The MBU EPP ensures that candidates are able to apply their knowledge of the learner and learning.  Evidence demonstrates that candidates are able to apply critical concept and principles of learner development (InTASC Standard 1 - C2, G4), learning difference (InTASC Standard 2 - C1, C2, E6, G4), and creating safe and supportive learning environments (InTASC Standard 3 - D1, D2, D3, D4) in order to work effectively with diverse P-12 students and their families.

Data is analyzed from the STMFA (C1, C2, D1, D2, D3, D4, E6, G4, G5), SIP, Title I data

The Student Impact Project (SIP) and Professional Skills Assessment correspond to all ten domains of the InTASC standards. 

Ratings of Meets or Exceeds on the SIP demonstrate proficiency on each of the InTASC standards. A 3- point rating scale of exceeding expectations (EE), meeting expectations (ME) and below expectations (BE) is assigned a numerical rating 1= BE, 2=ME, and 3= EE. 

The target for the ST/candidate performance on the SIP is 2.5/3.0, which is slightly higher than meeting expectations; 

Ratings of 1 on the Professional Skills demonstrate proficiency on each of the identified InTASC standards.with the target for Professional Skills is 1.  Scoring of 0 indicates that further development is needed. 

Efforts are made to place candidates in schools with student populations that represent the nation's diversity: 

 Diversity in field placements is crucial for aligning with InTASC standards 1, 2, and 3 by:providing opportunities for pre-service teachers to develop an understanding of learner development, learning differences, and the importance of creating inclusive learning environments that support the academic and socio-emotional needs of all students. 

Exposure to diverse educational settings prepares educators to effectively meet the needs of a diverse student population and promote educational equity and excellence.