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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
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  • P12Impact-Math17.png
  • TeacherEffectivenessOverall.jpg

  • Major
    n Total % Rated Highly Effective or Effective
    Elementary
    Integrated Science
    32
    100

    Language Arts
    28
    96.4

    Mathmatics
    *
    *

    Early Childhood Development and Learning
    32
    93.7

    Special Education: Cognitive Impairment
    59
    100.0

    Special Education: Emotional Impairment
    9
    100.0

    English as a Second Language
    *
    *

    Reading in Elementary Grades
    *
    *

    Social Studies
    9
    100.0


    Secondary
    Biology
    *
    *

    Chemistry
    *
    *

    Earth Science
    *
    *

    English
    50
    98.0

    Geography
    *
    *

    History
    27
    96.3

    Integrated Science
    20
    95.0

    Mathematics
    28
    96.4

    Music
    30
    100.0

    Physical Education
    14
    93.3

    Physics
    *
    *

    School Health
    9
    100.0
    Social Studies
    28
    96.4
    Special Education: Cognitive Impairment
    26
    96.2

    Special Education: Emotional Impairment
    8
    100.0

    Speech
    *
    *

    Visual Arts
    8
    100.0

    World Languages
    9
    100.0
    Middle Level Education*
    *

    *Number of alumni are less than 5
    2018-2019 academic year
  • The Michigan Association of Colleges for Teacher Education (MACTE) Principal Survey was developed through a collaboration of educator preparation institutions in the state of Michigan. The Principal Survey is aligned to the Interstate Teacher Assessment and Support Consortium (InTASC) standards. Data provide employer feedback on CMU teacher education alumni related to on-the-job strengths and weaknesses.
  • 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.
    communicate
    ​​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.jpgMACTE data
    ​​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.
    Fall 2019

  • CompleterPreparednessRate.png
    “CMU’s Teacher Education program prepared me to take on the responsibility of running my own classroom. I was placed in very high quality pre-student and student teaching experiences. I was also mentored by professors who has spent many years in elementary/early childhood settings.”

    “CMU offered a variety of classes that cover all aspects of education and teaching the “whole child”.”

    "Passionate staff, great and supportive coordinators, and diverse courses covering a range of methodology and content."

    "Promoting leadership within educators, and instilling a knowledge of educational theory, and methodology that provides an excellent foundation for a future in education." 

  • "CMU has always been known as a “teaching college”.  I feel like mentioning that my teacher preparation occurred at CMU is respected by employers." 
    2019 CMU Three-Year Out Alumni Survey

  • OverallGPA.png
  • CompleterRates.png






    • Total Number of Program 
      Completers by Area


      Elementary*

      n=157



      ​Middle Level Education
      ​1



      ​Early Childhood Development and Learning
      ​57

      Integrated Science
      18

      ​Language Arts
      ​48

      ​Mathematics
      ​23

      ​Reading in the Elementary Grades
      ​7

      Social Studies
      ​6

      ​Special Education: Cognitive Impairment
      ​30

      Special Education: Emotional Impairment
      ​3

      ​Special Physical Education
      0


      Secondary*
      n=​117

      ​Biology
      ​10

      ​Chemistry
      ​7

      ​Earth/Space Science
      ​5

      ​English
      ​34

      ​English as a Second Language
      ​9

      ​French
      ​1
      ​Geography
      ​0
      ​German
      0​
      ​History
      ​25
      ​Integrated Science
      ​21
      ​Mathematics
      ​17

      ​Music
      ​17

      ​Physical Education
      ​8

      ​Physics
      1

      ​School Health
      ​14

      ​Social Studies
      ​13

      ​Spanish
      ​4

      ​Special Education: Cognitive Impairment
      ​8

      ​Special Education: Emotional Impairment
      ​0

      ​Speech
      ​6

      ​Visual Arts
      ​8

      ​ ​*numbers do not sum due to completers with multiple majors and minors. 2018-2019 academic year.

  • Program Number
    Taking MTTC
    Number
    Passing MTTC
    Program
    Pass Rate
    State
    Pass Rate
    English (002)80
    74
    92.50%
    93.00%
    Speech (004)*
    *
    *
    *
    Reading (005)
    23
    22
    95.70%95.10%
    Geography (008)*
    *
    *
    *
    History (009)
    37
    22
    59.50%
    67.30%
    Biology (017)
    14
    12
    85.70%
    88.90%
    Chemistry (018)
    9
    7
    77.80%
    80.70%
    Physics (019)
    *
    *
    *
    85.70%
    Earth/Space Science (020)
    9
    8
    88.90%
    90.90%
    Secondary Math (022)
    46
    46
    100.00%
    95.70%
    French (023)
    *
    *
    *
    *
    Spanish (028)
    12
    11
    91.70%
    91.30%
    Health (043)33
    32
    97.00%
    95.30%
    Physical Education (044)
    27
    27
    100.00%
    94.10%
    Cognitive Impairment (056)
    123
    111
    90.20%
    93.40%
    Emotional Impairment (059)
    19
    19
    100.00%
    94.80%
    Social Studies Secondary (084)
    46
    44
    95.70%
    91.50%
    Middle Level (085)
    7
    6
    85.70%
    85.70%
    English as a Second Language (086)
    17
    17
    100.00%
    93.80%
    Mathematics Elementary (089)
    50
    44
    88.00%
    91.00%
    Language Arts Elementary (090)
    71
    66
    88.70%
    86.60%
    Integrated Science Elementary (093)52
    48
    92.30%
    84.70%
    Integrated Science Secondary (094)
    35
    31
    88.60%
    91.30%
    Visual Arts Education (095)
    17
    17
    100.00%
    96.00%
    Music Education (099)
    61
    58
    95.10%
    98.90%
    Elementary Education (103)
    365
    349
    95.60%
    92.30%
    Social Studies Elementary (105)
    6
    3
    50.00%
    70.60%
    Early Childhood Education/Gen & Sped (106)
    105
    86
    81.90%
    83.40%
    *Number of test takers less than 5.
    Program Year: August 2016 - July 2019
TeacherEmployment-Overall.jpg
TeacherEmployment-Overall.jpg
          
  • 95% are currently teaching full-time 
  • 84% are currently teaching in their CMU subject area
  • 63% of CMU alumni have assumed one or more leadership roles in the districts they teach
  • 41% have enrolled in a graduate degree program
  • 58% of CMU alumni belong to a professional organization
  • 73% of CMU alumni regularly read professional literature appropriate to their teaching
  • 8% of CMU alumni three-years after graduation have won one or more awards for teaching or service to the profession
  • 14% are currently teaching outside their area of certification
  • 100% of CMU alumni attend professional development annually 

  •     92% are currently teaching full-time
  • 85% are currently teaching in their CMU subject area
  • 4% are currently teaching outside their area of certification
  • 89% of CMU alumni attend professional development annually
  • 65% of CMU alumni have assumed one or more leadership roles in the districts they teach
  • 39% have enrolled in a graduate degree program
  • 50% of CMU alumni belong to a professional organization
  • 58% of CMU alumni regularly read professional literature appropriate to their teaching
  • 4% of CMU alumni three-years after graduation have won one or more awards for teaching or service to the profession 


  •     91% are currently teaching full-time 
  • 86% are currently teaching in their CMU trained subject area
  • 5% are currently teaching outside their area of certification
  • 100% of CMU alumni attend professional development annually
  • 76% of CMU alumni have assumed one or more leadership roles in the districts they teach
  • 48% have enrolled in a graduate degree program
  • 45% of CMU alumni belong to a professional organization
  • 76% of CMU alumni regularly read professional literature appropriate to their teaching


  • 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 feel like I learned practical tips to apply to my administrative position which helped me in my new role. I feel like a stronger leader than when I began the program. I am pleased to be able to network with many people throughout the program and even after graduation.




      Grad Alumni Satisfaction scale SE 2.png"I felt the most valuable aspect of the degree program was the Student/Faculty interaction and the high level of discussion on topics relevant to higher education today."
    • EDL satisfaction scale"I felt the most valuable aspect of the degree was working in groups on relevant projects was important to my growth in the program and my future endeavors after graduation."

      2018-2019 EDL Graduate Alumni Report


    • Total Number
      Certified

      Programs
        Leading to Certification
      73

      Educational Leadership: Central Office Certification
      ​7

      Educational Leadership: ELE/SEC K-12 Admin. Cert.
      56

      Special Education: Autism Spectrum Disorder
      ​1

      Special Education: Learning Disabilities
      1

      Counselor Education: School Counselor Endorsement
      ​3

      Counselor Education: School Counselor License
      17

      Preliminary School Psychologist Certificate
      ​5




      Total Number of
      Program Completers

      Advanced
      Degree Programs
      293
      Department 
      of Counseling and Special Education


      Counseling: Professional Counseling
      19

      Counseling: School Counseling
      4

      Special Education: Master Teacher
      6

      Department 


      of Educational Leadership


      Education 
      Administration


      School Principalship
      5

      Educational Leadership
      6

      Teacher Leadership
      0

      Higher Education Administration

      19
      Educational
       Leadership


      Charter School
      4

      Rural Education Leadership
      3

      Supervision
      28

      Educational Leadership (Ed.D.)
      17

      Elementary Education: Early Childhood
      3

      Department


       of Teacher Education and Professional Development



      MA in Education: Adult Education
      0

      MA in Education: Community College
      17

      MA in Education: Curriculum and Instruction
      52

      MA in Education: Instruction
      1

      MA in Education: Training and Development
      23

      MA in Education: Teaching in the Senior High School
      0

      MA in Educational Technology
      52

      MA in Reading and Literacy
      34


      2018-2019 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)
      35
      35
      100.00%
      98.40%
      Autism Spectrum Disorder (064)
      *
      *
      *
      *
      Reading Specialist (092)
      26
      25
      96.20%
      91.40%
      Learning Disabilities
      *
      *
      *
      *


      *Number of test takers less than 5.
      Program Year: August 2016 - July 2019

      “graduate
      SE grads hired
      Grad Alumni Satisfaction scale EDL goals-04.png
      Graduate employment salary.png
      Graduate employment roles.png
      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."
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    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