Part 1
Alignment of Program Curricula with State and National Standards
The Education Department Curriculum Matrix illustrates the alignment of course content and outcomes with state MEES and MoSPE standards. The DESE Curriculum Matrices detail how Truman meets state certification requirements for each of the 13 initial certification areas and three add-on certifications. Further, the department recently undertook a mapping of the ISTE standards across our curriculum.
Alignment of the InTASC Standards and MEES Standards
| MEES Standards | InTASC Standards |
|---|---|
| MEES Standard 1: Content knowledge aligned with appropriate instruction. The teacher candidate understands the central concepts, structures, and tools of inquiry of the discipline(s) and creates learning experiences that make these aspects of subject matter meaningful and engaging for students. | InTASC Standard 4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. |
| MEES Standard 2: Student Learning, Growth, and Development. The teacher candidate understands how students learn, develop, and differ in their approaches to learning. The teacher candidate provides learning opportunities that are adapted to diverse learners and support the intellectual, social, and personal development of all students. | InTASC Standard 1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. InTASC Standard 2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. |
| MEES Standard 3: Curriculum Implementation. The teacher candidate recognizes the importance of long-range planning and curriculum development. The teacher candidate implements curriculum based upon student, district, and state standards. | InTASC Standard 7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. |
| MEES Standard 4: Critical Thinking. The teacher candidate uses a variety of instructional strategies and resources to encourage students’ critical thinking, problem solving, and performance skills. | InTASC Standard 5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. InTASC Standard 8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. |
| MEES Standard 5: Positive Classroom Environment. The teacher candidate uses an understanding of individual/group motivation and behavior to create a learning environment that encourages active engagement in learning, positive social interaction, and self-motivation. | InTASC Standard 3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation. |
| MEES Standard 6: Effective Communication. The teacher candidate models effective verbal, nonverbal, and media communication techniques with students, colleagues and families to foster active inquiry, collaboration, and supportive interaction in the classroom. | InTASC Standard 10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. |
| MEES Standard 7: Student Assessment and Data Analysis. The teacher candidate understands and uses formative and summative assessment strategies to assess the learners’ progress and uses both classroom and standardized assessment data to plan ongoing instruction. | InTASC Standard 6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. |
| MEES Standard 8: Professionalism. The teacher candidate is a reflective practitioner who continually assesses the effect of choices and actions on others. The teacher candidate actively seeks out opportunities to grow professionally in order to improve learning for all students. | InTASC Standard 9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. |
| MEES Standard 9: Professional Collaboration. The teacher candidate has effective working relationships with students, families, school colleagues, and community members. | InTASC Standard 10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. |
Finally, we have drawn heavily from the Learning for Justice Social Justice Standards for our Social Justice Disposition Rubric and have mapped those standards across our curriculum as well.
Sufficient and Appropriately Qualified Faculty
Following Higher Learning Commision (HLC) guidelines our faculty are qualified to teach courses and provide supervision. According to HLC, our faculty have earned degrees in fields that they teach or closely related fields in which they develop courses and are at least one level above that of the course being taught. We do have experts in the field that may not possess a terminal degree, but meet the criteria of exceptional expertise in the areas that they teach. In addition, our faculty assessment of what different people can teach demonstrates our flexibility in meeting course needs.
Facilities and Support Services Offered to MAE Graduate Students
Truman and the MAE program have more than adequate facilities and support services to meet the varied needs of our programs and candidates. Facilities, both in the form of offices that provide important services as well as physical spaces, provide a range of both academic and other student support services to ensure student’s success. These offices and/or facilities can advise students on learning strategies, point students toward valuable services, and help students troubleshoot technical problems as they arise.
Academic Services and Facilities
Disability Services. Truman State University is committed to making every effort to assist any student with documented disability to meet the requirements expected of all students enrolled. To obtain disability-related academic accommodations students with documented disabilities must contact the course instructor and the Office of Student Access and Disability Services (OSA) as soon as possible. If accommodations need to be made, please inform the Disabilities Service Office and the instructor of the course by the 2nd class meeting. For additional information, refer to the Office of Student Access and Disability Services.
Center for Academic Excellence. The Center for Academic Excellence (CAE) provides advising services for students in their first year for most departments, as well as tutoring services.
Writing Center. Students are encouraged to use the University’s Writing Center for writing projects. It is not a professional proofreading service; however, the Writing Center consultants will read student’s work and give students feedback about what they do well and what could be improved and why. They can help students better understand their writing craft so they can communicate their knowledge effectively.
IT Help Desk. The IT Service Center is a one-stop location to serve students who need assistance with phone or computer services.
Education Department Support Services
The Education Department provides students with support services as well. Students can visit the department’s website to view information about the Master of Arts in Education (MAE) program. Multiple student resources are available with click-able links on the website. The website also provides information on how to apply to the MAE program.
Violette Hall 1304 Facility. The Education Department at Truman State University hosts a facility dedicated to technology and integrating this technology into teaching and learning. In Violette Hall 1304, students and professors are able to use many forms of technology, including a Nureva Wall, virtual reality, a Smartboard, Logitech Connect Conference, and a Swivl. The Nureva Wall pans the entire wall with three sections of touch screen boards. The wall can be touched by multiple people at once, allowing for collaborative work. The technology is available upon request to any Education student or faculty member.
Academic Changes Due to COVID-19. Because of the COVID-19 crisis, changes have been made to the field of education at TSU. Courses during the Spring 2021 and Fall 2021 semesters are offered in multiple forms: in-person, online, or a hybrid of in-person and online. In-person facilities have enforced limited capacity to ensure social distancing. Faculty has completed professional development on teaching online learning and the program Quality Matters at the beginning of the Fall 2020 semester. The Missouri Department of Elementary and Secondary Education has reinstated and expected MEES performance evaluations, MoCA content testing, and the required number of hours for student teaching internships for the Spring 2021 and Fall 2021 semesters. The MAE reinstated and expected the professional development plan and professional disposition rubric for the Spring 2021 and Fall 2021 semesters. Our focus on technology has helped with the transition for our students who were enrolled in their internship during this pandemic. Several candidates reported supporting their grade-level teachers/mentors with technology for remote learning. Faculty and students have exhibited flexibility and a growth mindset to provide excellent learning opportunities during the crisis.
Student Wellness Services and Facilities
Student Recreation Center. Supporting students’ wellness in the form of physical fitness and recreation is an important part of students’ overall academic and personal fulfillment. The Student Recreation Center meets this important need and offers group fitness classes, personal training services, intramural sports, and online videos to support wellness.
Counseling Services. Students’ mental wellness is also a critical part of students’ overall academic and personal fulfillment. Student mental health is supported primarily through the on-campus Counseling Services at the McKinney Center.
Preferred Name & Pronouns Policy. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender, and nationality. Class rosters are provided to the instructor with the student’s legal name; however, we want to honor the name by which students choose to be known. Students are encouraged to advise their professors of their pronouns and preferred name early in the semester so that they make the appropriate changes to their records if needed. Truman has recently adopted a Preferred First Name and Gender Pronoun Policy, which allows students, faculty, and staff to change an individual’s first name without pursuing a legal name change.
Feedback Opportunities Given to MAE Graduate Students
Instructor Evaluations. At the end of the semester, students have an opportunity to complete an instructor evaluation for each course in which they are enrolled. An email is sent to students to notify them of the evaluation. The email states:
“Hello, Students:
The Instructor Ratings Survey is separate from Fs done for instructors at the end of the semester. It is intended strictly for student information. It is designed to provide information that will assist you and other students in course selection for future semesters. You will have the opportunity to complete a brief survey for each course in which you are registered, and your anonymity is assured.
To participate, use your Truman username and password to log in at the following link:
https://secure.truman.edu/sb389-s
Thank you for your time. Your participation is important to make this a meaningful process.
Student Senate
Faculty Senate”
Course Evaluations. At the end of the semester, students have an opportunity to complete a course evaluation for each course in which they are enrolled. An email is sent to students to notify them of the evaluation. The email is sent from the department the course is a part of. A general template of the email states:
“Please take a few minutes to evaluate the following [Department] courses:
[Course Catalog Name of Course and Professor]
You may evaluate them online at http://evaluation.truman.edu
This week is your only chance to offer constructive feedback to your instructors. Please consider completing your evaluation(s). Results are made available to instructors only after final grades have been posted for the semester. Thank you for your time and consideration.”
Grade Appeals. Students who wish to file a grievance about a course grade can, following the Grade Appeals Policy, complete the Grade Appeal Petition.
Discrimination and Title IX. Truman State University, in compliance with applicable laws and recognizing its deeper commitment to equity, diversity, and inclusion, which enhances accessibility and promotes excellence in all aspects of the Truman Experience, does not discriminate on the basis of age, color, disability, national origin, race, religion, sex (including pregnancy), sexual orientation, or protected veteran status in its programs and activities, including employment, admissions, and educational programs and activities. Faculty and staff are considered “mandated reporters” and therefore are required to report potential violations of the University’s Anti-Discrimination Policies and/or potential incidents of sexual misconduct that they become aware of to the Institutional Compliance Officer. The institution’s complaint procedure and complaint form are easily accessible to students through the Institutional Compliance website.
Fiscal Support. As detailed in Part 2 of this appendix, Truman State University and the School of Health Sciences and Education provide adequate fiscal support to maintain the quality of the MAE program. As stated previously in the report, our funding is comparable to other programs in our school. Health and Exercise Science’s budget includes the Natatorium. We have a large foundation that we can access additional funding for extra events such as professional development.
Part 2
Truman’s institutional commitment to the MAE program is in keeping with comparable programs within the institution and with institutional norms. The MAE has received permission for a new hire in English MAE, a new hire in ELED MAE, a replacement for an administrative assistant, a replacement for our certification officer with a change in the role to add the assessment component, and are in the process of requesting an MAE advisor. Our needs have been carefully considered by the Deans and Provost and have been approved, which increases morale. One Dean from another school contributed funding for the MAE to hire the ELED MAE person during this fiscal year, which demonstrates the support and collegiality among the schools at Truman. In our endowed funds as of August 2021, Education has several. One has $481,000 and another has $17,700. Our endowment is the largest in the School of Health Sciences and Education. Health and Exercise Science has $150,000, Nursing has $228,000 and Communication Disorders has $316,000.