MBU SOE ensures candidates are able to apply their knowledge of professional responsibility.  Candidates demonstrate the ability to engage in professional learning, act ethically (InTASC Standard 9), take responsibility for student learning, and collaborate with others (InTASC Standard 10).  

Data is analyzed from the STMFA (F2, F3, G1, G2, G4, G5)

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 essential for addressing InTASC standards 9 and 10 by providing opportunities for pre-service teachers to engage in reflective practice, continuous professional learning, collaboration, and partnerships in diverse educational settings. 

Exposure to diverse field placements prepares educators to critically reflect on their practice, work effectively with diverse stakeholders, and advocate for the needs of all students and communities. In addition, it helps them to develop the interpersonal skills, cultural competence, and collaborative mindset needed to work effectively with diverse teams and communities. 

This section is under development.

This section is under development.