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​​​​​​​​​​​​​​​The Professional Education Unit (PEU) is the primary coordinating body for all of CMU’s teacher preparation and continuing education programs which are distributed across six colleges and involve 21 departments/schools and five interdisciplinary councils. The PEU consists of more than 250 professional education faculty members, the Center for Clinical Experiences, the Director of Professional Education, the dean of the College of Education and Human Services, and the dean or dean’s designee of each involved college. The work of the PEU is supported by the Center for Student Services housed in the College of Education and Human Services.  The PEU offers 20 graduate programs at the master’s, specialist, and doctoral levels, and 26 areas of specialized study at the undergraduate level.  CMU has been a leader in teacher education programs since it was founded in 1892 and graduates more than 300 teacher candidates annually.

UNDERGRADUATE

         Data in progress
  • The graphs below represents the average achievement growth of P-12 Students in classrooms taught by CMU graduates.  The scores were obtained from the administration of the Northwest Evaluation Association (NWEA): Measures of Academic Progress (MAP) assessment completed by school districts assessing student learning in reading and mathematics.  The score of the NWEA: MAP relates directly to the curriculum scale in each subject area and ranges from about 100 to 300.  Students typically start at the 180 to 200 level in the third grade and progress to the 220-260 level by high school. The scores provided by the NWEA: MAP make it possible to follow a student's educational growth from year to year.   It is important to note that it is typical to see the average achievement growth rate decrease as a student enters advanced grade levels requiring higher levels of learning. 

    The average achievement growth rate for 2016-2017 for each grade level is statistically significant indicating that CMU graduates have a positive impact on P-12 student learning.

    Narrative Adapted from NWEA Site - Source
  • P12Impact-Reading17.png
  • P12Impact-Math17.png
  • TeacherEffectivenessOverall.jpg

  • Major
    n Total % Rated Highly Effective or Effective
    Elementary
    Integrated Science
    54
    87.1

    Language Arts
    68
    94.4

    Mathmatics
    49
    98.0

    Early Childhood Development and Learning
    22
    95.7

    Special Education: Cognitive Impairment
    99
    97.1

    Special Education: Emotional Impairment
    16
    100.0

    English as a Second Language
    *
    *

    Reading in Elementary Grades
    *
    *

    Social Studies
    163
    100.0


    Secondary
    Biology
    6
    100.0

    Chemistry
    *
    *

    Earth Science
    *
    *

    English
    58
    96.7

    Geography
    *
    *

    History
    33
    91.7

    Integrated Science
    37
    94.9

    Mathematics
    39
    95.1

    Music
    33
    94.3

    Physical Education
    25
    100.0

    Physics
    *
    *

    School Health
    15
    100.0
    Social Studies
    42
    97.7
    Special Education: Cognitive Impairment
    39
    100.0

    Special Education: Emotional Impairment
    16
    100.0

    Speech
    *
    *

    Visual Arts
    15
    100.0

    World Languages
    13
    100.0
    Middle Level Education*
    *

    *Number of alumni are less than 5
    2017-2018 academic year
  • The Principal survey data provide feedback from key employers of CMU teacher education alumni related to the on-the-job success of CMU graduates. When asked about their overall views about CMU graduate, those new to teaching and those with experience, 97% of principals report that CMU teacher education graduates were "well prepared" or "adequately prepared" to teach and 100% of those responding to the question state that they "definitely" or "probably" would be inclined to hire another CMU graduate. 
  • Overall.jpg
    The Professional Education Unit (PEU) is dedicat
    ed to promoting candidate performance that is concept and knowledge driven, learner centered, and reflective.  Inherent in each of the three doctrinal statements is a set of knowledge, skills and dispositions needed for candidates to be successful in their professional practice.
    Knowledge3302017.jpg
    ​​Teacher Candidates become effective classroom leaders by participating in a co-teaching model which utilizes seven strategies to intentionally engage the cooperating teacher and candidate in all aspects of planning, instruction and assessment.
    Diversity 3302017.jpg
    ​​By participating in diverse classroom settings and developing the necessary knowledge and skills through course work and clinical experiences, teacher candidates apply theory to practice and demonstrate competency in meeting the educational needs of all students.
    Instructional Practice 3302017.jpg
    ​​Teacher candidates spend over 700 clinical experience hours with master level cooperating teachers acquiring effective mastery of classroom management. 
    Technology3302017.jpg
    ​​
    Candidates develop teaching modules that focus on issues of digital citizenship, equity, and access, as well as on technology as a tool for supporting communication, collaboration, evaluation, creativity, and curation of resources.  They develop an understanding of content detailing the factors impacting online or blended learning experiences from both a teaching and learning perspective.

    Professional Responsibility3302017.jpg
    ​​
    Candidates adhere to a defined set of dispositions that reflect the commitments and virtues influencing behavior toward students, families, colleagues and communities and deeply affect student learning and development as well as the educator's own professional growth.
    Assessment3302017.jpg
    ​​Through coursework and clinical experiences, the Professional Education Unit (PEU) strives to provide the highest quality undergraduate and graduate educational experiences that develop effective professionals, critical thinkers, and lifelong learners.
    2017-2018 academic year

  • CompleterPreparednessRate.png
    “I felt very prepared to student teach and to have my own classroom. I was confident in my knowledge on lesson planning, differentiation, classroom management, and building relationships with students, parents, and faculty.”

    “A strength of the program is preparing you to create a safe and fun learning environment, encouraging students to try their best.”

    ""It prepared us to work collaboratively, and it prepared us for the demands of teacher evaluations."

    "Overall, I felt prepared to make connections, and use technology, as well as follow a backwards design approach to curriculum." 

  • "The strength of CMU’s program is helpful and caring professors that are passionate about teaching the next generation of teachers. They ignited my own passion." 
    2018 CARRS Three-Year Out Alumni Survey

  • OverallGPA.png
  • CompleterRates.png






    • Total Number of Program 
      Completers by Area


      Elementary*

      n=125



      ​Middle Level Education
      ​--



      ​Early Childhood Development and Learning
      ​22

      Integrated Science
      ​19

      ​Language Arts
      ​20

      ​Mathematics
      ​14

      ​Reading in the Elementary Grades
      ​0

      Social Studies
      ​5

      ​Special Education: Cognitive Impairment
      ​31

      Special Education: Emotional Impairment
      ​5

      ​Special Physical Education
      0


      Secondary*
      n=​99

      ​Biology
      ​1

      ​Chemistry
      ​1

      ​Earth/Space Science
      ​0

      ​English
      ​15

      ​English as a Second Language
      ​0

      ​French
      ​0
      ​Geography
      ​0
      ​German
      0​
      ​History
      ​19
      ​Integrated Science
      ​7
      ​Mathematics
      ​14

      ​Music
      ​21

      ​Physical Education
      ​5

      ​Physics
      0

      ​School Health
      ​6

      ​Social Studies
      ​19

      ​Spanish
      ​4

      ​Special Education: Cognitive Impairment
      ​6

      ​Special Education: Emotional Impairment
      ​3

      ​Speech
      ​0

      ​Visual Arts
      ​6

      ​ ​*numbers do not sum due to completers with multiple majors and minors. 2017-2018 academic year.

  • Program Number
    Taking MTTC
    Number
    Passing MTTC
    Program
    Pass Rate
    State
    Pass Rate
    English (002)24
    20
    83.30%
    87.60%
    Speech (004)*
    *
    *
    *
    Reading (005)
    5
    5
    100.00%95.00%
    Geography (008)*
    *
    *
    *
    History (009)
    10
    5
    50.00%
    60.10%
    Biology (017)
    *
    *
    *
    *
    Chemistry (018)
    5
    3
    60.00%
    70.80%
    Physics (019)
    *
    *
    *
    85.70%
    Earth/Space Science (020)
    *
    *
    *
    *
    Secondary Math (022)
    17
    16
    94.10%
    91.00%
    French (023)
    *
    *
    *
    *
    Spanish (028)
    7
    6
    85.70%
    **
    Health (043)15
    15
    100.00%
    96.90%
    Physical Education (044)
    11
    11
    100.00%
    86.40%
    Cognitive Impairment (056)
    49
    43
    87.80%
    85.10%
    Emotional Impairment (059)
    7
    7
    100.00%
    91.20%
    Social Studies Secondary (084)
    19
    16
    84.20%
    84.90%
    Middle Level (085)
    *
    *
    *
    *
    English as a Second Language (086)
    *
    *
    *
    *
    Mathematics Elementary (089)
    18
    14
    77.80%
    88.50%
    Language Arts Elementary (090)
    28
    24
    85.70%
    83.00%
    Integrated Science Elementary (093)14
    14
    100.00%
    83.30%
    Integrated Science Secondary (094)
    10
    7
    70.00%
    82.00%
    Visual Arts Education (095)
    10
    9
    90.00%
    83.00%
    Music Education (099)
    19
    19
    100.00%
    99.40%
    Elementary Education (103)
    127
    119
    93.70%
    87.70%
    Social Studies Elementary (105)
    *
    *
    *
    *
    Early Childhood Education/Gen & Sped (106)
    41
    26
    63.40%
    75.60%
    *Number of test takers less than 5.
    2017-2018 academic year.
  • TeacherEmployment-Overall.jpg
  •           88% are currently teaching in some capacity 
             87% are currently teaching full-time 
             82% are currently teaching in their CMU subject area
             6% are currently teaching outside of their area of certification       

  •          83% are currently teaching in some capacity 
             83% are currently teaching full-time 
             83% are currently teaching in their CMU subject area
             28% are currently teaching outside of their area of certification
             

  •          100% are currently teaching in some capacity 
             93% are currently teaching full-time 
             82% are currently teaching in their CMU subject area
             31% are currently teaching outside of their area of certification
             
  • 2018 CARRS Three-Year Out Alumni Survey
  • StudentLoanDefaultRates.png
    ​"The National Center for Education Statistics (NCES) is the primary federal entity for collecting and analyzing data related to education in the U.S. and other nations. NCES is located within the U.S. Department of Education and the Institute of Education Sciences. NCES fulfills a Congressional mandate to collect, collate, analyze, and report complete statistics on the condition of American education; conduct and publish reports; and review and report on education activities internationally."
    College Navigator

GRADUATE

  • Data in progress
  • Data in progress
  • CompleterPreparednessRate.png
    I was extremely impressed with the level of education provided. Each instructor was very good at using the online platform and I felt a high level of personal attention regardless of how far away I live from the school.





    EDL satisfaction scale

    "The one on one interactions with my professors was extremely valuable to me. Their depth of knowledge certainly helped me to refine my practice both in the classroom and out.

    EDL satisfaction scale

  • "I feel the single most valuable aspect was the opportunity to learn within a community of other aspiring school leaders, led by the interesting assignments curated by our instructors.




  • Total Number
    Certified

    Programs
      Leading to Certification
    89

    Educational Leadership: Central Office Certification
    ​4

    Educational Leadership: ELE/SEC K-12 Admin. Cert.
    73

    Special Education: Autism Spectrum Disorder
    ​1

    Special Education: Learning Disabilities
    3

    Counselor Education: School Counselor
    ​8




    Total Number of
    Program Completers

    Advanced
    Degree Programs
    233
    Department 
    of Counseling and Special Education


    Counseling: Professional Counseling
    29

    Counseling: School Counseling
    4

    Special Education: Master Teacher
    1

    Department 


    of Educational Leadership


    Education 
    Administration


    School Principalship
    11

    Educational Leadership
    22

    Teacher Leadership
    0

    Higher Education Administration
    12
    Educational
     Leadership


    Charter School
    6

    Rural Education Leadership
    1

    Supervision
    14

    Educational Leadership (Ed.D.)
    4

    Elementary Education: Early Childhood
    5
    Department
    of Teacher Education and Professional Development


    MA in Education: Adult Education
    0

    MA in Education: Community College
    9

    MA in Education: Curriculum and Instruction
    46

    MA in Education: Instruction
    2

    MA in Education: Training and Development
    15

    MA in Education: Teaching in the Senior High School
    0

    MA in Educational Technology
    39

    MA in Reading and Literacy
    13


    2017-2018 academic year
  • MTTCPassRates.png
  • Michigan Test for Teacher Certification (MTTC)

    Program Number
    Taking MTTC
    Number
    Passing MTTC
    Program
    Pass Rate
    State
    Pass Rate
    School Counselor (051)
    16
    16
    100.00%
    93.80%
    Autism Spectrum Disorder (064)
    *
    *
    *
    *
    Reading Specialist (092)
    *
    *
    *
    *
    Learning Disabilities
    41
    26
    63.40%
    75.60%


    *Number of test takers less than 5.
    2017-2018 academic year

  • “graduate
  • SE grads hired
  • 2019 Pilot data from the Graduate Program’s Alumni Survey (additional program data will be reported next academic year)

  • StudentLoanDefaultRates.png
    ​"The National Center for Education Statistics (NCES) is the primary federal entity for collecting and analyzing data related to education in the U.S. and other nations. NCES is located within the U.S. Department of Education and the Institute of Education Sciences. NCES fulfills a Congressional mandate to collect, collate, analyze, and report complete statistics on the condition of American education; conduct and publish reports; and review and report on education activities internationally."
    College Navigator






Betty Kirby, Ed.D.
Interim Dean
College of Education and Human Services
Central Michigan University
EHS Building 42​​6
(989) 774-3309
betty.kirby@cmich.edu

Jennifer Klemm, Ph.D.
Acting Director of Professional Education and Accreditation
College of Education and Human Services
Central Michigan University
EHS Building 488
(989) 774-3606
wirz1jp@cmich.edu

College of Education and Human Services | Central Michigan University | ehs@cmich.edu | 195 Ojibway Ct | EHS 426 | Mt. Pleasant, MI 48859 | (989) 774-3079