Dispositions and behaviors required for successful professional practice are paramount for future educators and a cornerstone of the MAE mission statement of engaging in reflective practice. All of our core MAE courses and discipline-specific education courses focus on reflective practice at both the undergraduate and graduate level. Reflection is essential to improve practice. In addition, we know that anyone can teach if they have the skills to be a teacher; however, the dispositions make such a difference in whether or not they keep employment, are a valued member of the education profession, and enhance the reputation of Truman State University.
Professional Disposition Rubric
The Professional Disposition Rubric measures students’ dispositions and behaviors in early clinical experiences—ED 388 and ED 394. The assessment is on hand for XXX 608G and ED609G as needed; however, we have rarely found the need for the rubric at that stage unless a student is struggling. Our expectation is that students will possess those skills by that time. Mentors, University Supervisors, and students complete that form in ED 388 and ED 394. Since the implementation of the form, the majority of students score highly on all measures of the disposition.
MEES
Successful performance on the MEES demonstrates that candidates possess the disposition and behaviors required for professional practice. All Truman MAE completers have not only passed the MEES assessment but the mean scores for every standard have consistently far exceeded both the minimum and higher target scores.
MAE Completer Survey and Focus Groups
From the two years that we collected data, results indicate that participants felt most prepared for exhibiting professional dispositions, collaborating effectively with mentors and colleagues while maintaining focus on student success and participating in school and community events to support student outcomes (2017-2018 completers). They reported being prepared to create effective plans to deliver quality instruction, establishing and maintaining effective working relationships with colleagues to collaborate respectfully, accepting constructive criticism from supervisors, and addressing problems professionally. The 2018-2019 completers reported that they felt thoroughly prepared to establish and maintain effective working relationships with colleagues to collaborate, respectfully accept constructive criticism, demonstrate strong rapport with students from diverse backgrounds, Other areas of strength in which ninety-one percent of participants or eleven out of twelve respondents ranked as prepared or thoroughly prepared are as follows—using technology, prepared with classroom management, aligning instruction with content knowledge, creating effective lesson plans for quality instruction, culturally responsive teaching, using research-based strategies to encourage students’ critical thinking and problem-solving skills, using data to drive instruction, establishing and maintaining a positive learning environment to support diverse learners, creating differentiated lesson plans based upon students’ needs, exhibiting professional dispositions, collaborating effectively, designing their own professional develop plans as reflective educators and addressing problems professionally with adequate resources and supports.