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
 SECTION I: PASS RATESSECTION II: PROGRAM INFORMATIONSECTION III: CONTEXTUAL INFORMATIONSECTION IV: DATA TABLE - ATTACHMENTSECTION V: TITLE II REPORT APRIL 2016

SECTION I: PASS RATES

Data tables reporting  SAssessInstPassRates.pdf (144.01 KB) and summary pass rates are included as attachments to this report.

SECTION II: PROGRAM INFORMATION

  1. Total number of students enrolled in teacher education during 2015-2016: 579
  2. Total number of students in programs of supervised student teaching during the academic year 2015-2016: 677
  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:  3.656
  5. Average GPA of post-baccalaureate/graduate level teacher education program completers:  3.975
  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.

SECTION III: CONTEXTUAL INFORMATION
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 VISION The College of Education envisions a world in which every individual has equal access to life-long learning and opportunities for healthy development and each person’s distinct abilities are nurtured from potential to achievement. We aim to prepare accomplished professionals who can advance the learning and development of their students and who are ready to become leaders in the field of education. 
OUR MISSION Our mission is to foster the learning and development of PreK-12 students through our educator preparation programs, leadership, research, advocacy, and partnerships. We aim to prepare educators with the skills and commitments necessary to ensure equity for all students in the public schools and classrooms they will lead. The College of Education is dedicated to rigorous evidence-based research and responsibility to the surrounding community. Our core values include diversity and equity, innovation and creativity, internationalization, and policy engagement. 
EDUCATOR PREPARATION PROGRAMS 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, Donna L. Wiseman, 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 712), and special education. PreK-12 programs include art, 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), 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 49). 

Several new programmatic initiatives are underway to strengthen teacher preparation. The following examples are illustrative: UMD recently launched its 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 will increase 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. The implementation of Terrapin Teachers is expected to lead to increases in STEM teacher production across all levels, but especially in the secondary mathematics and science areas. 

UMD also is partnering 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.  The tentative start date for this initiative, which is designed to attract a more diverse candidate pool into STEM teaching, will be 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 major innovations in the STEM area, 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 will lead to dual certification.  This program, which has been identified as a model for the State, will allow 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.   

Also noteworthy, UMD is continuing its work as the lead institution for Maryland on a national initiative to implement edTPA, a performance-based teacher assessment system and licensure process for pre-service teachers. 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. 

SECTION IV: DATA TABLE - ATTACHMENT

Annual Institutional Questionnaire on Teacher Preparation:

ACADEMIC YEAR: 2014-2015

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:


Group

Number
taking
tests

Number
passing
tests

Pass
rate
(%)

State
Average
pass rate
(%)

All program completers, 2014-15 

330 

329

100 

98 

All program completers, 2013-14

295 

294

100 

98 

All program completers, 2012-13 

323

323

100 

98

Note;The overall pass rate is 100%.  There is a slight discrepancy between the number taking and the number passing the assessments, which can be attributed to recent changes in the testing requirements. Our candidates did not take the new assessments and were given permission from MSDE to use the recently expired exams for their teacher certification.  However, the scores from these older assessments do not appear in the Title II database for reporting. 

Data tables reporting single-assessment institutional pass ratesSingle Assessment Institutional Pass Ratessingle-assessment institutional pass rates and summary pass rates are included as attachments to this report.

SECTION V: TITLE II REPORT APRIL 2016

TITLE II REPORT APRIL 30, 2017 

 

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 kangel@umd.edu
    Donna North, Assessment Coordinator dnnorth@umd.edu
    Christopher Cooks, Coordinator – Assessment:  Database Development & Operations cacooks@umd.edu