Advisory Board
Administrators and teachers from districts in which students are placed for field experience components and representatives from the Regional Professional Development Center comprise the Advisory Board. The Board meets twice a year to give feedback on the MAE program completers, assessments, and program. Further, the Board apprises the program of forthcoming state or district issues. A report is provided by Dr. Lochbaum at department meetings as relevant topics are considered.
Annual Performance Report (APR)
The State Board of Education (Board) is charged with the approval and accreditation of Educator Preparation Programs (EPPs) and their individual certification areas. Approval is based on Missouri Standards for the Preparation of Educators (MoSPE), which were approved by the Missouri State Board of Education in November 2012. There are two types of approval: initial and continuing. The goals of the APR are continuous improvement, annual reporting data to the public, and accreditation.
The Missouri Standards for the Preparation of Educators (MoSPE) outline the expectations for programs preparing educators for certification in Missouri. In order to ensure that programs are meeting these expectations, the Department of Elementary and Secondary Education (DESE) established an Annual Performance Report for Educator Preparation Programs (APR-EPP) to measure the performance of educator preparation programs (EPPs) in valid, accurate and meaningful ways. The APR-EPP is based on the MoSPE performance standards and provides a mechanism by which to review and approve EPPs at the certification program level. Information provided through these reports assist in recognizing high-performing programs as models of excellence based on a set of standards and indicators. Likewise, the reports facilitate identification of programs in need of improvement so they can receive appropriate support. These standards guide Missouri’s continuous improvement efforts as we work together to reach our goal of preparing, developing, and supporting effective educators.
Each performance indicator by standard included in the APR-EPP is built from data collected on completers during each academic year. Certification candidates are identified based on the data submitted by EPPs. Data for the APR include (a) GPA’s – overall, content (as required by approved matrices); (b) MEES evaluation scores; and (c) MPEA Performance Score (Truman doesn’t have any programs for this criteria). The academic year is standardized across programs and begins with the fall semester. Thus, each academic year includes the fall, spring and summer semesters. In order to retain accreditation, Truman’s certification programs must meet designated benchmarks for each applicable APR measure.
All certification areas approved by DESE earn continuing accreditation on an annual basis. The APR-EPP is used to generate data for this purpose. The APR-EPP is compiled by DESE each year and consists of performance data measured to determine whether or not an individual certification area continues to meet state standards. Educator Preparation Programs are evaluated according to all nine Missouri Teacher Standards on the MEES.
The findings from the APR result in 5 year Accreditation Designation in three Accreditation Levels: Accredited = 70% to 100%, Provisionally Accredited = 60% to 69.9%, and Unaccredited = > 59.9%. Truman achieved the Accredited Level in all Certification programs in 2018 and 2019. In 2020, the APR report was suspended due to COVID. All certification areas met the standards for the preparation of educators, are accredited, and may continue to recommend candidates for certification.
DESE Curriculum Matrices
The Department of Elementary and Secondary Education (DESE) specifies the proficiencies for certification programs to be state-approved. The matrices include two requirements for all certification programs: Professional requirements and Field and Clinical Experiences. While the matrices for Secondary Education programs also require a third area, characterized as Content Knowledge Area. The matrices for Elementary and Special Education integrate the Content Knowledge Area under the professional requirements. The professional knowledge is relevant to the student’s degree program. A complete list of all courses comprising a certification area is within the DESE-approved matrix. Truman State University diligently works to develop and continually refine curriculum through governing bodies on-campus, which can then be examined and approved upon request by the Missouri Department of Elementary and Secondary Education.
Professional Disposition Rubric
The professional disposition rubric was created by MAE Faculty and stakeholders as a tool to measure the “soft skills” expected from candidates during their clinical placements. The assessment includes three categories: (1) professionalism; (2) collaboration with mentors, students, administration, peers, university personnel, parents; and (3) teacher/student interactions. The rubric includes a four-point Likert-type scale (0 = does not exhibit, 1= rarely exhibits, 2 = sometimes exhibits, and 3 = consistently exhibits). For each clinical component of the program (ED 394, XXX 608G and ED 609G), a disposition form is collected from the candidate (a self-evaluation), P-12 Partner/Mentor, and MAE Faculty University Supervisor. In ED 388 there is no formal mentor so only the candidate and MAE Faculty member complete the assessment. The Elementary MAE Faculty also uses the assessment in ED 618G, which includes a clinical experience.
First-Year Teacher Survey Questionnaire
The First-Year Teacher Survey Questionnaire is a state-mandated measure designed to assess how well a completer, at the end of their first year of teaching, feels they were prepared by their EPP. Aligned with the nine Missouri Teaching Standards, the measure contains 50 Likert-type or dichotomous items and two open-response items.
The questionnaire was developed by DESE in collaboration with the Office of Social and Economic Data Analysis (OSEDA), which is affiliated with the University of Missouri-Columbia. (OSEDA has supported several DESE initiatives for more than a decade. OSEDA’s faculty have varied academic backgrounds. See http://oseda.missouri.edu/mission.shtml for more information.) By administering a standard instrument to a statewide census sample of first-year teachers, DESE has assured that the survey provides EPPs with comparable and broadly representative data. DESE disaggregated data by EPP institutions so the specific EPP can analyze the data. The EPP can compare their data to the aggregated Missouri state data. DESE only shares data by program if the n=10 or greater so data is not reported for smaller MAE programs.
GPA (Content)
Content area coursework must be completed with a minimum GPA of 3.00 on a 4.00 scale to meet DESE requirements for certification and accreditation. Content courses for specific competencies within certification areas are recommended by faculty and approved by DESE. A grade point average (GPA) is computed by dividing total quality points by the total semester hours attempted. Content courses are specific to the MAE programs and are grounded in the disciplines. At the graduate level, candidates complete advanced content knowledge courses. Further, all Truman certification areas exceed minimum DESE content area requirements.
GPA (Overall)
Certification candidates must meet the minimum requirements for an overall GPA of 2.75 on a 4.00 scale (for Truman = grad/undergrad combined). A grade point average (GPA) is computed by dividing total quality points by the total semester hours attempted. This overall GPA requirement was eliminated by DESE for accreditation in Spring 2021.
GPA (Professional)
Professional education coursework must be completed with a minimum GPA of 3.00 on a 4.00 scale at both the undergraduate and graduate levels. The professional GPA is calculated according to program specific requirements from the following courses:
- ED 388 Exploratory Field Experiences (1 credit)
- ED 389 Foundations of Education (3 credits)
- ED 393 Clinical Experiences in Teaching (3 credits) taken with
- ED 394 Experience in Classroom Teaching (1 credit)
- ED 593 Psychology Foundations of Education (3 credits)
- ED 601G Measurement and Evaluation (3 credits)
- ED 603G Content Academic Literacy (3 credits)
- ED 605G Psychology of the Exceptional Child (3 credits)
- ED 607G Applied Educational Psychology (3-4 credits)
- ED 609G Teaching Internship (8-17 hours)
- ED 624G Instructional Interventions for Secondary Students (grades 6-12) with Reading Deficiencies
- ED 632G Research/Applied Educational Psychology (4 credits)
- ED 681G Research Study in Education (1 credit)
A grade point average (GPA) is computed by dividing total quality points by the total semester hours attempted. “Totals” include all coursework attempted from all colleges attended.
Graduate Student Exit Questionnaire (GSEQ)
The Graduate Student Exit Questionnaire is completed by every TSU graduate student as a graduation requirement. The Graduate Studies office provides the data to each graduate program on campus, which MAE Faculty discuss at an annual department meeting. The questions focus on how well-prepared candidates feel they are and to what extent candidates believe the faculty in the department met their needs.
MAE Completer Survey
The Education Department had one longitudinal study of our completers which ended years ago. Following that there was limited study except for faculty’s individual needs assessments that would arise, focus groups around specific questions periodically, an initial list of who got jobs and where (that we still keep). Beyond that, there is no formal information collected from Truman completers by the Education Department. In the summer of 2020, an MAE completer survey was distributed with the intention of using the survey annually for our completers. The survey is comprehensive–asking questions about our MAE 2028 goals, accreditation and national recognition goals, demographic data and current trends in education. Our return rate has been low both semesters on this measure. One strategy to increase our return rate is to remind candidates in person during our Hooding Ceremony that they will get a survey during their first year of teaching and we appreciate the feedback. Another strategy is to send surveys to their Truman and current employer emails. Employment data is collected for each graduation cycle and kept by the Certification Officer.
MAE Completer Focus Groups
Based upon the results of the MAE Completer Survey, we will ask completers who indicate willingness to participate in focus groups so that we can delve deeper into culturally responsive teaching and other areas of interest with qualitative data. These focus groups started in the Spring of 2021.
Missouri Educator Evaluation System (MEES)
The MEES was implemented as the primary performance assessment for Missouri Educators in fall 2018. It focuses on the improvement of effective educational practices and the professional development of teachers, principals and school superintendents. The model evaluation system was developed by DESE in partnership with educators, school district officials, education organizations, and teacher education programs at the state’s colleges and universities. The performance assessments are scored at the educator preparation level during candidates’ internship (student teaching). In order for completers to be certified by DESE they must earn a minimum summative score of 42 points (combined totals of both the University Supervisor and Mentor Teacher scores). This minimum score is achieved by scoring a 2.34 for each standard by both the University Supervisor and Mentor Teacher (2.34 x 9 standards x 2 evaluators = 42.12). DESE, and Truman, hopes that intern candidates earn a 3 for each standard, which we have labeled the target score (3 x 9 standards x 2 evaluators = 54).
Portfolio
Piloted in the spring of 2021, the portfolio is used to systematically examine candidates’ content, pedagogical, and professional knowledge. The candidates are asked to reflect on their practice and supply artifacts that support these reflections to demonstrate that they meet all nine MEES professional standards. Candidates complete the portfolio during their internship and enrollment in ED 607G or ED 632G and at least two of the reflections must focus on the MAE 2028 goals of technology and social justice. MAE faculty evaluate select portfolio reflections and artifacts, and the Department Chair reads every portfolio, with the goal of supporting program improvement and MEES evaluations.
Principal of First-Year Teachers Survey Questionnaire
The Principal of First-Year Teachers Survey Questionnaire is a state-mandated measure designed to assess how well a principal believes a given teacher, at the end of their first year of teaching, has been prepared by their EPP. Aligned with the nine Missouri Teaching Standards, the measure contains 50 Likert-type or dichotomous items and two open-response items.
The survey has been developed by the Missouri Department of Elementary and Secondary Education (DESE) in collaboration with the Office of Social and Economic Data Analysis (OSEDA), which is affiliated with the University of Missouri-Columbia. (OSEDA has supported several DESE initiatives for more than a decade. By administering a standard instrument to a statewide census sample of first-year teachers to their principals, DESE has assured that the surveys provide EPPs with comparable and broadly representative data. DESE disaggregated data by EPP institutions so the specific EPP can analyze the data. The EPP can compare their data to the aggregated Missouri state data. DESE only shares data by program if the n=10 or greater so data are not reported for smaller MAE programs.
Professional Development Plan (PDP)
The PDP was adapted from the New Jersey Department of Education Optional Teacher Professional Development (PDP) Template and Sample PDP. This specific instrument was chosen after reviewing numerous other state-used instruments as being most “user friendly” and most “adaptable” while still validly assessing professional development (PD) activities of MAE candidates. The PDP is a one-page document that MAE candidates are asked to complete. The form consists of four sections:
- Section I: Candidates identify areas they believe they need to further develop as a professional teacher. In addition, they are asked to identify the MO Teacher Standard most related to their identified area of development and provide a rationale for their need for improvement in that area, as well as a brief description of sources of evidence to support their development.
- Section II: Candidates identify the professional learning goals they have generated to address their areas of development, the specific activities that each goal will include, and how mastery of the goal will be demonstrated.
- Section III: Candidates provide a brief description of the support activities that their district and/or school has provided them in working toward achieving their goals.
- Section IV: Candidate provide a summative review of progress they have made towards their PDP goals
Candidates complete Sections I, II, and III of the form towards the beginning of their internship and Section IV is completed at the end of the internship. Candidates, as well as their mentor teacher and University Supervisor, sign and date the document.
School Partnerships and Outreach
School partnerships are an essential component of the MAE Program. Each of the five formal partnerships are unique and contribute meaningful experiences for our students. The Clayton partnership was created 19 years ago by Dr. Sam Minner (Division Head) and Ruth Mach (principal in Clayton who had served on our Board of Governors). Dr. Wendy Miner has directed that program, which has had various iterations. Currently, full-year interns co-teach and receive $1,000 toward tuition and $500.00 for professional development money. Semester interns receive professional development within the district, but do not receive any additional funding. The Park Hill partnership was modeled after Clayton’s partnership. Additional descriptions of the Clayton and Park Hill partnerships, as well other remote partnerships, are available here. The Schuyler partnership includes placing students in the schools for field placements and the Director of that partnership just retired. The MAE program finds these partnerships very valuable and is looking into how these can continue in the future. The Kirksville partnership is thriving. We have many students placed there for field experiences during the school year. In addition, we have partnered with the district to teach a summer school program. Finally, the partnership with Knox County is strong too. They are a local rural one-to-one school. Our special education faculty place students there on a regular basis.
Several outreach programs are in place such as the Kindergarten/First-grade Science Club. Ozobots were recently purchased to use with outreach programs. The MAE program creates opportunities for K-12 Partners in conjunction with the TSU Art Gallery. Finally, the MAE candidates participated in National History Day with candidates as mentors for students.
Truman Curriculum Matrix
The Truman Curriculum Matrix was collaboratively created by faculty over the course of several months to map where throughout our coursework MEES and MOSPE standards are met. Faculty were consulted to determine how the standards were met in each class and data were triangulated by examining outcome statements included in course syllabi.
Undergraduate Degree
An overwhelming majority of Truman MAE candidates attend Truman as undergraduates. Our undergraduate degrees focus on a public liberal arts and sciences mission, which addresses many of the competencies that we expect from teachers such as an awareness of other cultures and an ability to think critically.
Truman State University’s vision is to educate students for the benefit of all by developing educated citizens needed to protect our democracy and offer creative solutions to state, national and global problems. It will do so through transformative experiences that foster critical thought, daring imagination and empathetic understanding of human experiences at home and around the world. Truman graduates will be citizen leaders committed to service; globally competitive; able to thrive in the complexities of an advanced, technical and multicultural world; and inspired to live healthy and meaningful lives (TSU Website).
The mission of Truman State University is to offer an exemplary undergraduate education to well-prepared students, grounded in the liberal arts and sciences, in the context of a public institution of higher education. To that end, the University offers affordable undergraduate studies in the traditional arts and sciences as well as selected pre-professional, professional, and master’s level programs that grow naturally out of the philosophy, values, content, and desired outcomes of a liberal arts education (TSU Website).