LSSU’s Teacher Education Program’s overall score of 90.6 on the 2014
Michigan Educator Preparation Institution (EPI) Score Report was the
fifth highest among the 33 EPIs in the state. That score put the
program into the highest category, Satisfactory, and the highest phase,
0, which means that no corrective actions are required. This is the
first time since 2009 that Lake State’s Teacher Education Program has
not been under corrective action with the Michigan Department of
Of particular note, LSSU’s pass rate on the Michigan Test for
Teacher Certification was 93, the fifth highest in the state, and the
teacher effectiveness rating score was 85.4, the fourth highest in the
state. The teacher effectiveness rating score was generated using the
effectiveness labels reported in the teacher evaluation data that is
captured by the Registry of Educational Personnel each year. Teachers
at Michigan public schools are rated as Highly Effective, Effective,
Minimally Effective or Ineffective, according to several factors
including student academic growth. Effectiveness data for
LSSU-prepared teachers in their first three years of teaching was
factored into the rating, indicating that those grads almost all earned
Highly Effective or Effective ratings while employed in Michigan
public schools within five years of graduation.
The Technical Manual explains the calculations and presentation of the EPI Performance Report.
This chart shows the history of LSSU's performance on the initial framework for TPI Performance adopted by the Michigan Department of Education and State Board of Education in 2006. The move from Satisfactory to At Risk and then Low-Performing is documented, as is the return to Satisfactory in 2013.
Materials related to the levels of corrective actions follow here.
Lake Superior State University has been ranked as "Low Performing" based on the 2007-2010 Teacher Preparation Performance Scores. View the complete report here which was submitted by the Michigan Department of Education (MDE) to the State Board of Education (SBE) on August 9, 2011. The SBE assigns point values to institutions in each of seven categories, such as 'supervisor survey' completion rates, 'ethnic diversity' of the student population, and student performance on a standardized test (the Michigan Test for Teacher Certification -MTTC). During 2007-2010 the LSSU average pass rate across all academic subjects (e.g. history, English, mathematics) was 79%, but a minimum pass rate of 80% is required to earn any points in that category. Without the MTTC points, our institutional overall score placed us into the lowest category.
LSSU is committed to our students and to preparing the very best teacher candidates possible. As a result we are undertaking several corrective steps to address this issue, including a review of those academic areas with the lowest performance. It is possible that some academic majors or minors will not continue as a result of this review, yet LSSU will continue to be able to recommend teachers for Michigan certification. This year we will also work closely with a Mentor institution to bring structural and process improvements to the university and to the School of Education. During the coming year the university will continue to function normally as we work to give our students the very best preparation possible, and we will provide extensive support and opportunities for review of academic content prior to the next cycle of MTTC testing. We welcome your comments or questions, directed to Dr. Myton, Associate Provost. firstname.lastname@example.org
Consultant Report May 2011
In an effort to address the concerns identified by the Michigan Department of Education, Dr. Anderson, Ed.D, Associate Professor within the faculty of Northern Michigan University, School of Education, was hired to consult with LSSU regarding the School of Education. Simply click on REPORT to view the document.
October 2011: The School of Education has implemented a controlled phase-out of selected academic programs, while at the same time reaffirming our institutional commitment to teacher preparation as a whole. Affected programs include only the majors and minors leading to teaching credentials in History, Geography, Economics, Political Science,
English and Social Studies. This difficult and important decision was based on careful analysis of the academic fields where student performance on the Michigan Test for Teacher Certification were significantly below state averages. These programs will begin a process of critical review and curriculum realignment, and we will work with the departments and the MDE with a goal of reinstatement. More on the phase-out plan is in the 2011 Phase-Out Narrative.
Consultant Report February 2012
To further develop recommendations for program improvement based on the MDE concerns, Jim Feil was hired to consult with LSSU regarding emerging best practices and new directions in teacher preparation. Click here to review his REPORT.