Program Report for the Initial Preparation of Physical Education Teachers American Alliance for Health, Physical Education, Recreation, & Dance/National Association for Sport and Physical Education (NASPE) NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION

COVER SHEET 1. Institution Name University of Puerto Rico at Mayagüez 2. State Puerto Rico 3. Date submitted MM DD YYYY 09

/ 11

/ 2008

4. Report Preparer's Information: Name of Preparer: Diana Rodriguez, Ed.D Phone:

Ext.

( 787 ) 265 - 3841 E-mail: [email protected] Name of Preparer: Maria Yolanda Canabal, Ph. D. Phone:

Ext.

( 787 ) 265 - 3841 E-mail: [email protected] 5. NCATE Coordinator's Information: Name:

Carmen Bellido, Ph. D. Phone:

Ext.

( 787 ) 265 - 3829 E-mail: [email protected] 6. Name of institution's program Teaching Physical Education Program 7. NCATE Category Physical Education-First Teaching License

8. Grade levels(1) for which candidates are being prepared 7 – 12 grade (1) e.g. Early Childhood; Elementary K-6

9. Program Type j Advanced Teaching k l m n i First teaching license j k l m n j Other School Personnel k l m n j Unspecified k l m n 10. Degree or award level i Baccalaureate j k l m n j Post Baccalaureate k l m n j Master's k l m n j Post Master's k l m n j Specialist or C.A.S. k l m n j Doctorate k l m n j Endorsement only k l m n 11. Is this program offered at more than one site? j Yes k l m n i No j k l m n 12. If your answer is "yes" to above question, list the sites at which the program is offered

13. Title of the state license for which candidates are prepared Secondary Education Teacher in Physical Education 14. Program report status: i Initial Review j k l m n j Response to One of the Following Decisions: Further Development Required, Recognition with k l m n Probation, or Not Nationally Recognized j Response to National Recognition With Conditions k l m n 15. State Licensure requirement for national recognition: NCATE requires 80% of the program completers who have taken the test to pass the applicable state licensure test for the content field, if the state has a testing requirement. Test information and data must be reported in Section III. Does your state require such a test? j Yes k l m n i No j k l m n SECTION I - CONTEXT 1. Description of any state or institutional policies that may influence the application of AAHPERD/NASPE standards. (Response limited to 4,000 characters) The University of Puerto Rico at Mayagüez (UPRM) is a state university located on the west coast of Puerto Rico that serves about 12,300 students of which 11,200 are undergraduate students. Roughly 98% of the undergraduates are from Puerto Rico with 40% coming from Mayagüez and surrounding area. The UPRM recognizes that academic success in today’s dynamic and ever changing environment requires continued improvement and organization. Consequently, it requires that every program and organization develops a strategic plan that includes accreditation from professional organizations, when available. Currently, efforts are underway at UPRM to have all its programs and organizations accredited by the year 2010, including the teacher preparation programs. In 2003, The Puerto Rico Council on Higher Education (cespr) includes the standards of education that are aligned with NCATE standards (#17- June 16, 2003). The Continuous Improvement Educational Initiative (CIEI) begun in 2003, is a campus-wide effort that envisions the development of a new outcomes-based academic environment to ensure that students receive a solid education. This initiative recognizes the complexity of the learning process and the responsibility of all academic stakeholders in its development and success. The CIEI aims to assess students’ knowledge and its applicability, values, attitudes, dispositions and ideas that affect academic success as well as professional performance. The initiative is aimed at comparing educational performance with educational processes and expectations derived from the institution’s vision and mission, the faculty’s curricular and course design expectations, as well as from students’ goals. The Physical Education Department at UPRM offers a Bachelor of Arts in Physical Education that consists of two options: Teaching Physical Education (TOPE) and Coaching. The TOPE degree is aligned to state and institutional policies to fulfill teaching accreditation in secondary physical education (PE). The state policies for teacher licensure, regardless of whether teachers are recruited to work in public or private schools, are enforced by the Puerto Rico Department of Education (PRDE). To be certified in Puerto Rico, applicants who complete the TOPE degree must pass a battery of three Puerto Rico Teacher Certification Exams (Pruebas para la Certificación de Maestros in Spanish or PCMAS) which include:

• Basic Knowledge and Communication Skills Exam: Competence in Social sciences, humanities, natural sciences, mathematics, computers, Spanish and English, and writing competence in Spanish. • Professional Skills for Teaching Secondary School Exam: Fundamentals of education, methodology, teaching strategies and techniques, and learning assessment. • Specialization Exams – Only available for teachers of Spanish, English, Mathematics, Sciences, and Socials Sciences/History. Graduates from the Teaching option in Physical Education (TOPE) must take and pass only the Basic knowledge and communication skills and the Pedagogical skills exams (PCMAS) in order to be certified as licensed teachers, because there is no specific section on physical education content knowledge. The Teacher Preparation Program of Secondary Education, within the Division for Continuing Education and Professional Studies, offers a curricular sequence of courses in education authorized by certification number 04-51 approved October 19, 2004 by the UPRM Academic Senate. This sequence satisfies the requirements for certification as a secondary education teacher as specified by the PRDE in Regulation #6234 with amendment #6472. Under this regulation, any person who completes a bachelor’s degree that has at least 21 credits in PE and approves a required set of education courses (a total of 30 credits) may apply for certification as a secondary teacher in PE with the approved PCMAS. 2. Description of the field and clinical experiences required for the program, including the number of hours for early field experiences and the number of hours/weeks for student teaching or internships. (Response limited to 8,000 characters) Candidates and completers from the TOPE at the UPRM are required to take the EDPE 4215 (Theory and Methodology of Teaching in secondary physical education) course during their fourth year of study. They must complete at least 15 hours of early field observation at one of several secondary public schools with qualified physical education cooperating teachers. Candidates and completers must provide detailed descriptions of each class observation by using an observational guide which contains open ended questions that focus on the methods, techniques and strategies used by experienced teachers in and outside the classroom. These are handed in (in sets of 3) to the course professor who in turn, provides feedback. Candidates and completers are required to put these observations in their portfolio. Candidates are given the opportunity to teach a class session after they have completed half a semester of class observations. Each candidate must plan and implement one lesson plan on site while supervised by the cooperating teacher during this time. In EDPE 4216 (Student Teaching of Physical Education in secondary School), candidates are required to serve a total of 300 contact hours at one of several secondary public schools where they will teach physical education under the supervision of qualified physical education cooperating teachers as mentors. The total hours of student teaching are accomplished during 20-hours per week throughout the semester. They must arrive at the school at 7:30 AM and leave at 11:30 AM. At some schools however, the class schedule permits candidates to arrive at 8:00 AM and leave at 12:00 M. A three-hour weekly seminar is held outside of the student teaching schedule for the purpose of providing candidates with additional time to meet with their university supervisors. Time is also provided during the seminar for total group discussions where candidates can share their experiences with other student teaching candidates. 3. Description of the criteria for admission, retention, and exit from the program, including required GPAs and minimum grade requirements for the content courses accepted by the program. (Response limited to 4,000 characters) Transition Point #1: Admission to TOPE Admission to the TOPE is determined by the General Admission Index (IGS in Spanish), a weighted (50%) average of the high school grade point average and the mathematical and verbal aptitude scores

on the College Entrance Examination Board. The IGS required for admission to the program is 2.50. Prospective candidates can enroll in the program after completion of a bachelor’s degree in any other physical education program or while pursuing such a degree. Prospective candidates who have completed an undergraduate degree from any of the UPR campuses or from another institution must submit their application for admission to the program through the Professional Development option of the Teacher Preparation Program of the Division of Continuing Education and Professional Studies. All candidates must write a satisfactory written essay (called SEDeRe) and complete a successful interview with PPMES Candidate Assessment Committee. Prospective candidates whose essays are not satisfactory may repeat this task and reapply the following year. Those candidates who do not complete a successful interview are directed to career counseling, and must provide evidence of meeting recommendations before they can reapply. Transition Point #2: Enrollment in Theory and Methodology Course Since the Puerto Rico Department of Education requires a minimum grade point average of 2.50 in order for candidates to receive their teacher license, this is the minimum grade point average suggested prior to enrollment in EDPE 4215 course. The following requirements are needed for enrollment in this course: (a) Completion of an application form that includes a short autobiography. (b) Completion of 12 credits in the foundations courses (Human Growth &Development I & II, Social Foundations of Education, and Philosophical Foundations of Education). (c) Completion of 18 credits in core courses in physical education. Candidates and completers are required to pass all core courses with C or better. However, in EDPE 4215 candidates will need to pass with a B or better as soon as this requirement becomes official within the unit. The decision to make a B or better the passing grade in this course is based on two powerful reasons: One is to stimulate candidates to keep a minimum grade point average of 2.50 prior to enrollment in EDPE 4216. Candidates must have a 2.50 or better if they want to work as teachers in the public school system in the island. The other reason is that experience throughout the years has shown that candidates who obtain a C in EDPE 4215 encounter grave difficulties in their student teaching experience. Transition Point #3: Admission to Student Teaching In order to enroll in the Student Teaching course, candidates must have completed their Theory and Methodology course with a minimum grade of B, scored 80% or higher in the Electronic Portfolio Rubrics as well as having completed 21 credit hours their specialized field with a minimum grade point average of 2.5. Candidates that do not satisfy a 2.50 G.P.A. are advised on an individual basis, to ascertain their disposition towards teaching, and improve their grades or they may be directed to career counseling. After counseling, candidates may reapply and request a new interview the following semester. Transition Point #4: Program Completion The exit phase of the program is accomplished with the completion of the degree. Completion does not require taking or passing the Teacher’s Competency Test (PCMAS in Spanish). Graduates from the TOPE without the Teacher’s Competency Test may take the test after graduation if they so desire. Candidates are constantly and thoroughly advised about the licensure process, especially on the requirement of maintaining a 2.50 G.P.A. in order to be able to apply for a teaching job in the Puerto Rican Department of Education.

4. Description of the relationship (2) of the program to the unit's conceptual framework.

(Response limited to 4,000 characters) The relationship of the TOPE with the Unit’s Teacher Preparation Program (UTPP) occurs through required courses: Foundation of Education Courses: EDFU 3001-3002 Human Growth and Development I & II EDFU 3007 Social Foundations of Education EDFU 4019 Philosophical Foundations of Education Education Courses: EDPE 4006 Exceptional Children EDPE 3129 Use of Microcomputers in the Classroom EDPE 4215 Theory and Methodology of Teaching in Secondary Physical Education EDPE 4216 Student Teaching of Physical Education in Secondary School Although EDPE 4215 and EDPE 4216 belong to the UTPP they are offered by qualified PE faculty. The TOPE is aligned to the 10 unit competencies expressed in the conceptual framework of UPRM: Possess content knowledge: TOPE candidates must complete 34 credits in core courses in PE: Four fundamental skills courses (group sports, individual sports, aquatic activities, rhythmic activities), history and principles of PE, fundamentals of weight training, health, first aid, biomechanics, exercise physiology, motor learning, adapted physical education, and teaching methods and techniques in PE. Possess pedagogical content knowledge: In EDFI 4205, candidates learn a repertoire of teaching practices that stimulate student motivation toward learning, which are based on results from educational research. Possess knowledge of human development and learning: Candidates must complete 6 credits in human development and learning. In addition, they must pass with C or better EDFI 4005 (Motor Learning) and EDFI 3395 (Adapted Physical Education) which cover developmentally appropriate activities in physical education. Demonstrate creative critical thinking: Candidates take courses in which active learning strategies are used to stimulate analysis and application of their knowledge through activities: EDFI 4205; 4115; EDPE 4215. Exhibit comprehensive formation-communication leadership skills: Candidates are prepared to use effective verbal, nonverbal and technological communications skills in terms the learner can understand and use. The required 12 credits in English and Spanish plus the emphasis made on the correct use of oral and written communication in the teaching courses (EDFI 4205; EDPE 4215 and EDPE 4216), prepare candidates to properly use communication skills in student teaching. Demonstrate community-building skills: Candidates develop good relations with school colleagues, parents and community administrators through the required observation hours in EDPE 4215 and EDPE 4216 at qualified student teaching sites. Assessment of student learning: Candidates are introduced to the topic of evaluation in the EDFI 4045 (Measurement and Evaluation in Physical Education). In EDPE 4215 they learn to use a variety of traditional and some authentic assessment techniques in class demonstrations. During student teaching, candidates are encouraged to use assessment techniques to determine performance levels of students and

plan according to results. Demonstrate caring disposition: Candidates are encouraged to discuss school and students’ social problems encountered in their student teaching during the after-hour student teaching weekly meetings. As part of their student teaching, candidates are encouraged to maintain open communication with parents when concerns arise with particular students or in particular situations. Demonstrate sensibility to diversity: Candidates must be sensitive and tolerant to the diverse needs and performance levels of learners within gender and cultural differences. During student teaching, candidates must include activity modifications for high-skilled and low-skill students in each lesson plans. Demonstrate reflective practice: Candidates are introduced to reflective writing in EDPE 4215. In EDPE 4216, candidates are encouraged become enthusiastic and caring teachers through reflective journal writing in their portfolio. (2): The response should describe the program's conceptual framework and indicate how it reflects the unit's conceptual framework.

5. Indication of whether the program has a unique set of program assessments and their relationship of the program's assessments to the unit's assessment system(3). (Response limited to 4,000 characters) All seven program assessments presented in this report are unique to the TOPE program at UPRM. The first assessment that consists of the PCMAS scores, is the only assessment related to the unit’s assessment system. Candidates and completers in the Teaching option in Physical Education (TOPE) however, are required to take only the Basic knowledge and communication skills, and the Pedagogical skills exams (PCMAS) because there is no specific section on physical education content knowledge. Assessments 2-7 were developed by the TOPE faculty throughout the years with the approval of the unit’s Teacher Preparation Program. The purpose of assessments 2-7 is twofold. First, to effectively monitor and positively impact candidate progress throughout a number of courses mostly at the third and fourth year of study. Second, the data obtained provides valuable specific information to the faculty for the revision of courses for the purpose to better prepare candidates for the teaching profession. Assessments 2-7 are different from the unit’s assessment system. Instead of using grades as Assessment 2 for content knowledge, a Biomechanics – Qualitative Analysis of a Skill (Assessment 2) and an Exercise Physiology - Effect of Exercise on Body Systems (Assessment 7) were used. Assessment 3 was used to demonstrate candidates’ planning ability, while Assessment 4 assessed candidates’ teaching performance. Data from assessment 5 evidenced candidates’ effect on student learning. Assessment 6 was used to evidence candidates’ reflective cycle. The differences in some of the assessments from the 2006-07 candidates and the 2007-08 is due to the needed changes that naturally come along when one is initiating an accreditation process. Two of the instruments were revised after data collection in 2006-07. The revised instruments were used for data collection in 2007-08. The Physical Education faculty foresees future revisions in it’s quest to collect the best data that will keep on promoting program improvement. A table with these changes is presented in Table 1. (3) This response should clarify how the key accessments used in the program are derived from or informed by the assessment system that the unit will address under NCATE Standard 2.

6. Please attach files to describe a program of study that outlines the courses and experiences required for candidates to complete the program. The program of study must include course titles. (This information may be provided as an attachment from the college catalog or as a student advisement sheet.)

Student Advisement Sheet

Physical Education Program and Teacher Preparation Program Description from UPRM Catalog

See Attachments panel below.

7. This system will not permit you to include tables or graphics in text fields. Therefore any tables or charts must be attached as files here. The title of the file should clearly indicate the content of the file. Word documents, pdf files, and other commonly used file formats are acceptable. Table 1 Revision in the assessments used

See Attachments panel below.

8. Candidate Information Directions: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most recent academic year for which numbers have been tabulated. Report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate, alternate routes, master's, doctorate) being addressed in this report. Data must also be reported separately for programs offered at multiple sites. Update academic years (column 1) as appropriate for your data span. Create additional tables as necessary. Program: Teaching Physical Education- Secondary level Academic Year

# of Candidates Enrolled in the Program

# of Program Completers(4)

2005-2006

20

16

2006-2007

16

6

2007-2008

10

5

(4) NCATE uses the Title II definition for program completers. Program completers are persons who have met all the requirements of a state-approved teacher preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree, institutional certificate, program credential, transcript, or other written proof of having met the program's requirements.

9. Faculty Information Directions: Complete the following information for each faculty member responsible for professional coursework, clinical supervision, or administration in this program. Faculty Member Name

Ana E. Muniz

Highest Degree, Field, & University(5)

PhD, Biomechanics, University of Maryland

Assignment: Indicate the role Faculty, department chair of the faculty member(6) Faculty Rank(7) Tenure Track

Professor

b YES c d e f g

Scholarship (8), Leadership in Professional Associations, and Department chair Service (9):List up to 3 major contributions in the past 3

years(10) Teaching or other professional experience in P12 schools(11)

1 year k-12 (private school physical education)

Faculty Member Name

Ana M. Lebron Tirado

Highest Degree, Field, & University(5)

EdD, Educational Administration, Interamerican University of Puerto Rico

Assignment: Indicate the role Program Director, Faculty of the faculty member(6) Faculty Rank(7) Tenure Track

Associate Professor

b YES c d e f g

Scholarship (8), Leadership in Professional Associations, and Associate Director of the Teacher Preparation Program Association of Supervision Service (9):List up to 3 major Association of Supervision and Curriculum Development (ASCD) Altrusas International contributions in the past 3 (10) years Teaching or other professional experience in P12 schools(11)

Certified Secondary Science Teacher in Puerto Rico Taught Grades 7-8-9

Faculty Member Name

Antonio Santos Cabrera

Highest Degree, Field, & University(5)

MA, Education, Interamerican University of Puerto Rico

Assignment: Indicate the role Faculty of the faculty member(6) Faculty Rank(7) Tenure Track

Professor

b YES c d e f g

(8)

Scholarship , Leadership in Professional Associations, and Service (9):List up to 3 major President, Faculty Personnel Committee; Counselor, Future Teacher s Association contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

Multiple workshops at schools

Faculty Member Name

Carmen Bellido

Highest Degree, Field, & University(5)

PhD, Academic-Research Psychology, University of Puerto Rico, Río Piedras Subspecialty in Educational Psychology

Assignment: Indicate the role Faculty, Social Studies Methodology Course, Social Studies Clinical Supervisor of the faculty member(6) Faculty Rank(7) Tenure Track

Full Professor

g YES b c d e f

Scholarship (8), Leadership in Professional Associations, and Coordinator of the University Center of Resources for Education and Research

Service (9):List up to 3 major contributions in the past 3 years(10)

(2003-2008) -University Professional Enrichment Center -Coordinator -NCATE Accreditation Coordinator -Formative Evaluator of Puerto Rico MSP -Methodology of social studies teaching course- Professor

Teaching or other professional experience in P12 schools(11)

University supervisor of social studies and history student teaching course (20012008) - How students learn Social Studies and History Teachers workshops (2004-2008) PR-Math and Science Partnership Formative Evaluator (2002-08) PRDE Committee for the Gifted and Talented Students (2002-06)

Faculty Member Name

Diana Rodríguez

Highest Degree, Field, & University(5)

EdD, Curriculum and Teaching PE, Teachers College, Columbia University

Assignment: Indicate the role Practice teaching coordinator, Practice teaching supervisor, faculty of the faculty member(6) Faculty Rank(7) Tenure Track

Full professor

b YES c d e f g

(8)

Scholarship , Leadership in Professional Associations, and Service (9):List up to 3 major Institutional/university assessment committee contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

1 year k-6 (private school physical education)

Faculty Member Name

Dolly Claudio-Rodriguez

Highest Degree, Field, & University(5)

EdD, Counseling, PR Interamerican University

Assignment: Indicate the role Faculty, Social Studies Clinical Supervisor of the faculty member(6) Faculty Rank(7) Tenure Track

Associate Professor

b YES c d e f g

(8)

Scholarship , Leadership in Professional Associations, and In service training and professional development of middle school teachers (all Service (9):List up to 3 major areas) Student Teaching Program Coordinator contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

Cooperating teacher certification course resource University supervisor of social studies student teaching course (2000-2008)

Faculty Member Name

Edgar Leon Ayala

Highest Degree, Field, & University(5)

PhD, Education, Michigan State University

Assignment: Indicate the role Faculty of the faculty member(6) Faculty Rank(7)

Assistant Professor

Tenure Track

b YES c d e f g

(8)

Scholarship , Leadership in Professional Associations, and 25 Education Articles Michigan Educational Publications First On-Line Education Service (9):List up to 3 major Technology Applied to Education Course in UPR-Mayaguez contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

National Science Foundation Grant-Math and Science Parternship.

Faculty Member Name

Efrain Gracia Perez

Highest Degree, Field, & University(5)

MA, Education, Interamerican University of Puerto Rico, JD, Catholic University of Puerto Rico

Assignment: Indicate the role Faculty of the faculty member(6) Faculty Rank(7) Tenure Track

Professor

b YES c d e f g

(8)

Scholarship , Leadership in Professional Associations, and In service training and professional development of middle school teachers (all Service (9):List up to 3 major areas) contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

Cooperating teacher certification course resource

Faculty Member Name

Herbert Bravo

Highest Degree, Field, & University(5)

MS, Health Education, Penn State University

Assignment: Indicate the role Faculty, Student Teaching Supervisor of the faculty member(6) Faculty Rank(7) Tenure Track

Associate Professor

b YES c d e f g

Scholarship (8), Leadership in Professional Associations, and Associate Director of the DECEP (10 years) Short Courses and Special Projects Service (9):List up to 3 major Outreach Program Director (10 years) contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

Cooperating teacher certification course resource

Faculty Member Name

Ibrahim Cordero

Highest Degree, Field, & University(5)

PhD, Teaching PE, Florida State University

Assignment: Indicate the role

Practice teaching supervisor, faculty, associate director

of the faculty member(6) Faculty Rank(7) Tenure Track (8)

Scholarship , Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10)

Associate professor

b YES c d e f g AAHPERD presenter 2005 and 2006, CAAMP Abilities co-director, Certified American Red Cross First Aid, CPR, CPR for Professional Rescuers, AED, Oxygen administrator, PDD, and Lifeguarding instructor, volunteer volleyball coach providing yearly workshop to community agencies

Teaching or other professional experience in P12 schools(11) Faculty Member Name

Jose A. Figueroa Agron

Highest Degree, Field, & University(5)

MA Ed, Administration & Supervision, University of Phoenix

Assignment: Indicate the role Faculty of the faculty member(6) Faculty Rank(7) Tenure Track

Instructor

c YES d e f g

Scholarship (8), Leadership in Professional Associations, and Prepare and deliver academic activities for improving secondary school Service (9):List up to 3 major mathematics teachers effectiveness in learning communities. EPA (Puerto Rican Educators in Action) Central Executive Committee-Member EPA Mayaguez Board contributions in the past 3 (10) years Teaching or other professional experience in P12 schools(11)

Mathematics Supervisor PRDE Moca District In service training for secondary math teachers

Faculty Member Name

Karen Soto

Highest Degree, Field, & University(5)

PhD, Exercise Physiology, Penn State University

Assignment: Indicate the role Faculty of the faculty member(6) Faculty Rank(7) Tenure Track

Professor

b YES c d e f g

(8)

Scholarship , Leadership in Professional Associations, and Service (9):List up to 3 major NCAA representative, NCAA Board of directors, contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11) Faculty Member Name Highest Degree, Field, &

Margarita Fernandez

University(5)

PhD, Teaching PE, Florida State

Assignment: Indicate the role Practicum coordinator until 2006-2007, practice teaching supervisor, faculty of the faculty member(6) Faculty Rank(7) Tenure Track (8)

Associate professor

b YES c d e f g

Scholarship , Leadership in Professional Associations, and Service (9):List up to 3 major contributions in the past 3 years(10)

AAHPERD presenter 2005 and 2006; CAAMP Abilities co-director; Certified American Red Cross First Aid, CPR, CPR for Professional Rescuers, AED, Oxygen administrator, PDD, and Lifeguarding instructor, volunteer volleyball coach providing yearly workshop to community agencies

Teaching or other professional experience in P12 schools(11)

5 years k-12 (private school physical education), 5 years K-6 (public school physical education)

Faculty Member Name

Maria Y. Canabal

Highest Degree, Field, & University(5)

PhD, Adapted Physical Education, Penn State University

Assignment: Indicate the role Faculty, associate director of the faculty member(6) Faculty Rank(7) Tenure Track

Professor

g YES b c d e f

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major Associate chair, IFAPA poster presentation (coauthor, July 2007) contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

3 years (k-6 adapted physical education)

Faculty Member Name

Marta Mora

Highest Degree, Field, & University(5)

MS, University of New Mexico

Assignment: Indicate the role Practice teaching supervisor, faculty of the faculty member(6) Faculty Rank(7) Tenure Track

Professor

b YES c d e f g

Scholarship (8), Leadership in Professional Associations, and Service (9):List up to 3 major Tennis and volleyball varsity coach, NCAA s UPRM senior woman administrator contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

2 years (7-12th grade adapted physical education substitute teacher)

Faculty Member Name

Miguel Cruz-Lopez

Highest Degree, Field, & University(5)

PhD, Psychology, Syracuse University

Assignment: Indicate the role Faculty of the faculty member(6) Faculty Rank(7) Tenure Track

Professor

b YES c d e f g

Scholarship (8), Leadership in Professional Associations, and In service training and professional development of middle school teachers (all Service (9):List up to 3 major areas) contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

Cooperating teacher certification course resource

Faculty Member Name

Moises Camacho Galvan

Highest Degree, Field, & University(5)

PhD, Education, University of Santa Barbara

Assignment: Indicate the role Faculty, Student Teaching Supervisor of the faculty member(6) Faculty Rank(7) Tenure Track

Associate Professor

b YES c d e f g

(8)

Scholarship , Leadership in Professional Associations, and In service training and professional development of middle school teachers (all Service (9):List up to 3 major areas) contributions in the past 3 years(10) Teaching or other professional experience in P12 schools(11)

Cooperating teacher certification course resource

Faculty Member Name

Rebeca Orama Melendez

Highest Degree, Field, & University(5)

EdD, Curriculum & Teaching, University of Puerto Rico at Rio Piedras

Assignment: Indicate the role Division Director, Faculty, Student Teaching Supervisor of the faculty member(6) Faculty Rank(7) Tenure Track

Assistant Professor

b YES c d e f g

Scholarship (8), Leadership in Professional Associations, and Director of the DECEP (2006-2008) ASCD - Association for Supervision and Service (9):List up to 3 major Curriculum Development contributions in the past 3 years(10) Teaching or other professional experience in P-

Certified Secondary Science Teacher in Puerto Rico Middle School Science Teacher for 15 years District Science Program Coordinator

12 schools(11) (5) e.g., PhD in Curriculum & Instruction, University of Nebraska. (6) e.g., faculty, clinical supervisor, department chair, administrator (7) e.g., professor, associate professor, assistant professor, adjunct professor, instructor (8) Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel. Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in new settings. Scholarship further presupposes submission of one's work for professional review and evaluation. (9) Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the institution and unit's mission. (10) e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program. (11) Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a PDS) indicating the discipline and grade level of the assignment(s). List current P-12 licensure or certification(s) held, if any.

SECTION II - LIST OF ASSESSMENTS 1. In this section, list the 6-8 assessments that are being submitted as evidence for meeting the AAHPERD/NASPE standards. All programs must provide a minimum of six assessments. If your state does not require a state licensure test in the content area, you must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment, indicate the type or form of the assessment and when it is administered in the program. (Response limited to 250 characters each field) Type and Number of Assessment Assessment #1: Licensure assessment, or other contentbased assessment (required) Assessment #2: Content knowledge in physical education (required)

Assessment #3: Candidate ability to plan instruction (required)

Assessment #4: Internship or clinical experiences (required)

Name of Assessment Type or Form of Assessment (12)

(13)

When the Assessment Is Administered (14)

There is no Licensure contentbased required in PR for PE

PCMAS – no physical education content knowledge

March

Departmental Rubric

In EDFI 4115 (Biomechanics of Human Movement)

2006-07; 2007-08 Content KnowledgeBiomechanics laboratory 2006-07 Student Teaching Evaluation Instrument – Planning 2007-08 Mini Unit Planning Rubric 2006-07 Bi-Semester Evaluation Instrument – Student Teaching 2007-08 Student Teaching Evaluation Instrument Teaching

Student teaching Departmental Rubric Departmental Rubric

Departmental Rubric Departmental Rubric

In EDPE 4215 (Theory & Methodology of Teaching Secondary P.E.)

Student teaching Student teaching

Assessment #5: Candidate effect on student learning (required) Assessment #6: Additional assessment that addresses AAHPERD/NASPE standards (required) Assessment #7: Additional assessment that addresses AAHPERD/NASPE standards (optional) Assessment #8: Additional assessment that addresses AAHPERD/NASPE standards (optional)

2006-07 Pre-Post Student Learning Rubric 2007-08 Analysis of Student Learning

Departmental Rubric Departmental Rubric

Student teaching Student teaching

2006-07 and 200708 Student Teaching Reflection

Departmental Rubric

Student teaching

2006-07; 2007-08 Content KnowledgeExercise Physiology laboratory

Departmental Rubric

In EDFI 4105 (Exercise Physiology)

(12) Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include. (13) Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio). (14) Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required courses [specify course title and numbers], or completion of the program).

SECTION III - RELATIONSHIP OF ASSESSMENT TO STANDARDS 1. For each AAHPERD/NASPE standard on the chart below, identify the assessment(s) in Section II that address the standard. One assessment may apply to multiple AAHPERD/NASPE standards. #1 #2 #3 #4 #5 #6 #7 1. Content Knowledge. Physical education teachers understand physical education content and disciplinary concepts related to the development of g c g d e f b g c d e f b g c d e f b g c d e f c g d e f c g d e f b c d e f a physically educated person. 2. Growth and Development. Physical education teachers understand how individuals learn and develop and can provide opportunities that c g d e f g c g d e f b g c d e f b g c d e f c g d e f c g d e f c d e f support their physical, cognitive, social, and emotional development. 3. Diverse Students. Physical education teachers understand how individuals differ in their approaches to learning, and create appropriate c g d e f g c g d e f c g d e f b g c d e f c g d e f c g d e f c d e f instruction adapted to these differences. 4. Management and Motivation. Physical education teachers use an understanding of individual and group motivation and behavior to create a c g d e f g c g d e f b g c d e f b g c d e f c g d e f c g d e f c d e f safe learning environment that encourages positive social interaction, active engagement in learning, and self motivation. 5. Communication. Physical education teachers use knowledge of

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effective verbal, nonverbal, and media communication techniques to enhance learning and engagement in physical activity settings. 6. Planning and Instruction. Physical education teachers plan and implement a variety of developmentally appropriate instructional strategies to develop physically educated individuals, based on state and national (NASPE K-12) standards. 7. Student Assessment. Physical education teachers understand and use assessment to foster physical, cognitive, social, and emotional development of students in physical activity. 8. Reflection. Physical education teachers are reflective practitioners who evaluate the effects of their actions on others (e.g., students, parents/guardians, fellow professionals), and seek opportunities to grow professionally. 9. Technology. Physical education teachers use information technology to enhance learning and to enhance personal and professional productivity. 10. Collaboration. Physical education teachers foster relationships with colleagues, parents/guardians, and community agencies to support students' growth and well being.

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SECTION IV - EVIDENCE FOR MEETING STANDARDS

DIRECTIONS: The 6-8 key assessments listed in Section II must be documented and discussed in Section IV. The assessments must be those that all candidates in the program are required to complete and should be used by the program to determine candidate proficiencies as expected in the program standards. Assessments and scoring guides should be aligned with the SPA standards. This means that the concepts in the SPA standards should be apparent in the assessments and in the scoring guides to the same depth, breadth, and specificity as in the SPA standards. In the description of each assessment below, the SPA has identified potential assessments that would be appropriate. Assessments have been organized into the following three areas that are addressed in NCATE’s unit standard 1:  Content knowledge (Assessments 1 and 2)  Pedagogical and professional knowledge, skills and dispositions (Assessments 3 and 4)  Focus on student learning (Assessment 5) Note that in some disciplines, content knowledge may include or be inextricable from professional knowledge. If this is the case, assessments that combine content and professional knowledge may be considered "content knowledge" assessments for the purpose of this report. For each assessment, the compiler should prepare a document that includes the following items: a two page narrative that responds to questions 1, 2, 3, and 4 (below) and the three items listed in question 5 (below). This document should be attached as directed. 1. A brief description of the assessment and its use in the program (one sentence may be sufficient); 2. A description of how this assessment specifically aligns with the standards it is cited for in Section III. Cite SPA standards by number, title, and/or standard wording. 3. A brief analysis of the data findings; 4. An interpretation of how that data provides evidence for meeting standards, indicating the specific

SPA standards by number, title, and/or standard wording; and 5. Attachment of assessment documentation, including: (a) the assessment tool or description of the assignment; (b) the scoring guide for the assessment; and (c) candidate data derived from the assessment. It is preferred that the response for each of 5a, 5b, and 5c (above) be limited to the equivalent of five text pages, however in some cases assessment instruments or scoring guides may go beyond five pages. All three components of the assessment (as identified in 5a-c) must be attached, with the following exceptions: (a) the assessment tool and scoring guide are not required for reporting state licensure data, and (b) for some assessments, data may not yet be available. 1. State licensure tests or professional examinations of content knowledge. AAHPERD/NASPE standards addressed in this entry could include but are not limited to Standard 1. If your state does not require licensure tests or professional examinations in the content area, data from another assessment must be presented to document candidate attainment of content knowledge. (Assessment Required) Provide assessment information (items 1-5) as outlined in the directions for Section IV ASSESSMENT 1 NASPE-UPRM

See Attachments panel below.

2. Assessment of content knowledge in the field of physical education. AAHPERD/NASPE standards addressed in this assessment could include but are not limited to Standard 1. Examples of assessments include comprehensive examinations, GPAs or grades,(15) and portfolio tasks.(16) (Assessment Required) Provide assessment information (items 1-5) as outlined in the directions for Section IV ASSESSMENT 2 NASPE-UPRM

See Attachments panel below. (15) If grades are used as the assessment or included in the assessment, provide information on the criteria for those grades and describe how they align with the specialty standards (16) For program review purposes, there are two ways to list a portfolio as an assessment. In some programs a portfolio is considered a single assessment and scoring criteria (usually rubrics) have been developed for the contents of the portfolio as a whole. In this instance, the portfolio would be considered a single assessment. However, in many programs a portfolio is a collection of candidate work—and the artifacts included are discrete items. In this case, some of the artifacts included in the portfolio may be considered individual assessments.

3. Assessment that demonstrates candidates can effectively plan classroom instruction. AAHPERD/NASPE standards that could be addressed in this assessment include but are not limited to Standard 6. Examples of assessments include the evaluation of candidates’ abilities to develop lesson or unit plans, individualized educational plans, needs assessments, or intervention plans. (Assessment Required)

Provide assessment information (items 1-5) as outlined in the directions for Section IV ASSESSMENT 3 NASPE-UPRM

See Attachments panel below.

4. Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practice.(17) This assessment would be applicable to all AAHPERD/NASPE standards. The assessment instrument used in the internship or other clinical experiences should be submitted. (Assessment Required) Provide assessment information (items 1-5) as outlined in the directions for Section IV ASSESSMENT 4 NASPE-UPRM

See Attachments panel below.

(17) NCATE will provide a link to a sample response for this requirement.

5. Assessment that demonstrates candidate effects on student learning and the creation of supportive learning environments for student learning. AAHPERD/NASPE standards that could be addressed in this assessment include but are not limited to Standards 7 and 8. Examples of assessments include those based on student work samples, portfolio tasks, case studies, follow-up studies, and employer surveys. (Assessment Required) Provide assessment information (items 1-5) as outlined in the directions for Section IV ASSESSMENT 5 NASPE-UPRM

See Attachments panel below.

6. Additional assessment that addresses AAHPERD/NASPE standards. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests not reported in #1, and follow-up studies. (Assessment Required) Provide assessment information (items 1-5) as outlined in the directions for Section IV ASSESSMENT 6 NASPE-UPRM

See Attachments panel below.

7. Additional assessment that addresses AAHPERD/NASPE standards. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests not reported in #1, and follow-up studies. Provide assessment information (items 1-5) as outlined in the directions for Section IV

ASSESSMENT 7 NASPE-UPRM

See Attachments panel below.

8. Additional assessment that addresses AAHPERD/NASPE standards. Examples of assessments include evaluations of field experiences, case studies, portfolio tasks, licensure tests not reported in #1, and follow-up studies. Provide assessment information (items 1-5) as outlined in the directions for Section IV

SECTION V - USE OF ASSESSMENT RESULTS TO IMPROVE PROGRAM 1. Evidence must be presented in this section that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should not link improvements to individual assessments but, rather, it should summarize principal findings from the evidence, the faculty's interpretation of those findings, and changes made in (or planned for) the program as a result. Describe the steps program faculty has taken to use information from assessments for improvement of both candidate performance and the program. This information should be organized around (1) content knowledge, (2) professional and pedagogical knowledge, skill, and dispositions, and (3) student learning. (Response limited to 12,000 characters) The experience of having gone through the Program Review process which led the teaching option faculty to thoroughly look at our students’ academic work throughout the main teaching option courses and it’s alignment to NASPE standards, has been a real eye opener. Even though the majority of our students’ academic performance in these courses resulted between proficient and acceptable levels, a need for improvement is evident. The first step to be taken on the road to improvement is to provide the appropriate forum for profound discussions on the results obtained in this program review. Our faculty needs to become aware and understand what occurred and why it occurred, in order to make decisions about how to go about improving our program. These discussions will hopefully lead us to identify other courses that can touch upon the content and pedagogical knowledge and skills that candidates need to master. ASSESSMENT 2 - Content knowledge Biomechanics – Qualitative analysis of a Skill (2006-07) Standard 1 was met in Assessment 2 as completers performed competently (88.75%) in summarizing information gathered on qualitative analysis of a skill using biomechanical knowledge for an oral presentation. Performance of the candidates was also competent (86.64%) in the same presentation. In 2007-08, the majority of both Program Completers and Program Candidates were competent (acceptable to proficient) in summarizing information gathered on qualitative analyses of a skill using biomechanical knowledge for an oral presentation (90.2% and 84.87%) respectively. The majority of the completers and candidates were proficient in identifying the critical elements in each phase of the motor skill and in explaining their importance with biomechanical reasons. ASSESSMENT 3 – Student Teaching Evaluation Instrument – Planning (2006-07) Standards 1, 2, 4, and 6 were met in Assessment 3 as more than half of the candidates scored 85% and above which is the higher part of the Acceptable scale (70% - 90%). The majority demonstrated a strong command of pedagogical knowledge related to growth and development, and to management and motivation when they taught physical education as student teachers to secondary students. These however, lacked command of the pedagogical knowledge related to content and to planning and instruction.

ASSESSMENT 3 – Mini Unit Planning Rubric (2007-08) Standards 2, 4, 6, 7, and 9 were met in Assessment 4 as four candidates scored within the Acceptable level, and one was Unacceptable. Candidates’ scores ranged from 55% to 84%, being the Maximum participation component the highest scored column while the lowest scored component was the Use of Technology. Because it was the first time that candidates developed a unit plan as a project for the course, they were not able transfer the acquired knowledge of daily lesson planning to a mini unit plan. Results show a need to incorporate more practice time in the elaboration of program goals for unit planning. ASSESSMENT 4 – Bi-Semester Evaluation Instrument - Student Teaching (2006-07) Standards 1, 3, 4, 7, 9, and 10 were met in Assessment 4 as the majority of the 11 candidates performed competently by scoring within the Proficient and Acceptable levels in this content. More than half of the candidates scored 85% and above which is the higher part of the Acceptable scale (70% - 90%), in all 6 standards. Candidates demonstrated effective use of a variety of traditional assessment techniques on student performance. Although candidates performed at the proficient level in the use of a variety of assessment techniques, there is a need to improve their ability to interpret the data and use it to make instructional decisions. ASSESSMENT 4 – Student Teaching Evaluation Instrument – Teaching (2007-08) Results for 16 candidates evidenced a range of scores from 65.50% to 96.88%. Nine of these scored 85% and above, which is the higher part of the Acceptable scale. Of the remaining 7 candidates, 6 scored below 85% while 1 was Unacceptable. Results reveal that although the teaching performance of the majority of the candidates varied between highly competent and proficient, there is a need for improvement. ASSESSMENT 5 –Pre-Post Student Learning Rubric 2006-07 Standard 7 was met in Assessment 5 as the majority of the candidates performed competently in the use and interpretation of pre and posttests for the purpose of assessing student learning during their student teaching experience. Of the 11 candidates 7 (60%) were competent and 4 were becoming competent. ASSESSMENT 5 – Analysis of Student Learning 2007-08 Standard 7 was scarcely met in Assessment 5 as results revealed that 3 of 6 candidates scored in the Acceptable level while the other 3 were Unacceptable. The range of scores resulted from 20% to 84%. This assessment shows that although candidates are effective in the development and tabulation of tests and quizzes, they are lacking in their ability to interpret and analyze student learning data for the purpose of making decisions about their teaching. ASSESSMENT 6 – Student Teaching Reflection 2006-07 Standard 8 was met in Assessment 6 as the 11 candidates were competent in their reflections written in their journals using clear and concise language, and in the relevance of these to the teaching scenario. Candidates however, need to improve their ability to analyze the learning environment, their strengths and weaknesses in teaching, and to effectively reflect upon their teaching. ASSESSMENT 6 – Student Teaching Reflection 2007-08 Standard 8 was met in Assessment 6. Results reveal that at the end of the reflective cycle, all 5 completers scored within the intermediate level of reflection as they steadily improved in the clarity, depth of analysis and self-criticism while reflecting on their daily teaching. Seventy percent (70%) of the candidates performed at the reflective level (highest scoring level). Teacher candidates however, need to reflect more profoundly on how well their teaching is producing student learning. ASSESSMENT 7 (Optional) - Content Knowledge Exercise Physiology - Effects of Exercise on body systems (2006-07) Standard 1 was met in Assessment 7. Results show that the 5 completers performed competently within the proficient and acceptable levels in mastering the content knowledge specifically exercise physiology and its application in laboratory experiences. Also, 15 of the 16 candidates performed within the Proficient and Acceptable levels in the same laboratory experiences. In 2007-08 results show that 3 of 5 completers performed competently within the proficient and

acceptable levels in mastering the content knowledge specifically exercise physiology and its application in exercise physiology laboratory experiences. Also, 9 of 10 candidates scored within the proficient and acceptable levels in mastering the content knowledge and application of exercise physiology. Plans for Improvement After an assessment process of this magnitude, the teaching option faculty will discuss and thoroughly analyze the results of the 7 assessments done during 2006-07 and 2007-08 academic years, and the differences in teacher candidates’ performance from one year to the other. This meeting will be held in August 2008. Even though many NASPE Standard outcomes were met through different assessments, there are others that were not met. Outcome 1.5 was not assessed in this report. The ability of candidates to debate current physical education/activity issues and laws based on historical, philosophical, and sociological perspectives needs to be presented in the first year course EDFI 3335 (History and Principles in Physical Education), and thoroughly discussed in the third year course EDFI 4005 (Fundamentals of Motor Learning) in order to assess it in the EDFI 4205 (Teaching Methods & Techniques in P.E.) course. Also, knowledge of state and national content standards and local program goals stated in outcome 1.6, needs to be emphasized in different courses throughout the curriculum in order to promote a culture where both professors and students work towards meeting established local and national standards in physical education. Even though state and national content standards are presented and discussed in the EDPE 4215 (Theory and Methodology of Teaching Secondary P.E.) course, this report has demonstrated a need to assess this knowledge in our candidates. Candidates need more opportunities to demonstrate competent motor skill performance in a variety of physical activities. This can be achieved not only in the fundamental skills courses during the first and second year of study, but also in EDFI 4115 (Biomechanics) course, EDFI 4005 and in the EDFI 4205 courses. Results from Assessment 4 of 2007-08 suggest that candidates need more exposure to teaching opportunities where they can not only use critical elements and provide competent demonstrations of the skill being taught, but also make activities flow effectively, detain inappropriate conduct, and communicate clear and concise instruction, among others. This exposure can be offered en the EDFI 4205 and EDPE 4215 teaching courses. Assessment 5 shows that even though candidates typically use assessment techniques in their teaching, their ability to interpret, analyze and use student learning data is still in a developmental stage. Being able to effectively evidence student learning by analyzing the data and using this analysis to make decisions on teaching has been a rather difficult task for teacher candidates in both the last NASPE report (2006-07) and the present report (2007-08). Even though PE candidates have traditionally demonstrated excellent ability in evaluating students in both the theoretical and practical aspects of the PE class during student teaching, and keep an organized Roll Book, they need to improve their ability to interpret and analyze student learning data from exams and/or assessment techniques used throughout their teaching experience. These skills will need to be presented, discussed and applied in the revised course EDFI 4026 (Measurement and Evaluation in Elementary and Secondary PE) through the use of basic assessment techniques. At present, an adjustment has been made in EDPE 4216 where candidates will follow six guiding questions that will take them through the process of analysis and interpretation of student learning. The questions plus a rubric will be used to assess their ability to effectively analyze their students’ learning. Assessment 6 demonstrates that teacher candidates must learn to reflect more profoundly upon their teaching on a daily basis. In order to improve not only their teaching performance but also their ability to produce student learning, candidates must be able to reflect upon what occurs in class and how it all relates to their teaching. Reflection can be initiated in the following courses: 1.History and Principles in PE 2.Adapted PE 3.Measurement and Evaluation in Elementary and Secondary P.E.

4.Motor Development 5.Fundamentals of Motor Learning 6.Physiology of Exercise 7.Biomechanics 8.Exercise Prescription Standard 10 - Collaboration was met in Assessment 4 in the 2006-07 report but was not met in 2007-08. Collaboration needs to be incorporated as part of the professional portfolio to evidence strategies to become advocates and promote a variety of physical activity in school and the community (Outcome 10.1), and identification of community resources to enhance physical activity opportunities (10.3). In the past 3 years, many of our candidates have attended the annual AAPHERD Convention with members of the teaching faculty, while others have been attending the National Association for Physical Education, Recreation, and Dance convention held every year on the island. The attendance to these activities is needed for Outcome 10. SECTION VI - FOR REVISED REPORTS OR RESPONSE TO CONDITIONS REPORTS ONLY 1. Describe what changes or additions have been made in response to issues cited in previous recognition report. List the sections of the report you are resubmitting and the changes that have been made. Specific instructions for preparing a revised report or a response to condition report are available on the NCATE web site at http://www.ncate.org/institutions/process.asp?ch=4 (Response limited to 24,000 characters.)

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