Accreditation

Completer impact in contributing to P-12 student-learning

INITIAL PROGRAMS

Overview of Evidence System

Notre Dame of Maryland University (NDMU) utilizes a comprehensive and triangulated system of evidence to demonstrate that program completers positively impact P–12 student learning and development, in alignment with CAEP Standard 4. Multiple, complementary sources of data are collected and analyzed, including completer surveys, structured observations, artifact analysis, and extended support and coaching.

The Director of Clinical Programs maintains a comprehensive database of program completers, including alternate contact information to support longitudinal data collection. Annually, NDMU administers a completer survey aligned with InTASC. The survey gathers both quantitative and qualitative data regarding instructional practices, professional responsibilities, and career progression. Completers are also asked to submit Student Learning Objectives (SLOs), a required measure of teacher effectiveness in Maryland, along with additional evidence such as principal evaluations and professional milestones. Survey results are compiled into an annual executive summary that integrates both quantitative and qualitative findings.

NDMU also conducts structured case study observations of completers one to five years post-program completion. Observations are conducted by trained evaluators—former teachers and current university supervisors—using an instrument aligned with InTASC standards. Each observation includes both quantitative scoring and qualitative feedback across 29 components. In addition to observation data, supervisors collect supporting artifacts such as lesson plans and samples of student work demonstrating attainment of instructional objectives.

A systematic document analysis, informed by qualitative methodologies (e.g., John W. Creswell), is conducted across all data sources, including surveys, observations, artifacts, and extended support documentation. This analysis identifies patterns and themes that inform program strengths and areas for improvement. NDMU ensures representation across diverse school settings, including urban, suburban, public, private, and parochial contexts.

Finally, NDMU provides extended support and coaching to completers. Graduates may elect to work with former supervisors to develop individualized support plans, which may include consultation on instruction and assessment, additional observations, and targeted classroom management support. Data generated through these activities contribute to a comprehensive understanding of completer effectiveness.

Findings: Impact on P–12 Student Learning and Development

Across all data sources, evidence indicates that NDMU completers demonstrate strong effectiveness in positively impacting P–12 student learning and development.

Survey Results

Survey findings reflect high levels of self-reported instructional competence among completers. Respondents indicated that they impact student learning through a variety of effective instructional practices. Specifically:

• 50% of respondents rated their ability to differentiate instruction at the highest level (5 out of 5), while the remaining 50% rated themselves at 4 out of 5.
• 100% of respondents reported creating respectful and inclusive classroom environments, rating themselves 5 out of 5 in this area.
• 75% of respondents indicated effectiveness in integrating technology, with ratings ranging from 3 to 5 on a 5-point scale.

These results demonstrate strong alignment with program expectations and professional teaching standards.

Observation Results

Observation data further corroborate these findings. A total of seven formal observations were conducted in the 2023-2024 academic year, with each observation scored out of a maximum of 29 points, resulting in a cumulative possible score of 203. NDMU completers achieved a total score of 202 out of 203, indicating consistently high levels of instructional effectiveness.

Analysis of observation data revealed several consistent strengths across completers, including:

• Effective differentiation of instruction
• Strong rapport and relationships with students
• Facilitation of higher-order thinking and cognitively demanding tasks

These competencies are emphasized throughout program coursework and align with professional benchmarks, including edTPA and National Board for Professional Teaching Standards expectations.

In addition to classroom teaching roles, evidence of leadership impact was also observed. One completer who transitioned into a school leadership position demonstrated effectiveness using a role-specific evaluation tool, with responsibilities including facilitating professional development workshops and leading curriculum revision efforts.

Artifact and SLO Analysis

Artifact analysis provides additional evidence of completer impact. Completers are asked to submit SLOs, which require the use of baseline data and the measurement of student growth over time. Among those who submitted SLO data, all demonstrated successful attainment of their instructional objectives.

Additional artifacts, including lesson plans and curricular materials, were analyzed. Consistent with survey and observation findings, document analysis revealed common strengths in:

• Differentiation of instruction
• Student engagement and rapport
• Promotion of higher-order thinking

These findings provide strong evidence of completers’ ability to design and implement effective, standards-aligned instruction that supports student learning.

Extended Support and Continuous Improvement

Data collected through extended support and coaching further highlight both strengths and areas for growth. Supervisors noted measurable improvements in:

• Student engagement
• Use of positive reinforcement
• Consistency of classroom procedures
• Increased time on task

These findings inform continuous improvement efforts. Based on the data, a targeted focus for the upcoming year is the continued strengthening of positive classroom management practices to further enhance student engagement and learning outcomes.

Summary

Across all measures including surveys, observations, artifacts, and extended support—NDMU demonstrates a robust and systematic approach to evaluating completer effectiveness. The 12 completers engaged through this evidence system consistently demonstrate high levels of effectiveness and a clear, positive impact on P–12 student learning and development.

This triangulated system of evidence supports continuous program improvement and ensures alignment with CAEP Standard 4 expectations.

Initial Impact on P-12 Learning Data

2.1 Employer Satisfaction

Maryland does not yet have a comprehensive database which connects individual teacher performance with the University from which they completed their teacher preparation program. Additionally, local school districts in Maryland are not able to share teacher performance data for reasons of confidentiality, nor do they track the universities from which teachers graduated. Undaunted by this challenge, NDMU has collaborated with other Maryland Universities to design, validate and implement a survey instrument to document the perceptions of employers about our program completers.

Overall Trend: Employers rated NDMU graduates/completers as very well prepared, with weighted averages ranging from 3.87 to 4.00 across all competencies. Most employers indicated that completers consistently demonstrate expected teaching behaviors. Completers demonstrate consistent strengths in: 

• Instruction and content knowledge 

• Differentiation and support for diverse learners 

• Classroom environment and professionalism 

• Assessment, student growth, and technology integration 

Employer Survey of Educator of Preparedness Initial and Advanced

 

EMPLOYMENT MILESTONES

While follow-up data (e.g., promotions) on advanced program completers is not pursued in the same manner as initial certification candidates, NDMU does take great pride in the leadership roles that our graduates play in the P-12 community.  Our advanced program completers are quite often recognized as outstanding leaders in their respective fields of expertise, earning “teacher of the Year” and “Principal of the Year” accolades, as well as appointments to key leadership positions in private and public schools across the State of Maryland.  The following link provides greater detail about some of these many instructional leaders.  https://www.ndm.edu/colleges-schools/school-education/award-winning-teachers, https://www.ndm.edu/about-us/stories/mdtesol-teacher-year and the milestones they have achieved. 

Satisfaction of program completers.

These data consistently provide evidence that teacher candidate graduates are confident that their NDMU preparation program was rigorous and fully prepared them to pursue a career in the teaching profession. Each of these criteria is aligned to the InTASC standards. These surveys included 31 Likert-style criteria that are aligned to the new InTASC standards and Danielson Framework for Effective Teaching and which assess the satisfaction of completers.

2023-2024 Advanced Programs Completer Data

Post-Program Employment

The post program employed summary shows trends of increasing numbers of program completers who are employed in Maryland.

For initial completers, data demonstrate that over 96% of employed completers remain in Maryland, indicating a strong contribution to the state’s educator workforce and alignment with local hiring needs, particularly in high-demand districts and diverse school settings.

2024-2025 Initial Employment Status

For advanced completers, Baltimore City is the primary employer, demonstrating a strong presence in a high-need district. Completers are employed across multiple counties, including Montgomery, Baltimore County, Harford, Anne Arundel, indicating NDMU’s regional impact.

2024-2025 Advanced Completers by School System

 

2.2 Stakeholder Involvement

Notre Dame of Maryland University's School of Education Quality Assurance System was developed to ensure program accountability, continuous improvement, and stakeholder (internal and external) involvement.  QAS continues to evolve as national and state requirements change; available information from community partners (stakeholders), professional development schools (PDS), educator and educational leader partners, and completers are gathered and analyzed; and the EPP further grows, reflects, and evolves. The QAS comprises multiple measures that monitor candidate progress, completer achievement, and operational effectiveness.

An essential aspect of this process is the consideration of the functions of and purposes for gathering, reviewing, disseminating, reflecting, and making SoE-based and program-based decisions involving internal and external stakeholders. Characteristic of these decisions are efforts to improve operational effectiveness, candidate progress, and the impact of completers on student learning and development. Several systems facilitate SoE's data collection and analysis, and databased decision making for assessment and continuous improvement and innovation and entail using multiple measures and sources.  To elicit outside stakeholder involvement, input, and guidance, the EPP utilizes an advisory board and to analyze operational effectiveness, candidate progress, and the impact of completers on student learning and development. The board is charged with providing feedback on these programs as well as furthering support and improving the EPP's capacity to meet the leadership needs of its partner local school systems and professional development schools. Feedback from the advisory board members inform strategic planning as well as continuous improvement efforts.

Additionally, candidates in the initial programs are surveyed at the end of their program on their perception on their preparation. Data from Fall 2024 and Spring 2025 indicate that candidates consistently perceive themselves as well prepared to meet beginning teacher expectations across 31 indicators aligned with the InTASC Standards and the Danielson Framework for Teaching.

Key Findings

• Strong overall preparedness: Ratings remained consistently high across both semesters, demonstrating stability in candidate readiness (CAEP R1, R3).
• Strengths in classroom environment and professionalism: Candidates reported highest confidence in creating respectful learning environments, demonstrating professionalism, and supporting student growth.
• High instructional readiness: Candidates indicated strong preparation in planning for diverse learners, delivering content, and managing classrooms (CAEP R1).
• Positive assessment skills with room for growth: Candidates felt prepared to use and implement assessments, though ratings were slightly lower in data analysis and assessment design.
• Strong reflection and collaboration: High confidence in self-reflection and collaboration with school communities (CAEP R3).
• Targeted growth areas: Family engagement and application of formal evaluation frameworks were rated slightly lower, reflecting developmental opportunities during clinical practice.

Across both terms, data demonstrate consistently high candidate preparedness with clear strengths in instruction and professionalism, and targeted areas for continued program improvement in assessment literacy and external professional engagement.

These data are used to inform data-based decisions. Strategic plans and data-based decision making charts for both initial and advanced programs are provided to demonstrate evidence for programmatic continuous improvement.

 

Advisory Board Membership List

24-25 Survey of Teacher Preparedness

Initial Programs Strategic Plan

Data-based Decision Making Chart for Initial Programs

Advanced Programs Strategic Plan

Data-based Decision Making Chart for Advanced Programs

3.1 Graduation and completion rates

Graduation and completion Rates for Initial and Advanced Programs of Study are routinely assessed. NDMU seeks to obtain a goal of 80% for both those who are seeking a degree and for those who are seeking a non-degree certification. With the exception of some advanced programs, where there is a greater degree of flexibility, NDMU continually exceeds this goal.

NDMU also analyzes completer data by their certification area to understand the trend and uses them for future planning. Please read the details about the completers by their certification area.

Graduation and Completer data

3.2 Licensure Rates and State Requirements

Praxis and edTPASummary Results

The State of Maryland maintains very rigorous requirements for certification. For example, an elementary teacher candidate in Maryland must pass three basic Core Praxis (unless their GPA is 3.0 or greater) assessments in Reading, Writing and Mathematics; they must pass four content tests in English, Mathematics, Science, and Social Studies; they must pass Praxis II in their content area; and they will be required to have a fully scored edTPA assessment. These national assessments are in addition to the many rigorous course requirements, GPA requirements, clinical experience, action research, and supervised internship.

Candidates are required to pass Praxis for licensure, and they are only stamped once they have met all requirements. Thus, our program completers have a 100% pass rate. Advisors ensure that candidates have met this requirement prior to stamping for licensure.  While Praxis data is provided below, we are refining our system of gathering Praxis data to provide more accurate data that only includes program completers.

Praxis Exam Scores 2022-2025

edTPA Assessment Summary Results

Participation in edTPA increased substantially over the past four years, rising from 102 candidates in 2023–2024 to 168 in 2024–2025, approaching earlier participation levels of 176 in 2021–2022. At the same time, performance improved. The overall mean score increased from 41.11 in 2022–2023 and 41.47 in 2023–2024 to 43.75 in 2024–2025, with rubric averages rising from 2.74–2.77 in prior years to 2.92.

Several program areas demonstrated notable gains. English as an Additional Language increased steadily from a mean score of 44.4 in 2021–2022 to 48.73 in 2024–2025. Secondary Math showed a significant improvement from 33.50 in 2023–2024 to 45.0 in 2024–2025. Special Education, the largest program, increased from 38.86 to 42.00 over the same period. Visual Arts also remained consistently strong, increasing to a mean score of 50.60 in 2024–2025.

Other areas maintained consistently high performance. Secondary Social Studies increased from 46.4 in 2021–2022 to 48.50 in 2024–2025, and Secondary Science improved from 40.0 to 45.25 across the same timeframe. While some areas experienced slight decreases in mean scores, these shifts often coincided with increased participation and should be interpreted cautiously, particularly in programs with small numbers of candidates.

Overall, candidate performance continues to strengthen, with both participation and outcomes improving concurrently. Average scores have risen consistently and now exceed prior years despite substantial increases in candidate numbers. Growth is evident across planning, instruction, and assessment tasks, particularly in supporting academic language, engaging students, and using assessment to inform instruction. One remaining area for improvement is helping candidates clearly demonstrate how students apply feedback to advance learning.

As Maryland moves toward full implementation with required cut scores in 2026, these trends suggest that structured supports and programmatic alignment are contributing to improved outcomes. Continued attention to targeted support and consistency across programs will be essential to sustain and build on these gains.

2024-2025 edTPA Summary

The employment status of completers from the School of Education who were deemed eligible for their initial teaching certification are provided in the chart below. These data document a significant first employment milestone for our program completers as they secure positions for which they were prepared. Employment information is secured on a case-by-case basis as there is no central repository of employment information provided by the Maryland State Department of Education.

2024-2025 Employment Status by School System

ADVANCED PROGRAMS

Analysis of completer responses suggests that many graduates are advancing professionally, though not always through immediate role changes aligned directly with their program specialization. In Fall 2023, approximately half of respondents reported obtaining or being promoted into positions aligned with their area of study, while others remained in their current roles.

Importantly, these findings indicate that completers are often applying their newly developed knowledge and skills within their existing positions, even when formal title changes have not yet occurred. This is particularly relevant in education settings, where role transitions may depend on position availability, district needs, or timing within hiring cycles.

In Spring 2024, while only one of three respondents reported a role change aligned with their specialization, all respondents indicated positive professional growth and the ability to apply program learning in their current roles.

Overall, these data suggest that the programs are effectively preparing completers for advancement, with many building capacity and positioning themselves for future opportunities in their area of specialization. The results reflect a strong foundation for career progression, even when immediate job alignment is not evident.

2023-2024 Completer Data

NDMU takes great pride in the leadership roles that our graduates play in the P-12 community. Our advanced program completers are quite often recognized as outstanding leaders in the respective fields of expertise, earning “teacher of the Year” and “Principal of the Year” accolades, as well as appointments to key leadership positions in private and public schools across the State of Maryland. The following link provides greater detail about some of these many instructional leaders. https://www.ndm.edu/colleges-schools/school-education/award-winning-teachers The School of Education also proudly displays in our SOE Hall of Fame the accomplishments of our initial certification and advanced program certification completers. Over 30 plaques recognize these honored award recipients.