MAE completers possess knowledge about learners and learning theory and apply that social, emotional, and academic knowledge in their practice. Sources of evidence that demonstrate how Truman candidates and completers meet this aspect of Standard 1 can be divided into two categories: knowledge acquisition and knowledge application.
Knowledge Acquisition
The interaction of the GPAs Truman candidates and completers earn through the grades received in their MAE coursework demonstrates that the MAE adequately provides several opportunities for candidates to acquire knowledge of how learners learn in social, emotional, and academic dimensions.
GPAs
GPAs provide one piece of evidence that supports the claim that Truman candidates and completers acquire the requisite knowledge related to learners and learning theory, and the 3.00 minimum Professional GPA standard required by DESE is the GPA measure that demonstrates this most directly.
Truman MAE Curriculum Matrix/Pre-MAE and MAE Coursework
As detailed on the Truman Curriculum Matrix, candidates are presented information about learners and learning theories in several courses:
- ED 389: Foundations of Education—candidates demonstrate knowledge of philosophical and educational theories.
- ED 393: Clinical Experiences in Teaching—candidates demonstrate knowledge of present theories of learning and question the functions and characteristics of various models of teaching.
- ED 593: Psychological Foundations of Education—candidates demonstrate an appropriate understanding of human development as it applies to teaching, including cognitive, emotional, social, moral, and physical development. Students also demonstrate an appropriate understanding of learning and learning to learn.
- ED 605G: Psychology of Exceptional Children—candidates develop understanding of the similarities and differences in human development, including how individual instruction and learning styles differ among individuals with exceptionalities. Students further describe various instructional strategies utilized in the classroom to meet the needs of individuals with exceptionalities in a diverse society.
Knowledge Application
Equally as important as acquiring the requisite knowledge is providing candidates multiple opportunities to apply that knowledge in the classroom. The MAE provides several opportunities for candidates to apply their knowledge of learners and learning theory in the classroom and several data sources support the claim that Truman candidates and completers meet this aspect of Standard 1.
Clinical Field Placements
- ED 394: Experiences in Classroom Teaching–students complete a 45-hour placement in this course and demonstrate an elementary knowledge of present theories of teaching/learning.
- XXX 608G: Management of Instruction–in the field placements that accompany these content-specific courses candidates connect theory and practice.
MEES
All Truman MAE completers have successfully not only passed the MEES assessment but the mean scores for every standard have consistently far exceeded both the minimum and higher target scores. Standard 2 of the MEES investigates completers’ abilities to meet students’ learning needs, growth and development. MEES performance data demonstrates that all Truman completers apply their knowledge of how students learn, develop, and differ in their approaches to learning.
Portfolio
The MAE portfolio provides additional evidence that Truman intern candidates apply their knowledge of how students learn, develop, and differ in their approaches to learning through self-reflections and at least one artifact to support their reflection. Here is one example from the portfolio.
First-Year Teacher Survey Questionnaire (FYTSQ)
In the category of student learning, growth and development on the survey, 93% of 2020-2021 completers agreed (38%) or strongly agreed (55%) that they were prepared to design lessons that included differentiated instruction and 94% agreed (47%) or strongly agreed (47%) that they were prepared to create lesson plans to engage all learners. However, 78% agreed (50%) or strongly agreed (28%) that they were prepared to implement instruction based on a student’s IEP, 66% agreed (42%) or strongly agreed (24%) that they were prepared to modify instruction for gifted learners, and only 47% agreed (28%) or strongly agreed (19%) that they were prepared to modify instruction for English language learners. The particular needs of students with IEPs, gifted learners, and English language learners represent areas of attention for the MAE program. (Please consult the summary document of the last six years of data from this questionnaire for additional evidence of support from prior years.)
Principal of First-Year Teachers Survey Questionnaire
The principals’ ratings of our 2020-2021 first-year completers largely align with their self-evaluations. Regarding preparation to design lessons that included differentiated instruction, 82% of principals agreed (46%) or strongly agreed (36%) that completers were prepared to do so and 81% agreed (42%) or strongly agreed (39%) that Truman completers were prepared to engage all learners. The principals also rated our completers similarly with respect to modifying instruction for gifted learners, with 64% of principals either agreeing (47%) or strongly agreeing (17%) that they were prepared. Interestingly, principals rated our 2020-2021 completers more highly than the completers rated themselves regarding their preparation to implement instruction based on a student’s IEP, with 86% agreeing (57%) or strongly agreeing (29%) that the completers were prepared, and 54% either agreeing (45%) or strongly agreeing (17%) that our completers were prepared to modify instruction for English language learners. While it is encouraging that principals rate our completers as being more prepared than they feel they are themselves, these areas still represent areas of growth for the MAE program. (Please consult the summary document of the last six years of data from this questionnaire for additional evidence of support from prior years.)
MAE Completers Survey
Completers in both 2017-2018 and 2018-2019 reported that they felt well prepared to create effective lesson plans to deliver quality instruction. They reported that they were well prepared to create differentiated lessons based on students’ needs.