Educator Preparation Program (EPP) Accreditation :: Mayville State University

CAEP Accountability Measures

The Mayville State University EPP is committed to sharing completer impact and outcomes data with a wide audience. Each year, the EPP updates and publicly collects, analyzes, and reports data on completer impact, employer satisfaction, candidate competency, and completer employment information on this website. See below for an outline of our four (4) CAEP Accountability Measures.

Accreditation and Annual Reporting Measures

Mayville State University is accredited by The Higher Learning Commission (HLC) and is a member of the North Central Association (NCA).

Higher Learning Commission
Telephone: 1-800-621-7440
Fax: 312-263-7462
E-mail: info@hlcommission.org
Web site: www.hlcommission.org

The Division of Education is currently accredited by the Council for the Accreditation of Educator Preparation (CAEP). Program Accreditation provides recognition that the content and quality of the program has been evaluated and meets standards set by the profession. Students and their families can be assured that appropriate knowledge and skill areas are included and that the program is stable, both professionally and financially. CAEP-accredited programs are reviewed against professionally approved standards, ensuring a high-quality academic program. Mayville State's Teacher Education programs received complete accreditation in the fall of 2020 which lasts 7 years.

Council for the Accreditation of Educator Preparation
Telephone: (202) 223-0077
E-mail: caep@caepnet.org
Website: caepnet.org

Accredited Education Programs

The following list reflects the Initial Licensure programs that were reviewed and accredited by CAEP during the EPP’s last site visit in the Spring of 2020:

The EPP also offers a licensure program at the graduate level beginning in the Summer of 2022:

Master of Education (MEd) - Special Education

State Program Approval

All North Dakota teacher education and counseling programs must be reviewed on a seven-year cycle. Without this approval, Mayville State teacher candidates would not be licensed in North Dakota. The governing board in North Dakota, Educator Standards and Practices Board (ESPB), is responsible for continually reviewing the North Dakota standards and procedures pertaining to licensure and program approval. Information about the process of applying for licensure can be found at their website: www.nd.gov/espb/

Teacher licensure and credentialing is also regulated by the ND Department of Public Instruction. Information about requirements can be found at their website: https://www.nd.gov/dpi/educators/credentials-and-certificates

Completion of academic degree programs in education do not guarantee licensure, certification, credentialing, or placement of our graduates. A graduate who seeks licensure, certification, and/or credentialing in any state or jurisdiction will work with their faculty advisor for support and guidance.

Measure 1 (Initial): Completer Effectiveness (R4.1)

As part of our continuous improvement efforts, Mayville State University's EPP uses multiple instruments to measure completer effectiveness and impact on P-12 learning and development. Indicators of teaching effectiveness are measured in a variety of ways, including completer surveys, supervisor surveys, and supervisor evaluations. The EPP's use of multiple measures provides a more complete description of student growth and completers' success in the classroom and follows recommendations of best practices to investigate teaching effectiveness.

Each spring, findings on completer satisfaction are collected from a survey administered to Mayville State Alumni. All completers/graduates are invited to complete the Transition to Teaching Survey (TTS), but those who are currently teaching complete an additional section to rate the quality of their preparation. The TTS asks Mayville State University (MSU) graduates to evaluate their perception of the quality of their instructional practices, their ability to work with diverse learners, ability to establish positive classroom environment, and level of professionalism. The survey is administered approximately one year after the graduates complete their preparation program.

On the survey, completers’ satisfaction with their preparation being relevant to the responsibilities they confront on the job and their preparation being effective are indicated with tends to agree (3) and agree (4) ratings. Mayville State University’s Teacher Education Program has set an acceptable target of an average of 3.0 or higher on all indicators (all tends to agree or agree). EPP results are also compared to North Dakota EPP results to ensure commensurate scores, ultimately aiming for higher scores than both the North Dakota average. Results of the survey are reviewed annually by the Division of Education and Teacher Education Committee faculty. The most recent results can be found in the table below:

Transition to Teaching Survey (TTS) Scores (4-point scale)	Year 1 2016	Year 2 2017	Year 3 2018	Year 4 2019	Year 5 2020	Year 6 2021	Year 7 2022	Year 8 2023
Instructional Practice	3.39	3.28	3.40	3.55	3.59	3.55	3.58	3.58
Diverse Learners	3.16	2.96	3.06	3.28	3.36	3.37	3.40	3.26
Learning Environment	3.46	3.49	3.37	3.54	3.68	3.60	3.38	3.53
Professionalism	3.48	3.45	3.33	3.55	3.64	3.61	3.55	3.58
Overall Graduate Ratings	3.37	3.30	3.29	3.48	3.57	3.53	3.48	3.49

At the end of the Transition to Teaching Survey (TTS), completers are asked four questions related to their impact on student learning. The questions, and qualitative analysis of responses from the 2023 completer results can be found below:

Questions	Analysis
Do you consider your teaching to be effective?	Many first-year teachers/completers express confidence in their effectiveness, attributing it to building strong relationships with students, collaborating with families and colleagues, and observing positive academic outcomes. Some acknowledge the ongoing learning process in teaching, emphasizing the need for continuous improvement and adaptation. Despite occasional self-doubt, many teachers cite evidence such as evaluations, student progress data, and personal connections to affirm their belief in their effectiveness as educators. The responses highlight a combination of self-assurance, reflective practice, and a commitment to evolving teaching methods.
Are there any factors that limit, or have limited, your ability to teach effectively?	Mayville State Alumni cite various challenges limiting their ability to teach effectively including time constraints, exhaustion, and burnout. Some express frustration with insufficient preparation or resources, particularly in dealing with diverse curriculums or navigating changes in scheduling. Budget constraints in small rural schools are highlighted, impacting the availability of necessary equipment, and requiring extra effort in securing grants. Student behaviors, lack of family involvement, and issues like student reluctance and absences also contribute to hindrances in creating an optimal learning environment. Overall, the comments underscore the multifaceted nature of obstacles faced by teachers in their pursuit of effective teaching.
What other factors (besides your knowledge, skills, dispositions, or MSU's Education Program) influence your students' achievement?	Several factors (besides knowledge, skills, dispositions, and preparation at Mayville State) influencing student achievement were highlighted in the responses, with a strong emphasis on the significance of building positive relationships. Completers stressed the impact of understanding and meeting students' individual needs and creating a supportive and trusting environment. Factors such as background knowledge, socio-economic conditions, and family dynamics are recognized as contributors to student success. Effective communication, mentorship, and individual teaching skills, including patience and approachability, are also acknowledged as influential elements in fostering student achievement. Overall, the comments emphasize the holistic approach to education, emphasizing not only academic support but also the importance of emotional connections and positive engagement.
Do you perceive your preparation in MSU's Education Program as relevant to the responsibilities you confront on the job?	Comments from completers on this question reflect positive attitudes on the relevance of Mayville State’s education programs to the responsibilities they face in the classroom. Most graduates feel well-prepared and believe Mayville State University equipped them with the necessary skills and knowledge to be successful. Very few students mentioned gaps in their preparation, specifically lacking knowledge of special education. Most express satisfaction with the practical application of strategies, strong relationships with professors, and relevant programming. Overall, the responses indicate a strong, positive alignment of Mayville State’s education programs with the demands of teaching roles.

Measure 2 (Initial and Advanced): Satisfaction of Employers and Stakeholder Involvement (R4.2, R5.3, RA4.1)

Each spring, findings on employer satisfaction are collected from a survey administered to supervisors of first year teachers who graduated from Mayville State University (MSU). MSU graduates complete a Transition to Teacher Survey (TTS) where contact information for their supervisor is collected and used to administer the Supervisor Survey (SS). The SS asks supervisors to assess the quality of graduates’ instructional practices, abilities to work with diverse learners, abilities to establish positive classroom environment, and levels of professionalism. The SS is administered to direct supervisors, mainly principals, of EPP graduates employed in schools approximately one year after the completion of their preparation program at Mayville State.

On the survey, employers’ satisfaction with completers’ preparation for their assigned responsibilities in working with P-12 students is indicated with tends to agree (3) and agree (4) ratings. Mayville State University’s Teacher Education Program has set an acceptable target of an average of 3.0 or higher on all indicators (all tends to agree or agree). Results of the survey are reviewed annually by the Division of Education and Teacher Education Committee faculty. The most recent results can be found in the table below:

Supervisor Survey (SS) Scores (4-point scale)	Year 1 2016	Year 2 2017	Year 3 2018	Year 4 2019	Year 5 2020	Year 6 2021	Year 7 2022	Year 8 2023
Instructional Practice	3.39	3.19	3.66	3.52	3.54	3.46	3.55	3.42
Diverse Learners	3.43	3.15	3.64	3.62	3.57	3.40	3.58	3.58
Learning Environment	3.46	3.28	3.66	3.59	3.57	3.54	3.63	3.69
Professionalism	3.49	3.40	3.75	3.73	3.57	3.52	3.75	3.60
Overall Supervisor Ratings	3.44	3.23	3.68	3.62	3.56	3.48	3.63	3.57

The Supervisor Survey (SS) ends with a series of open-ended questions where supervisors are asked to share any insights that would be helpful for Mayville State’s Teacher Education Program faculty to know. The information below is an analysis of the responses into categories that capture the diverse perspectives provided in the comments, as well as quotes from supervisors of initial licensure candidates from the survey administered in the Spring of 2023. Names have been redacted to protect anonymity:

Teaching Performance and Student Achievement:

"Teacher has done a phenomenal job."
"Her students performed VERY strongly on the state assessments."
"Showed incredible growth this year on our interim assessments."
"She is an amazing first year teacher! She is a natural!"

Diversity and Cultural Competence:

"Teacher's strength is in her knowledge of diversity, cultural differences, cultural practices."
"Being respectful of different parenting styles and abilities for all families on her caseload."

Communication Skills:

"She sometimes has trouble getting her thoughts and ideas out in a manner that others can understand."

Advocacy and Positive Relationships:

"Teacher has gone above and beyond for the students in our school district."
"An advocate for her students."
"Builds positive relationships."
"Participates in school activities outside of the school day."
"Positive influence with her team."

Feedback on Teacher Preparation Program:

"I love the teacher program at Mayville State and believe that a lot of great teachers have come out of it!"
"Exposure or practice on having difficult conversations would be a great asset to all new teachers."
"Many of our new teachers have anxiety when they need to call parents and have a conversation on behaviors or academics with parents. They feel they need to sugar coat it, and when a parent meeting happens, the parents get defensive as they thought things were better than they really are."

Measures to capture data and feedback on advanced completers’ employer satisfaction is being conducted as part of a pilot program impact case study. More information will be available in the Spring of 2024.

Stakeholder involvement is an integral part of the success of Mayville State Teacher Education graduates. With over 350+ MOUs with schools in the region, state, nation, and even international connections, the EPP involves stakeholders in program design, evaluation, and continuous improvement processes at both the initial and advanced levels. This is done in several ways including displaying CAEP accountability measures on our website, meeting bi-annually with our Teacher Education Advisory Committee, and consistent communication with administrators and teachers when designing mutually beneficial partnerships and field experience placements.

Over the last academic year, the Teacher Education Advisory Council met and discussed feedback on a variety of topics related to undergraduate and graduate programs. Evidence to support stakeholder involvement, including TEAC agenda (presentation and minutes available upon request), can be found below.

TEAC Meeting (December 2022) Agenda

TEAC Meeting (April 2023) Agenda

While the TEAC engages external stakeholders, EPP faculty also intentionally meet with internal stakeholders to discuss goals related to the Teacher Education Program. Internal stakeholders include the university president, the president’s cabinet, marketing, enrollment, recruitment, distance learning, human resources, and institutional effectiveness. The agenda from the Spring 2023 internal stakeholder meeting can be found below (presentation and minutes available upon request):

Internal Stakeholders Meeting (May 2023) Agenda

Communication and collaboration with partners occur in both structured and organic ways. Mayville State University’s Teacher Preparation Program implements a variety of field experiences where our teacher candidates can apply theory to practice. We nurture our partnerships and have consistent relationships with our partners each year while allowing room to develop new partnerships that are mutually beneficial to the partner and our teacher candidates. Below is a list of a few (of many) partnership activities that took place during the 2022-2023 academic year:

Expanding dual credit offerings for current high schoolers displaying an interest in education.
Teacher candidates are substitute teaching at all levels with opportunities to gain experience and apply theory to practice.
Hosting a career fair to encourage teacher candidates to interact and interview with potential employers who have strong partnership ties to the EPP.
Sending MSU representatives to area high schools during sporting events to increase awareness of education program offerings.
Working with partners to co-construct mutually beneficial partnerships to support both teacher candidates and P-12 learners.
Collaboration with special education units and directors across North Dakota to increase the number of candidates seeking Special Education licensure.
Surveying partners across North Dakota to seek input on how to best prepare our teacher candidates to teach in a variety of modalities.
Collaboration with partners (teachers, administrators, and alumni) was also done to refine our Overall Student Teacher Evaluation Tool and the Cooperating Teacher/University Supervisor Evaluation.

Measure 3 (Initial and Advanced): Candidate Competency at Completion (R3.3)

The table below outlines the number of candidates admitted to the initial-level program and enrolled at Mayville State during the 22-23 academic year in addition to the subset of completers.

Initial Level	16-17	17-18	18-19	19-20	20-21	21-22	22-23
Enrolled and Admitted	98	131	188	205	225	207	211
Completers	41	39	61	62	85	64	83

The table below outlines the number of candidates admitted to the advanced-level (Master of Education-Special Education) program and enrolled at Mayville State during the 22-23 academic year in addition to the subset of completers.

Advanced Level	22-23
Enrolled and Admitted	8
Completers	3

The table below identifies academic measures that provide data on initial- and advanced-level candidate competency. These measures include Praxis exam data and GPA.

Licensing Requirements	Cohort Results for 2022-2023
Praxis Core Pass Rates	Math=100%		Reading=100%		Writing=100%
Praxis II Subject Pass Rates	EC=89%	ElEd=91%		Secondary=89%		SPED=100%
Praxis PLT Pass Rates	EC=89%	ElEd=96%		Secondary=100%			SPED=No PLT
Average GPA	3.50 (BSEd) 3.90 (MAT) 4.00 (MEd)

The table below identifies non-academic measures that provide data on initial-level candidate competency. These measures include Skills of Teaching Observation Tool (STOT), Disposition Evaluation, and the Capstone Portfolio results from the student teacher cohorts during the 2022-2023 academic year, as evaluated by EPP faculty:

Tool	Target Score	SLO 1 Learner and Learning	SLO 2 Content	SLO 3 Instructional Practice	SLO 4 Professional Responsibility
Skills of Teaching Observation Tool (STOT)	3.0 or higher (4-point scale)	3.40	3.30	3.40	3.50
Disposition Evaluation	2.0 or higher (3-point scale)	2.67	2.63	2.62	2.75
Capstone Portfolio	3.0 or higher (4-point scale)	3.33	3.38	3.34	3.39

The table below identifies non-academic measures that provide data on advanced-level candidate competency. These measures include CEC Skills Evaluation, Disposition Evaluation, and the Capstone Portfolio results from the student teacher cohorts during the 2022-2023 academic year, as evaluated by EPP faculty:

Tool	Target Score	SLO 1 Learner and Learning	SLO 2 Content	SLO 3 Instructional Practice	SLO 4 Professional Responsibility
CEC Skills	3.0 or higher (4-point scale)	3.83	3.67	3.67	3.90
Disposition Evaluation	2.0 or higher (3-point scale)	3.00	3.00	3.00	3.00
Capstone Portfolio	3.0 or higher (4-point scale)	3.28	3.43	3.31	3.42

The link below provides evidence of Mayville State University Teacher Education Program’s submission of the annual Title II report:

Title II Report-2023

Title II Report-2024 (coming soon)

Measure 4 (Initial and Advanced): Ability of Completers to be Hired

In the spring of 2023, the EPP reached out to all initial-level graduates from the previous academic year and asked them to complete the common metrics Transition to Teaching Survey (TTS). In addition to addressing completer impact, the TTS asked licensure and job status questions. The survey indicated that 94% of completers had applied for a professional teaching license. Of those who had applied for a professional license, 94% applied for a North Dakota license, and 19% applied for a Minnesota license. When asked in which state(s) do you hold a teaching license, 97% indicated North Dakota and 21% indicated Minnesota. Two completers (6%) applied for a job outside of teaching and stated, "I have not yet passed the state licensure exams" or "I enrolled (or plan to enroll) in graduate school to pursue additional teaching certification or endorsement" as the most common reasons.

When asked if they sought employment as a licensed teacher, 85% (11% less than last year) of completers indicated "yes". For those that completed an interview, 100% (10% higher than last year) reported that they were offered teaching positions and accepted them.

The following table depicts EPP completers’ current employment situation:

Survey Statement	Percent
Employed full-time in an educational setting	79%
Employed part-time in an educational setting	3%
Employed full-time in a field other than education	3%
Employed part-time in a field other than education	0%
Unemployed and seeking employment	3%
Unemployed and not seeking employment	12%

In the summer of 2023, the EPP reached out to all advanced-level graduates from the previous academic year and asked them to complete the common metrics Advanced Exit Survey. Through this first administration of the survey, completers were overall satisfied with their preparation. All responses fell in the 3 (tend to agree) and 4 (agree) range as advanced completers reflected on their preparation related to instructional practice, diverse learners, learning environment, and professionalism. Future iterations of this survey will be reported here.