Initial Licensure and Advanced Programs

The New Mexico Public Education Department has in place a data sharing initiative which is designed to provide impact data for New Mexico Teachers. The universities have not received this impact data since a change in the state governing officials beginning January of 2019. The MOU’s are in place for the state to provide data to the Schools and Colleges of Education and steps have been taken to begin sharing data sometime during the 2022-23 academic year. Up to this point, the state has not fulfilled the intent of these MOUs and the data exchange since 2017-2018. Data on completer performance is not currently available. These data were available for our accreditation site visit, and the same level of detail will be re-established soon. The most recent data available are presented here:

Report Card Fall 2018 – this will be updated as soon as data are provided by the New Mexico Public Education Department (NMPED) per our MOU

To this point the EPP has demonstrated candidate growth and completer effectiveness based on performance on key assessments that are aligned to the InTASC Standards. All candidates must pass:

• PRAXIS Core Academic Skills Tests in Reading, Writing, and Mathematics prior to admission.
• PRAXIS Content Exam(s) in the teachers content field prior to Practice Teaching
• PRAXIS Priniciples of Learning (K-6 or 7-12) prior to completing the program
• PRAXIS Teaching of Reading prior to licensure (Elementary only).

Data Provided from previous stakeholder meetings as well as informal converstaions with employers suggest that administrators from area districts prefer to hire our candidates upon completion of Practice Teaching due to high levels of satisfaction with candidate performance, quality, and efficacy in their classrooms. Completer teachers are evaluated based on the Elevate New Mexico observation rubric. These data and others can be collected as part of our exisiting MOU with the state, and has been used by the EPP for program improvement. These data will be used again once they are made available by the state. The most recent available data are provided here:

Report Card Fall 2018 – this will be updated as soon as data are provided by the New Mexico Public Education Department (NMPED) per our MOU

Initial Licensure

The EPP has MOU’s with districts from across the state of New Mexico and in states across the country. Current MOU’s are established with the following districts in New Mexico:

• Silver Consolidated School District
• Cobre Consolidated School District
• Deming Public Schools
• Albuquerque Public Schools
• Rio Rancho Public Schools
• Socorro Consolidated Schools
• Animas Public Schools
• Lordsburg Municipal Schools
• Truth or Consequences Municipal Schools
• Hatch Valley Public Schools
• Las Cruces Public Schools
• Farmington Municipal Schools
• Aztec Municipal School District

Advisory meetings are schedule once each semester, with representatives from each of our core partner districts invited to attend, including administrators and teachers. Additionally student representatives are invited, as are graduates from our programs. Meetings are conducted via zoom.

Employer surveys were conducted online with district superintendents and/or HR directors during the 2023-24 academic year. One-on-one meetings via zoom and in person were conducted with 9 of the 13 partner school districts identified above. Each superintendent was asked about the performance of new hires from WNMU and their performance with content knowledge, professional and pedagogical knowledge and skills, pedagogical content, professional dispositions, student learning, and diversity. Responses from each superintendent were categorize to align with a Likert scale ranging from strongly disagree to strongly agree.

Employer Survey 2023-24
N+=15
Area	Strongly Disagree	Disagree	Neutral	Agree	Strongly Agree
Content Knowledge			4.3%	17.4%	78.3%
Professional and Pedagogical Knowledge and Skills			8.7%	17.4%	73.9%
Pedagogical Content			4.3%	26.1%	69.6%
Professional Dispositions				13%	87%
Student Learning				21.7%	78.3%
Diversity				17.4%	82.6%

Each response was discussed, allowing the interviewer to dig more deeply into the underlying circumstances that relate to the question. This  information was used to inform and improve programs. Recommendations include:

• Provide face-to-face classes within the district – a staff member was hired to work 1/2 time for the district and 1/2 time for the University to recruit students into a locally based program for the district. Also, local community college offered courses on college campus and working to have courses at the district.
• Participate in local recruiting events – recruiting events were conducted in 5 of the 9 districts interviewed.
• Concerns of the challenges faced by teacher candidates completing the teaching event – purpose of the assessment was discussed, and areas added to the rubric
• Provide BLED/TESOL endorsements within the district – provided
• Collaborate to design an after school – School Age Program – through our Early Childhood Programs
• Develop a feeder program into a local charter school

Advanced Programs

These data are not available at this time.

Initial Programs

The EPP uses Skyfactor Benchworks Teacher Education Survey to assess completer satisfaction and preparation:

EBI Completer Survey – CAEP Standards 2020-21

The Teaching Event is used to assess their competency as a teacher at completion of the program. In this assessment, teachers design a unit of instruction, teach the unit, assess student learning, and reflect on their learning and the student’s learning.

Teaching Event 2020-21

Teaching Event 2022-23

Teaching Event 2023-24 (Fall)

Teaching Event 2023-24 (Spring)

 

Elevate New Mexico Interim Assessment 2020-21

In collaboration with our partner districts we are currently working to expand mentoring and evaluation of first – third year teachers. No data is available at this point in time.

Advanced Programs

These data are not available at this time.

Initial Programs

The EPP has been able to track employment of completers post graduation based on communication with each graduate. 100% of graduates from initial licensure programs are able to obtain a position within their field within 6 months, or less, after program completion. Most of our completers are hired by the district in which they complete their capstone, Practice Teaching, clinical experience.

The Title II data provided below provides documentation of the percentage who are able to be licensed. All students who complete an Initial Licensure program are required to be licensable to graduate. Students are not allowed to complete an Initial Licensure program if they cannot pass licensure exams and other required documentation. If unable to meet licensure requirements, students are advised into a non-licensure program.

Please See the linked EPP Reports as evidence of the ability of our completers to meet licensing requirements:

Title II Alternative (2018)

Title II Traditional (2018)

Title II Alternative (2019)

Title II Traditional (2019)

Title II Alternative (2020)

Title II Traditional (2020)

Title II Alternative (2021-2022)

Title II Traditional (2021-2022)

Title II Alternative (2022-2023)

Title II Traditional  (2022-2023)

Advanced Programs

The primary advanced programs offered by WNMU, with substantial graduates to track are Education Leadership and Reading. 100% of our educational leadership and reading graduates are able to move into leadership positions with their individual districts. This data is based on report by graduates to the Program Leads in each of these programs.