Dr. Elena Qureshi
Interim Dean, College of Education and Human Development
equreshi@madonna.edu
Dr. Ann Marie Sladewski
Director of Assessment
asladewski@madonna.edu
(734) 432- 5651
The following Education programs are accredited:
As part of our effort to show our continuous improvement and demonstrate transparency, the Education Division of the College of Education and Human Development, as directed by our accrediting body (Council for the Accreditation of Educator Preparation), makes the following data available as part of our Annual Reporting Measures:
As indicated by our Educator Preparation Institution (EPI) Score report, we received a Satisfactory rating from the Michigan Department of Education. This score is calculated based on the effectiveness ratings of our completers in their first three years of teaching.
Madonna University's score (2025)
How score is calculated (2025)
Below are data provided from the Michigan Department of Education regarding teacher effectiveness for the 2024-2025 school year for graduates in their first three years in the field.
| YEARS OF EXPERIENCE | N | HIGHLY EFFECTIVE | EFFECTIVE |
MINIMALLY EFFECTIVE | INEFFECTIVE |
| 1 | 25 | 0 | 23 | 2 | 0 |
| 2 | 27 | 14 | 12 | 1 | 0 |
| 3 | 27 | 11 | 15 | 1 | 0 |
The Educator Preparation Provider (EPP) examines the impact of its completers on P–12 student learning and development through the Case Study Research Assessment (CSRA). This interview-based assessment engages first-year teachers in examining student learning and growth in their classrooms and reflecting on how they apply knowledge, skills, and instructional practices developed during their educator preparation program.
The CSRA builds upon the Learning Outcomes Assessment Project (LOAP) completed during teacher preparation, allowing the EPP to examine how completers apply these practices in their own P–12 classrooms.
Themes Across Three Years of CSRA Findings
Analysis of CSRA interviews from 2023–2024, 2024–2025, and 2025–2026 demonstrates consistent themes related to completers’ application of professional knowledge and skills in P–12 classrooms. Findings from 2023–2024 and 2024–2025 indicated that completers felt prepared to use student data to inform instructional decisions, reflect on their strengths and areas for professional growth, and differentiate instruction based on student learning needs. The 2025–2026 findings reinforce these themes and provide specific examples of how completers apply these practices in their professional settings.
Data-Informed Instruction and Assessment
Across the three years, completers identified the use of student data to inform instructional decisions as a strength of their preparation. In 2025–2026, respondents described using formative assessment to monitor student learning and adjust instruction. Examples included providing targeted feedback on student work, identifying individualized teaching points, using detailed rubrics to assess student understanding, and conferencing with students about their performance.
Differentiation to Support P–12 Student Learning
Differentiation also emerged as a consistent theme across CSRA administrations. In 2023–2024 and 2024–2025, completers reported that their preparation equipped them to differentiate instruction based on student learning needs. In 2025–2026, all respondents reported using differentiation strategies during Tier 1 instruction. Examples included scaffolded graphic organizers, extended time for assignments and assessments, opportunities to retake assessments or resubmit assignments following individual conferences, and differentiated supports within co-taught classrooms.
Reflective Practice and Professional Growth
Completers’ ability to reflect on instructional practice has been another consistent finding across the three years. Respondents identified strengths and areas for continued professional growth and made connections between practices emphasized through the LOAP and expectations encountered during their first year of teaching. Areas of reflection included student growth, student relationships, differentiation, and instructional practice.
Continuous Improvement
Completer feedback also provides insight into the transition from teacher preparation to professional practice. Respondents affirmed that instructional frameworks, lesson-planning processes, and resources used during their preparation supported their first year of teaching. Feedback also reflected the variety of teacher-evaluation systems and digital learning platforms encountered across P–12 settings. Because no single evaluation system or digital platform represents the practices of all districts, the EPP recognizes the importance of preparing candidates to transfer their knowledge and skills across varied professional contexts. These findings provide an opportunity to reinforce a professional mindset of adaptability and continuous learning, while helping candidates recognize and apply the transferable skills needed to navigate new systems, technologies, and expectations throughout their careers.
Overall Findings
Across CSRA data from 2023–2024 through 2025–2026, findings demonstrate consistent patterns in completers’ use of data-informed instruction and assessment, differentiation, and reflective practice. The 2025–2026 findings extend the evidence by providing specific examples of how completers apply these practices in P–12 classrooms to monitor student learning, respond to individual learning needs, and inform instructional decisions. CSRA findings are reviewed alongside other measures of completer effectiveness to inform ongoing program evaluation and continuous improvement.
Employer satisfaction and stakeholder feedback across recent cycles indicate strong satisfaction among program completers. While the most recent data reflect some variation from prior years, overall results remain positive.
Findings highlight strengths in instructional practices, professionalism, and technology use, while also identifying areas for continued growth in meeting diverse students' needs and external collaboration. These results inform ongoing program improvement efforts to strengthen candidate preparation and effectiveness in the field.
(Administrator Survey Results: 2022-2023)
(Administrator Survey Results: 2023-2024)
(Administrator Survey Results: 2024-2025)
| 2016-2019 | 2017-2020 | 2019-2022 | 2020-2023 | 2021-2024 | 2022-2025 | |
| Initial |
77.0% |
77.4% | 79.2% | 65.4% | 68.0 | 72.7 |
| Cumulative | 92.6% | 93.4% | 83.3% | 76.9% | 76.0 | 80.5 |
The MDE’s 2024-2025 Year Out survey data indicate that 6 of 6 respondents have secured employment in their teaching field.
The University continues to work to identify methods to track completers of advanced programs into positions related to their preparation.
