1. Creating a More Rigorous Path Toward Educator Preparation Missouri State University College of Education Presentation to the Appalachian Regional Education Laboratory April 2015

2. “MEGA” Missouri Educator Gateway Assessments Historical and Philosophical Perspectives Practice of assessing candidates for entry into teacher education and for certification in Missouri was authorized by the Excellence in Education Act in 1985. Missouri State Board of Education is responsible for establishing standards for the education, assessment and certification of all public school teachers and administrators. The state is currently implementing new standards for the development of quality educators in Missouri. http://dese.mo.gov/educator-quality/educator-preparation/assessments Time Line 2010 Standards Rewritten 2014 - 2016 Implementation 2017 Annual Performance Report Released to Public

3. MEGA – The Tests The Missouri State Board of Education has adopted the following assessments: Missouri General Education Assessment (MoGEA) is the official assessment required for admittance into professional education programs in the state's colleges and universities and replaces the College BASE (CBASE). Missouri Educator Profile (MEP) is a NEW assessment designed to measure “work style” as it relates to the field of education and assesses the characteristics of individuals pursuing certification. Missouri Content Assessments (MoCA) are exit exams for all areas of certification and replace the Praxis II Content Assessments Missouri Pre-Service Teacher Assessment (MoPTA) is an evidence-based assessment designed for teacher candidates completing their student teaching experience

4. “MEP” Missouri Educator Profile MEP is an assessment of work style preferences used to support the development of effective educator work habits. It is not being used for admission into a program. Results are presented in a Development Report Examine how current work habits compare to those of effective educators and what candidates can do to further develop work habits. Required to complete the MEP upon entry into a Missouri educator program (traditional and alternative programs). http://www.mo.nesinc.com/

5. MEP Specifics Internet-based survey, 192 questions Statements of preference / agreement scale Intended to detect “faking” Candidates complete the profile at their convenience. Candidates complete the profile online, from any computer connected to the internet. Cost: $22 Approximately 20-30 minutes to complete MEP Development Report provided immediately upon completion

6. Six Drivers of Performance Achievement Effort Persistence Initiative Social Influence Leadership Orientation Social Orientation Interpersonal Cooperation Concern for Others Self Adjustment Self Control Stress Tolerance Flexibility Conscientiousness Dependability Attention to Detail Rule Following Practical Intelligence Innovation Analytic Thinking Independence

7. Example Report LowAverageHigh

8. Example by Driver LowAverageHigh

9. Interpretation Low Scores Low Effort Exerts limited effort toward achieving goals; does not set challenging goals Low Persistence May not persist in the face of difficulties, obstacles, or when success seems unlikely Low Initiative Has limited interest in volunteering for or taking on new work responsibilities or challenges High Scores High Effort Establishes and exerts extensive effort toward achieving challenging work goals High Persistence Tends to be highly persistent on the job, even when faced with obstacles or difficulties High Initiative Enjoys taking on new or additional work responsibilities and challenges 1 2 3 4 5 6 7 8 9 10

10. How MEP data are used… Advisement Course Conversations Theory Development Philosophies of Teaching and Learning Change Agent

11. How MEP data are NOT used… NOT screening prospective teachers out of the occupation NOT measuring Educator Preparation Program effectiveness NOT measuring changes in attributes or dispositions

12. What Research Says… “One theme revealed consistently through teacher education literature is that the quality of the classroom teacher is a critical factor in determining if a student receives a meaningful education (National Council for Accreditation of Teacher Education, 2002; National Reading Panel, 2000; Sanders & Horn, 1998; Wright, Horn, & Sanders, 1997). Moreover, the values and principles that guide professional conduct and development (i.e., dispositions) are just as critical to effective teaching as skills and knowledge. Dispositions are shaped by one’s attitudes and beliefs, which are deeply affected by individual personality traits or characteristics (Damon, 2005).” Source: E. Wadlington & P. Wadlington (2011)

13. Where do we go from here? Assess the assessment(s)? Refine the items? Re-conceptualize traits and dispositions? Change course and program content? Identify and “nurture” promising future educators? Provide additional data to prospective employers?