demonstrate not only excellent teaching but must also conduct high quality research that advances knowledge about education. Maryland also offers highly diverse environments for practice and study in its urban and suburban school districts. Our programs encourage inquiry and reflection, teaching for understanding, embracing diversity and building democratic learning communities - the core tenets of successful teaching and learning.

Education professionals assume many roles, and need to draw upon many types of knowledge including knowledge of subject matter, curriculum, learners, educational goals and assessment, social context, and pedagogy. The knowledge base from these areas, including that associated with the Interstate New Teacher Assessment and Support Consortium (INTASC) Model Core Teaching Standards, has guided the development of performance standards in initial teacher preparation programs in the College.

As part of the state flagship institution, the College creates model teaching and teacher preparation programs involving research and service in elementary (grades 1-6), middle level education (grades 4-9), secondary education (grades 7- 12), and special education. PreK-12 programs include art, dance, physical education, world language education, and teaching English to speakers of other languages.  The School of Music offers a PreK-12 program in music education that also is affiliated with the College. The secondary education programs, which require a major in a content area associated with the teaching major, include English, mathematics, science (including agriculture), computer science, and social studies education. The special education programs lead to special education teacher certification in an early childhood or elementary/middle level area with an emphasis on severe disabilities. The College also offers a middle school program in mathematics and sciences, which prepares candidates to teach in middle school settings (grades 4- 9).

Several programmatic initiatives are underway to strengthen teacher preparation. The following examples are illustrative: UMD has instituted a UTeach replication, Terrapin Teachers. This program is expected to increase the number of high-quality secondary science, technology, engineering and mathematics (STEM) teachers and to expand the university's offerings that enable undergraduate students in STEM fields to receive both a subject-matter degree and teaching certification. Terrapin Teachers increases the engagement of our on- campus faculty and local school districts in the shared venture of preparing future STEM teachers who will help us make the Common Core State Standards in mathematics and the Next Generation Science Standards a reality. Terrapin Teachers is expected to lead to increases in STEM teacher production across all levels, but especially in the middle and secondary mathematics and science areas.

UMD also is expanding development of cohort-based programs that meet specific school district needs and that will ensure a steady flow of student enrollments that reflect the diversity of Maryland’s P12 population.  The College has been collaborating with Montgomery County Public Schools (MCPS) to design programs to help district para-professionals transition into teaching careers.  Building upon the long-standing success of the Creative Initiatives in Teacher Education (CITE) program, which prepares para-educators to earn their teacher certification in elementary education,  the College plans to not only increase the number of individuals who will be able to transition from being a paraprofessional to a fully certified elementary teacher, but also to increase the number of MCPS teachers who meet the qualifications to obtain an additional endorsement in special education or Teaching English to Speakers of Other Languages.  Key program components include flexible curricular offerings that including online, hybrid and evening and weekend course work; a program structure that allows para-educators to use their existing classroom setting as early field experiences so that they can continue to receive pay and benefits through MCPS; and the use of a cohort model that encourages development of a professional learning community.

UMD also is collaborating with Prince Georges County Public Schools (PGCPS) and Prince Georges Community College (PGCC) to develop an Early College program that will lead to an Associate of Arts degree in Middle School Mathematics and Science, Early Childhood/Early Childhood Special Education, or Elementary/Special Education. The start date for this initiative, which is designed to attract a more diverse candidate pool into STEM teaching and other critical shortage areas, was fall 2017, with the first students expected to matriculate at UMD with their Associate of Arts degree in fall 2021. The aim is to place these students in internships in PGCPS and to use these placements to actively recruit the candidates into teaching positions in the district.

In addition to promoting grow-your-own programs in critical shortage areas, instituting major innovations in STEM teacher preparation, and offering more flexible curriculum options to meet the needs of support professionals in local school districts, the College recently completed a transformation of its early childhood and special education teacher preparation programs to launch a revised, truly blended early childhood, special education program that leads to dual certification. This program, which has been identified as a model for the State, allows graduates to be prepared to meet the needs of typically developing and atypically developing children from birth through age 8/grade 3. A unique aspect of the modified program is a focus on children who are at environmental risk due to poverty, immigration, and/or language.  The College also is in the process of implementing a new program track in the special education program, which will qualify candidates for an additional certification in elementary education.

UMD is continuing its work as one of the lead institutions for Maryland on a national initiative to implement edTPA, a performance-based teacher assessment system and licensure process for pre-service teachers.  The College is one of the founding members of the Maryland edTPA Collaborative, and recently hosted the 2019 Mid-Atlantic edTPA Conference at UMD.  The edTPA is a nationally- recognized and normed assessment that will allow us to compare our candidates with others around the country, ultimately raising the standard for teacher preparation on campus, in Maryland, and nationally. The edTPA is not only expected to play a major role in elevating the professional and pedagogical preparation we provide to our candidates, but also in documenting our graduates’ impact on PreK-12 student learning, which is a paramount concern for school systems.

Also noteworthy, the College was recently awarded a three-year, $2,332,138 Teacher Collaborative Grant from the Maryland State Department of Education for its Maryland Professional Development Schools 2025 (MD PDS 2025) project. UMD is partnering with Montgomery County and Prince George’s County Public Schools and Montgomery County and Prince George’s County Education Associations to collaboratively reimagine Professional Development Schools to serve as hubs of learning for new and experienced teachers and teacher candidates. To achieve this goal, collaborators plan to offer innovative, site-based professional development for teachers and teacher candidates, tailored support for mentor teacher candidates, and a practicum that brings teacher preparation into the 21st century.

Finally, a new partnership signed January 27, 2020 by the College of Education and Prince George’s County Public Schools (PGCPS) will create joint faculty appointments, increase teacher and school leader training, and prioritize using evidence-based approaches to solving challenges such as the achievement gap and absenteeism.  The new PGCPS/UMD Improvement Science Collaborative, based in the college’s Center for Educational Innovation and Improvement, will bring together researchers and experts with practitioners and school leaders and provide innovative educational and professional opportunities for graduate students as well as employees of the college and the school district. 

The CEii will serve as the planning hub for the PGCPS/UMD Improvement Science Collaborative, which is based on improvement science principles that bring together researchers and experts in co-equal partnership with practitioners and school leaders to create evidence-based approaches to solving pressing school issues.  The partnership is committed to research that is directly relevant to local schools’ needs, as they identify them.  The Collaborative will also focus on the preparation of high quality teachers and leaders, in line with the recommendations of the Kirwan Commission, which examined Maryland PreK-12 education practices, policies and funding to improve students’ college and career readiness.  The CoE views this new partnership as a way to create a pipeline of highly effective and diverse educators who are prepared to address issues and challenges germane to PGCPS.


Annual Institutional Questionnaire on Teacher Preparation:

ACADEMIC YEAR: 2017-2018

The College of Education pass rates for program completers (as defined by Title II for USDE data reporting purposes) for the past three years follow:





pass rate

All program completers, 2018-19





All program completers, 2017-18 





All program completers, 2016-17





Note: The overall pass rate is 100%.  A small number of UMD’s program completers
(predominantly ESOL) for 2017-2018 initially attempted, but did not pass the Praxis CORE. They subsequently passed the GRE or SAT to fulfill MD’s Basic Skills Assessment Requirement. Scores from SAT and GRE tests are not included in the calculation of Title II pass rates because these assessments were not designed to test the knowledge of beginning teachers. While SAT and GRE tests are often used as waivers or exemptions from taking basic skills tests for program entry or initial licensure, they are not considered part of federal pass rate reporting on the quality of teacher preparation. As a result, instead of having a 100% summary pass rate for the licensure exams, the 2017-18 cohort of UMD program completers had a 98% pass rate. It is important to note, however, ALL of UMD’s teacher candidates ultimately met the State of Maryland’s qualifying scores for the Basic Skills Assessment.  (Note:  Praxis test results for two of the 218 UMD completers for 2018-19 are not reflected in the above table.)


UMD Title II May 2020 Report
Teacher Education Production
edTPA Evaluation Results
Student Default Rates
Exit Survey Results 2018-2019
Exit Survey Results 2017-2018
Exit Survey Results 2016-2017

Career Center Survey Results 
Graduation Rates Time to Degree
MLDS Placement Retention Data
Conceptual Framework Executive Summary

Students will use LiveText to complete their edTPA portfolio and document their performance on the Technical Standards/Foundational Competencies and the Maryland Teacher Technology Standards. For more information visit the College of Education LiveText webpage.

    Contact Information:

    Dr. Kathy Angeletti, Assistant Dean and Executive Director of Teacher Education
    Donna North, Assessment Coordinator
    Christopher Cooks, Coordinator – Assessment:  Database Development & Operations