NCATE Board of Examiners Team: Dr. Dennis W. Ohrtman Dr. Susan L. Harlan Dr. Sharen L. Cypress Dr. Rita A. Moore Dr. Charles Love State Consultant: Dr. Socorro Garcia-Velazguez NEA or AFT Representative: N/A
Accreditation Visit to:
UNIVERSIDAD DE PUERTO RICO DE MAYAGUEZ PPMES-DECEP PO Box 9024 Mayaguez, PR 00681-9024 April 24-28, 2010
Type of Visit: First visit - Initial Teacher Preparation
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Board of Examiners Report SUMMARY FOR PROFESSIONAL EDUCATION UNIT National Council for Accreditation of Teacher Education Institution: University of Puerto Rico at Mayaguez Team Findings: Standards
Initial
Advanced
1. Candidate Knowledge, Skills, and Professional Dispositions
Standard Met
Not Applicable
2. Assessment System and Unit Evaluation
Standard Met
Not Applicable
3. Field Experiences and Clinical Practice
Standard Met
Not Applicable
4. Diversity
Standard Met
Not Applicable
5. Faculty Qualifications, Performance, and Development
Standard Met
Not Applicable
6. Unit Governance and Resources
Standard Met
Not Applicable
Not Applicable (Programs not offered at this level)
I. INTRODUCTION 1. Provide a brief overview of the institution and the unit. On the west central coast of Puerto Rico, the University of Puerto Rico at Mayaguez (UPRM) is one of the oldest higher education institutions in the 11-branch system of the University of Puerto Rico. This area of the island was principally agricultural, leading to the establishment of the school as a land grant school 99 years ago. One of the two major strands of the programs in the unit is the direct result of this emphasis. In addition to the offerings at the College of Agriculture formed in 1911, engineering programs developed early in the history of UPRM as part of the College of Engineering in 1913. These two areas were combined into the College of Agriculture and Mechanical Arts (CAAM). As the college developed, both science and business administration were added to the mission of the school. As the result of a major island initiative in 1966, semi-autonomy was granted to the institution under the umbrella of the main administration with an appointed chancellor as the on-site leader of the academic community. Some 12,200 students populate the 215-acre campus in this city of 95,000. Forty percent of the students are tied to the engineering program and its feeder academic courses. The institution offers 50 undergraduate and 36 graduate programs in engineering, agricultural sciences, business administration, and arts and sciences. Candidates in the education programs make up seven percent of the student population on campus. Faculty members campus-wide number 1,037; 59 provide service to education candidates (26 full-time; 14 full-time affiliated with other departments; and 19 adjunct). The secondary education program, Programa de Preparacion de Maestros de Escuela Secundaria (PPMES) and agricultural education, Departmento de Educacion Agricola (EDAG) house the 13 unit programs. As some of the education components are taught within individual disciplines, the tie to content departments is strong. Candidates may take education courses as electives in their bachelor's program, but the program is essentially built on the premise that a majority of the candidates have a
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bachelor's degree in a content area prior to entering into the education programs. PPMES is housed in the Division of Continuing Education and Professional Studies; the College of Agricultural Sciences houses the EDAG. Bachelor's degrees in education are offered in physical education, mathematical sciences, and physics. There are additional educational programs in science and business education. Each strand in the teacher preparation program reports directly to the dean of academic affairs. Programs in social studies, history, mathematics education, physical sciences, chemistry, biology, and English have been submitted to specialized professional associations (SPAs) for review. In addition to these reviews, physical education is scheduled to be submitted for review this fall. Other programs like Spanish, art, theatre, business education, and agricultural education are not submitted to SPAs. 2. Describe the type of state partnership that guided this visit (i.e., joint visit, concurrent visit, or an NCATE-only visit). Were there any deviations from the state protocol? This was an NCATE only initial visit. The Department of Education for the Commonwealth offered some basic information about the licensing procedure for the unit and comments relative to the current political and economic situation throughout the island. 3. Indicate the programs offered at a branch campus, at an off-campus site, or via distance learning? Describe how the team collected information about those programs (e.g., visited selected sites, talked to faculty and candidates via two-way video, etc.). none offered 4. Describe any unusual circumstances (e.g., weather conditions, readiness of the unit for the visit, other extenuating circumstances) that affected the visit.
Everywhere on the island, administrative changes were made as a result of the change of political power at the Commonwealth level. The university president and all the administrative post holders are at-will employees. At UPRM, the chancellor and the dean of academic affairs are both new and interim, not seeking the position permanently. New officials can change all the department heads at their will with some input from faculty members. From the time of the previsit to the BOE team arrival, these new officials, both supportive of unit programs, had acquired a working knowledge of the unit and a relationship with the faculty that was obvious. They were both articulate spokesmen for the unit and the need of the unit as a key part of what was originally an agricultural and engineering institution. The political scene caused the Mayaguez faculty a great deal of stress. Students at the Rio Piedras campus were out on strike with threats of strikes hanging over the heads of other institutions including this campus on the very days of the team visit. There was a suggestion of stopping the visit, but once the chair of the BOE team could be assured of team safety, a sophisticated plan to move the visit off campus, sneaking into the campus on Saturday and Sunday, when students are not traditionally in strike mode, was put in place as "Plan B." On the Thursday before the visit, the students did not have a quorum to declare a strike, so "Plan A" was back on the front burner. However, a number of students initiated a strike and "Plan B" was in effect for 24 hours before the team's arrival. At the last minute the strike died. The visit was on as scheduled, but the Mayaguez team had plenty of practice planning moves from one physical setting to another, preparing for all the exhibits and interviews to be off site. The NCATE coordinator was at the height of frustration when the campus' main water pipe was
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compromised Saturday morning, with no water available for most of the campus, including the BOE workroom. Alternate bathroom arrangements for the team and for over 10,000 participants in the Relay for Life being held on campus were made. At the last minute, with a priority designation from the chancellor, water became available to the BOE team. These inconveniences became vehicles for quick bonding. Recording-breaking heat on two of the visit days also contributed to the stresses on the electrical system and consistent access to AIMS. The chair entered the findings into AIMS upon returning home although he did not return directly home. Almost all documents and the IR itself are translations. The BOE chair reviewed the draft for any of the obvious translation problems. One remains in the document: the use of Continued Education instead of Continuing Education, but most other translation problems were resolved through the efforts and cooperation of unit faculty and the IR team. II. CONCEPTUAL FRAMEWORK. The conceptual framework establishes the shared vision for a unit’s efforts in preparing educators to work effectively in P–12 schools. It provides direction for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability. The conceptual framework is knowledge based, articulated, shared, coherent, consistent with the unit and institutional mission, and continuously evaluated. 1. Provide a brief overview of the unit's conceptual framework and how it is integrated across the unit. The conceptual framework for the teacher education program states that the unit aspires to develop subject matter specialists who are active teachers and lifelong learners who are highly capable, effective, dedicated educators in their fields. It is grounded in principles and beliefs that form a foundation reflective of the context, community, and diverse cultures of schools and schooling in Puerto Rico. The framework is research-based and is present within the teacher education curricula, evaluation, assessment procedures, and faculty or administrative decisions. It is particularly well connected to the professional community through the use of many alumni as cooperating teachers and the integration of the professional community into professional education projects developed and sponsored by the unit (Science on Wheels, the Mayaguez Writing Project, and the Alliance for Learning for Math and Science). Education faculty members, candidates, and external stakeholders all took part in agreeing upon the central principles of the framework during a series of meetings beginning in 2005 to identify the principles that form the foundation of the teacher education program. Subsequently, education faculty began sharing with principals, candidates, and teachers the tasks associated with writing a conceptual framework. Throughout the development process the conceptual framework was re-written and reevaluated. In 2007, it was put before the candidates. They were asked to verify that the principles and beliefs presented in the document were truly representative of the program. Other content faculty who share in the preparation of teachers were also asked to comment on the validity of the beliefs and proficiencies developed for the unit in the conceptual framework. It was evident from document review and interview responses that education faculty are committed to seeking continuous input from the professional education community regarding best practices in teaching. The framework undergoes continuous assessment on a regular basis both within the curriculum and in other evaluation instruments used for student teaching by thoughtfully utilizing the input of the
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professional community, administration, faculty, and candidates. In interviews, candidates, as well as faculty members, offered in-depth examples illustrating the vibrancy of the conceptual framework in their methods courses, field experiences, and clinical practice. The basic tenets of the conceptual framework are also included in the Candidate Handbook and are aligned with all course syllabi. During a week-long orientation to all aspects and expectations of the program, the conceptual framework is carefully explained to candidates. Additionally, candidates, faculty, staff, and the professional community have web access to all program requirements, forms, and manuals in which the conceptual framework is represented. The university directs its actions and reflections toward the development of an efficient professional prepared in the requisite pedagogical and conceptual knowledge of their discipline. The core competencies, recognized by all stakeholders as integral to the development of a teacher and leader, require that each candidate possess subject matter knowledge, pedagogical content knowledge, and knowledge of human development and learning. Candidates must demonstrate critical thinking, comprehensive communication and leadership skills, community building skills, skills in assessing student learning, caring attitudes, sensitivity to diversity, and reflective practice. It is evident that teacher preparation in the unit is committed to the ongoing refinement of an assessment system that is guided by the conceptual framework's principles and professional outcomes, as well as commonwealth and national standards. There are four data collection gates which directly correspond to candidate transition points for each program. The program provides evidence of an assessment plan that is reflective of the essential components of its conceptual framework. Based on interviews with candidates, faculty, and administrators, as well as forms, manuals, and syllabi, it is apparent that the conceptual framework provides direction for programs, courses, teaching, candidate performance, scholarship, service, and unit accountability. III. STANDARDS In its responses to each standard, the team should indicate when differences exist among the main campus, distance learning programs, and off-campus programs. Standard 1: Candidate Knowledge, Skills, and Professional Dispositions Candidates preparing to work in schools as teachers or other school professionals know and demonstrate the content knowledge, pedagogical content knowledge and skills, pedagogical and professional knowledge and skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates meet professional, state, and institutional standards.
1. Information reported in the Institutional Report for Standard 1 was validated in the exhibits and interviews. (If not, provide an explanation.) Yes
No
i j k l m n
j k l m n
If your answer is "No" to above question, provide an explanation.
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1a. Content Knowledge for Teacher Candidates Content Knowledge for Teacher Candidates – Initial Teacher Preparation Content Knowledge for Teacher Candidates – Advanced Teacher Preparation
Target Not Applicable
Summary of Findings for Initial Teacher Preparation: The unit prepares secondary education teachers. Five of the education programs are not reviewed by a SPA. These are agricultural, art, business, Spanish, and theater. It should be noted that the last theater candidate graduated in 2006. The unit SPA programs are social studies (NCSS), history (NCSS), mathematics (NCTM), physical science (NSTA), chemistry (NSTA), biology (NSTA), English (NCTE) and physical education (NASPE). Social studies and history received national recognition from their SPA in 2009. All other programs received national recognition with conditions, requesting additional specific data. In addition, the physical education SPA also had concerns that there is no content knowledge test for PE in Puerto Rico and that rubrics lacked clear distinguishable descriptions. Interviews with SPA writers and assessment liaisons confirmed that changes have been made to assessments, course content, and course sequences based on the SPA reviews. Teacher certification tests (PCMAS) for English, mathematics, science, and social studies are given in Puerto Rico. Documents indicate that a total of 127 candidates took these tests from 2007 to 2009 and the overall pass rate was 97 percent. No disaggregated data on individual content-specific tests are reported to the unit, as fewer than 10 unit candidates took the tests in any one of the five areas during the reporting period. The unit has disaggregated the data manually for consistency and accuracy. Data from these tests from 2002 to 2008 indicate the following ranges of pass rates: Spanish, 100 percent; math from 80 percent to 100 percent; science from 85 percent to 100 percent; social studies from 88 percent to 100 percent; and English from 71 percent to 100 percent. Anyone with less than 80 percent is immediately engaged in a one-on-one advising and focus program to address areas of concern. The minimum pass rate is an average of 80 percent for progression and completion of the program. Articles in island publications point out that the candidates from the unit have for several years had the highest scores in the PCMAS at the secondary preparation level. Unit candidates in agricultural education are assessed for content knowledge during student teaching and also by Puerto Rico's FFA agricultural exam. Documents examined indicate that 100 percent of the candidates met the target level for content knowledge on the state test from 2005 to 2009. All unit candidates complete a bachelor's degree in their area of specialization. As reported in the IR and confirmed in the undergraduate catalog, these specialty areas and the number of credits required in each are social studies, 45-72 credits; history, 51 credits; mathematics, 41 to 53 credits; physics, 30-43 credits; chemistry, 45 credits; biology, 38-42 credits; English, 63 credits; physical education, 36-39 credits; art, 40 to 46 credits; Spanish, 53 credits; business education, 55 to 62 credits; and agriculture, 32 to 53 credits. The Commonwealth of Puerto Rico requires that candidate GPA in these areas of specialization exceed 2.5. Documents indicate that between 2006 and 2009, 94 percent of the 53 candidates in the non-SPA specializations had a GPA of 2.5 or better and 64 percent had a GPA of 3.0 or better. In the SPA specializations during the same time, 100 percent of the candidates in all science specializations and physical education had above a 2.5 GPA, along with 89 percent of candidates in mathematics and 98 percent of candidates in social studies. Overall, of the 188 candidates in the SPA areas, 98 percent had above a 2.5 and 63 percent had above a 3.0.
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Another measure of content knowledge can be found in seven items of the 70-item Classroom Observation Instrument. This instrument is used formatively by both the university supervisor and the cooperating teacher over six observations during the clinical practice semester. Evidence points out that the percentage of scores in the satisfactory and above range on content knowledge items ranged from 97 percent to 100 percent for both SPA and non-SPA programs. Additional measures add evidence to the content knowledge of the candidates. A candidate survey is given at the same time as the PCMAS certification examination. Data found in the exhibit room and interviews confirm that approximately 50 percent of the candidates report having at least 30 credits beyond a bachelor's degree and approximately 92 percent reported their content preparation as "good" or "very good" during 2006 to 2009. Another measure of content knowledge examined is the Practice Center Principal Survey, with a 30 percent return rate (12 out of 40) when a telephone survey was done in agriculture education and a 79 percent return rate (14 out of 19) for all other SPA and non-SPA programs. This survey asked how often teachers in their schools who graduated from the unit displayed ideal characteristics in six areas including content knowledge. It underscores that 100 percent of the agricultural graduates and 93 percent of the graduates in other areas scored in the "always" or "almost always" range. It is clear from the evidence examined and interviews conducted that the candidates in all specializations have in-depth knowledge of the content they plan to teach. Summary of Findings for Advanced Teacher Preparation:
1b. Pedagogical Content Knowledge and Skills for Teacher Candidates Pedagogical Content Knowledge and Skills for Teacher Candidates – Initial Teacher Preparation Pedagogical Content Knowledge and Skills for Teacher Candidates – Advanced Teacher Preparation
Acceptable Not Applicable
Summary of Findings for Initial Teacher Preparation: The unit instituted the use of Teacher Candidate Work Sample (TCWS) beginning in 2007. This instrument has been gradually implemented in both SPA and non-SPA programs beginning in methodology courses and completed through an electronic portfolio in the practicum course during the clinical practice semester. The unit uses three of the seven sections as measures of candidate pedagogical content knowledge and skills. These are learning objectives, instructional design, and student learning analysis. In the years from 2007 to 2009, the candidates in non-SPA programs received an exemplary rating on subsections of the TCWS for their electronic portfolios. In the subsection "learning objectives," scores are as follows: art, 100 percent; business, 100 percent; Spanish, 62 percent. In the subsection "instructional design," the scores were art, 100 percent; business, 100 percent; Spanish, 85 percent. In the subsection "student learning analysis" scores were art, 50 percent; business, 50 percent; Spanish, 85 percent. Interviews with candidates and faculty confirm that they value the use of TCWS in both early field experience and the clinical semester. An additional assessment in this area is the Classroom Observation Instrument. Pedagogical knowledge counts as 60 percent of the candidates' score on this measure and is assessed through over 20 different
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items. Documentation was found attesting to the percentage of candidates meeting exemplary criteria for the following non-SPA programs: art, 100 percent; business, 92 percent; and Spanish, 100 percent in the years from 2007 until 2009. Agricultural education is not presently using TCWS. Pedagogical content knowledge for these candidates is measured with several instruments: the curriculum guide, the micro-teaching activity, a pre-post exam and twice in their clinical semester. Of the 248 agricultural students assessed from 2005 to 2009, 92 percent met the target level. Another measure of pedagogical knowledge examined is the Practice Center Principal Survey. When principals were surveyed concerning graduates who displayed ideal characteristics in areas including pedagogical content knowledge, evidence was found that 100 percent of the agricultural graduates and 97 percent of the graduates in other areas scored in the "always" or "almost always" range. In the selfassessment done by program completers, 83 percent rated their preparation in pedagogical content knowledge as "excellent" and 99 percent "excellent" or "good." Unit candidates also take additional required tests in professional knowledge, secondary competencies, and basic skills. Of the 235 candidates taking these tests, documents indicate that 95 percent passed professional knowledge, 93 percent passed secondary competencies, and 96 percent passed the basic skills tests between 2006 and 2008. Interviews with candidates and graduates confirm that they have a broad knowledge of instructional strategies that draw on content and pedagogical content knowledge and skills. They attest to the fact that they are able to use a variety of instructional strategies and technologies in their teaching. Summary of Findings for Advanced Teacher Preparation:
1c. Professional and Pedagogical Knowledge and Skills for Teacher Candidates
Professional and Pedagogical Knowledge and Skills for Teacher Candidates – Initial Teacher Preparation Professional and Pedagogical Knowledge and Skills for Teacher Candidates – Advanced Teacher Preparation
Acceptable Not Applicable
Summary of Findings for Initial Teacher Preparation: A review of the SPA reports indicates that candidates have sufficient professional and pedagogical knowledge and skills in those programs. Evidence is also provided by the "secondary competencies" section of the Puerto Rico Teacher Certification test, passed by over 90 percent of the candidates since 2007. This test measures candidate knowledge in the following areas; philosophical foundations of education, human growth and development, social and psychological foundations of educations, teaching methodology and assessment. GPAs also provides evidence in this area. Evidence was found that over 83 percent of the 322 candidates in SPA and non-SPA programs from 2006 to 2009 have earned a 3.0 or better in their foundations of education courses. Other key assessments that provide evidence for this element include the educational philosophy essay, the classroom observation instruments and the surveys from the completers and principals.
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Interviews with candidates enrolled in foundational courses, where the educational philosophy essay is first written, attest to their awareness of the importance of family and community, the needs of exceptional learners, multiple intelligences, major theorists, the role of ethics in education, the need for motivation, the potential of technology, and the importance of community. One candidate stated that he learned that he needs to be more than a teacher; that he will need to be an educator. The educational philosophy essay is scored in Foundations of Education, revised later in the program, and included in the final electronic portfolio. Multiple characteristics listed on the Classroom Observation Instrument provide additional evidence of candidate skills. Between 2007 and 2009, candidates scored in the exemplary range 83 percent (nonSPA) and 73 percent (SPA) in the building community section. The agricultural education program feels that the ability to work in a community is especially relevant to their work. Graduates of the program stated that candidates are required to do a community project and go to a student home to implement a lesson during their clinical semester. Agricultural candidates are assessed in this area twice during their clinical semester. Evidence was found that 97 percent of the 75 agricultural candidates assessed in four years scored at the "good" or "excellent" level for the community building items. Evidence for this element was also found in the Practice Center Principal Survey, where 100 percent of the agricultural candidates and 95 percent of the other program candidates were rated at "always" or "almost always," displaying ideal characteristics in pedagogical knowledge and skill. In the selfassessment done by program completers, 66 percent rated their preparation in this area "excellent" and 93 percent "excellent" or "good." Summary of Findings for Advanced Teacher Preparation:
1d. Student Learning for Teacher Candidates
Student Learning for Teacher Candidates – Initial Teacher Preparation Student Learning for Teacher Candidates – Advanced Teacher Preparation
Acceptable Not Applicable
Summary of Findings for Initial Teacher Preparation: The Teacher Candidates Work Sample methodology is used throughout the programs. Three of the seven standards address student learning. From 2007 to 2009 candidates in the non-SPA programs have scored at the target level as follows: assessment plan--art, 100 percent; business, 100 percent; Spanish, 85 percent; instructional decision making--art, 100 percent; business, 100 percent; Spanish, 85 percent; and student learning analysis--art, 50 percent; business, 50 percent; Spanish, 85 percent. Agricultural education evaluates candidate effect on student learning using multiple measures: the curriculum guide, the micro-teaching activity, two clinical semester observations, and Puerto Rico's FFA agricultural test. Overall, from 2005 to 2009, 196 agricultural candidates were rated at the target level 86 percent of the time on the measures for student learning assessment and analysis. On the classroom observation instruments, 100 percent of the candidates in all three of the non-SPA
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programs met the "exemplary" criteria for the five characteristics concerning student assessment. Follow-up surveys with principals, as well as discussions with cooperating teachers, confirm that unit candidates exhibit skills in this area. On the principals' survey, 94 percent of the candidates in SPA and non-SPA programs and 100 percent of the agricultural candidates were regarded as "always" or "almost always" displaying the ideal characteristics in the items concerning student learning. Graduates confirmed that they felt prepared and confident in their ability to promote, assess, and analyze student learning. Summary of Findings for Advanced Teacher Preparation:
1e. Knowledge and Skills for Other School Professionals
Knowledge and Skills for Other School Professionals
Not Applicable
Summary of Findings for the Preparation of Other School Professionals:
1f. Student Learning for Other School Professionals
Student Learning for Other School Professionals
Not Applicable
Summary of Findings for the Preparation of Other School Professionals:
1g. Professional Dispositions for All Candidates
Professional Dispositions for All Candidates – Initial Teacher Preparation Professional Dispositions for All Candidates – Advanced Preparation
Target Not Applicable
Summary of Findings for Initial Teacher Preparation: Candidate dispositions are examined early in the program using the Writing Skills and Teaching Dispositions Test. Candidates who do not do well on this measure are referred for career counseling, tutoring, and/or additional courses. A review of the data and interviews with faculty and candidates confirm that the professional dispositions are aligned with the conceptual framework and assessed at multiple points in the programs. There are three proficiencies in the unit conceptual framework that align with professional dispositions.
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These are caring dispositions, sensitivity to diversity, and reflective practice. These three concepts are clearly evident on the Classroom Observation Instrument. Data confirms that from 2007 until 2009, "exemplary" criteria were met by 100 percent of non-SPA candidates and 95 percent of SPA candidates for sensitivity to diversity; 100 percent of non-SPA and 96 percent of SPA candidates for caring dispositions; 100 percent non-SPA and 90 percent SPA candidates for ethics and values; and 98 percent non-SPA and 90 percent of SPA candidates for reflective practice. Another measure is provided by the "reflection and self evaluation" section of the electronic portfolio. On this item 85 percent of the 34 candidates scored in the "exemplary" range. Another instrument examining reflection was found in the TCWS. In the years from 2007 to 2009, 76 percent of the non -SPA and 100 percent of the SPA candidates scored in the "exemplary" range. Individual scores at the "exemplary" level are also apparent in the non-SPA programs: art, 50 percent exemplary; business education, 27 percent exemplary; and Spanish, 100 percent exemplary. Agricultural candidates are also assessed on dispositions over several different measures. "Exemplary" composite scores for these candidates are as follows: caring dispositions, 81 percent; professional dispositions with students, 99 percent; professional dispositions with community, 96 percent; sensitivity to diversity, 93 percent; demonstrate reflective practice, 99 percent; and fairness and belief that all students can learn, 99 percent. It is clear from interviews with candidates and graduates that the faculty at UPRM model the dispositions they wish to instill in the candidates. One graduate stated that as a candidate, and now as a cooperating teacher, he always felt that he "was heard" by the education faculty. Graduates also spoke of the education faculty as their role models especially for being good listeners and paying attention to individual students. Additional evidence is provided by the Practice Center Principals' Survey. On this survey 96 percent of the candidates in SPA and non-SPA programs and 100 percent of the agricultural candidates were regarded as "always" or "almost always" displaying the ideal characteristics for professional dispositions, and 96 percent of the SPA and non- SPA candidates were similarly rated for sensitivity to diversity. Summary of Findings for Advanced Teacher Preparation:
Summary of Findings for the Preparation of Other School Professionals:
Overall Assessment of Standard Information reported in the institutional report for Standard 1 was well validated in the exhibits and interviews. It is clear from the evidence examined and interviews conducted that the candidates in all specializations have in-depth knowledge of the content they plan to teach. Candidate dispositions are examined early in the program, very well aligned with the conceptual framework, and assessed at multiple points in the programs through multiple measures. Strengths [Note: A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit. A strength can be cited regardless of whether the entire element is
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deemed “target” or “acceptable.” However, strengths should clearly indicate outstanding practice.]
Areas for Improvement and Rationales
AFIs from last visit: Corrected AFI Number &Text
AFI Rationale
AFIs from last visit: Continued AFI Number & Text
AFI Rationale
AFI Number & Text
AFI Rationale
New AFIs
Recommendation for Standard 1 Met
Initial Teacher Preparation Advanced Preparation
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report. This includes important information such as corrections to tables, percentages, and other findings which may have been inaccurately reported in the Institutional Report.]
Standard 2: Assessment System and Unit Evaluation The unit has an assessment system that collects and analyzes data on applicant qualifications, candidate and graduate performance, and unit operations to evaluate and improve the performance of candidates, the unit, and its programs. Information reported in the Institutional Report for Standard 2 was validated in the exhibits and interviews. (If not, provide an explanation.) Yes
No
i j k l m n
j k l m n
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If your answer is "No" to above question, provide an explanation.
2a. Assessment System
Assessment System – Initial Teacher Preparation Assessment System – Advanced Preparation
Target Not Applicable
Summary of Findings for Initial Teacher Preparation: The unit assessment system reflects the key elements of the unit conceptional framework in the collection, analysis, and interpretation of data gathered at four transitional points within the program. Additional information is gathered from employers and alumni relative to data pieces to help verify the efficacy and success of candidate preparation, program design, and unit support. This conceptual map expects mastery of ten proficiencies gleaned from the alignment of INTASC, state, professional, NCATE, and SPA standards. Each competency addresses candidate acquisition, development, and demonstration of the knowledge, skills, and dispositions necessary to become an effective teacher, facilitating learning for diverse learners in challenging school environments. Candidates are expected to possess content and pedagogical knowledge to efficiently deliver material and to engage students. They also demonstrate their knowledge of human development and learning. The proficiencies also focus on skills necessary to develop creative critical thinking. Candidates use their psychological, intellectual, and emotional skills along with resources and technology to involve students in a collaborative process of inquiry. Development of community-building skills is a key proficiency to become prepared for future interaction with the stakeholders in education. Assessment skills are developed to measure the progress of student learning. To prove that they possess and develop dispositions essential to teaching, candidates must demonstrate that they are caring, that they have a sensitivity to diversity, and that they can, and do, reflect on their teaching practices. Data from minutes and interviews document the process of determining the type of assessment instruments to be used to determine candidate progress toward mastery of the 10 proficiencies in the conceptual framework. There is also evidence that unit faculty were involved in determining the transition points at which data are collected. Analysis of the data; interpretation of the implications for candidates, the programs, and the unit itself; and a plan of action or process for change or reinforcement are also a result of a unit collaborative effort. Input into that process comes at the transition points, from the courses, from faculty evaluations, and from outside sources such as cooperating teachers and school principals. Exhibits underscore regular and consistent measurement of the same knowledge, skills, and dispositions throughout the candidate experience. The instruments clearly label the proficiencies used to show growth in the acquisition of knowledge, skills, and dispositions, while also identifying those items on the instruments that are studied to improve the program and the unit. Eight separate committees are involved in the process. The coordination of assessment in the university and the unit is a welldocumented and organized process among five different offices, each with a distinct role: the Office of Research and Institutional Planning (OIIP), the Registrar's Office, the Division of Continuing Education and Professional Studies, the Teacher Preparation Programs for Secondary Schools, and Agricultural Education. Their efforts are evident in the instruments that are developed, assessment training of the stakeholders, and in the classroom syllabi that identify how the candidates will be evaluated on each proficiency.
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Aggregated and disaggregated data are passed through a series of reviews from the point of collection. Subsequent to collection, data analysis is performed by trained faculty members prior to dissemination and discussion of those data leading to the implementation of any practices, rubrics, and instruments to improve candidate experiences. Program and unit improvements are subject to the same level of scrutiny. All the data pieces reviewed support the unit claim that its assessment system is well developed, comprehensive, and useful. Summary of Findings for Advanced Teacher Preparation and/or the Preparation of Other School Professionals:
2b. Data Collection, Analysis, and Evaluation Data Collection, Analysis, and Evaluation – Initial Teacher Preparation Data Collection, Analysis, and Evaluation – Advanced Preparation
Acceptable Not Applicable
Summary of Findings for Initial Teacher Preparation: Data are collected systematically, regularly, and with defined purposes for candidate, program, and unit improvement. The team reviewed assessment instruments used at each of the four transition points: entrance to the program; enrollment in the theory and methodology course; admission to student teaching; and program completion. The first transition point data help to establish the base level of candidate understanding of the conceptual framework and teaching/learning process. After some coursework where the conceptual framework is explained and candidates are exposed to the knowledge base used in the unit, the second transition point establishes a qualitative base prior to in-depth work on pedagogy, planning practice, and the development and use of a variety of assessment tools. The third transition point underscores the growth of candidate understanding and development from the time when he/she first reflected on the teaching in a formal essay. The unit has made a calculated choice to-through consultation with advisors, instructors, and supervisors--seek revisions in the reflective essay as candidates progress through the theory classes and their student teacher experience. The initial essay is scored according to a developed rubric with input from the stakeholder. The last two revisions become part of the permanent portfolio record for candidates but are not currently scored against the rubric. This one-on-one engagement of the candidate in the reflective process has allowed faculty members to quickly identify areas needing improvement and emphasis. A review of the documents substantiates that cooperating teachers, principals, supervisors, and candidates are asked identical questions that can be used for candidate improvement and for evaluation of the program and the unit. The instruments are varied and clearly tied to the conceptual framework. The 10 proficiencies are present for assessment at each of the points. There are additional questions on individual instruments to gather other pertinent information. Major sources of data in addition to transcripts include field and clinical observations, e-portfolio with TCWS, content portfolios, the PCMAS exam, surveys, and questionnaires. The minutes of eight different committees working with assessment and interviews with each of those committees reveal that the process used in the unit was designed with the underlying purpose of assuring student learning as a result of candidate strengths in the delivery of material and the demonstration of acquired content knowledge and skills, as well as developed dispositions. There is ready access to all the documents in hard copy and online for the candidates. A first-week orientation explains the expectations for the candidates to demonstrate all the conceptual framework
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proficiencies. Just as the process of developing the instruments is transparent, so is the process of distribution of the assessment results for use by the unit. The coordinated effort of the five offices involved in the collection of data has also fostered a system where specific committees review different data pieces carefully and on a regular schedule. Each committee has a specific purpose. For example, the Teacher Education Assessment Board gathers unit and candidate data for purposes of recommending appropriate changes. The Teacher Education Advisory Board analyzes data program efficiency and effectiveness, offering recommendations to the Executive Committee. As accreditation by groups like NCATE, Middle States, and appropriate SPAs is a constant process, the Institutional Report Steering Committee collects and aggregates program information and data from the Assessment Board for inclusion in the written reports. The Comite Timon SPA uses the data to recommend specific actions to comply with SPA requirements. If there are necessary revisions to instruments, courses, and syllabi, curriculum committees in the various programs make those recommendations. Another arts and science permanent committee recommends program modifications to the respective deans and department chairs. The Department Personnel Committee is charged with peer evaluations, making recommendations to the unit head that are used alongside candidate evaluations of faculty for hiring and promotion decisions. The BOE was able to verify that key questions also appear in instruments sent to alumni and employers as part of the triangulation of information. Summary of Findings for Advanced Teacher Preparation and/or the Preparation of Other School Professionals:
2c. Use of Data for Program Improvement
Use of Data for Program Improvement – Initial Teacher Preparation Use of Data for Program Improvement – Advanced Preparation
Acceptable Not Applicable
Summary of Findings for Initial Teacher Preparation: Unit stakeholders were eager to point to major changes that have occurred as a result of data collection and analysis. They underscored the increase in the number of contact hours for candidates in the clinical experience as a primary result after studying the data. They also pointed to data that demonstrated a significant decline of the performance of history and social studies candidates on the PCMAS. In-depth review by the committees, and the faculty as whole, pointed out that candidates were testing before having taken classes with the expected content acquisition in those areas. Course and general curriculum changes have been regular since the beginning of data review, especially as needed to comply with SPA requirements. Writing deficiencies appeared in the PCMAS, to which the faculty responded with the Writing Skills and Teaching Dispositions Test to quickly identify candidates who need to be referred to the writing center. In nearly every interview where the impact of data usage was approached, both faculty and candidates labeled the creation of the Teacher Candidate Work Sample and the Electronic Portfolio key vehicles to determine candidate success, especially in the area of impact on student learning. The development of these instruments included all of the parties who had noticed deficiencies and an inability to clearly show student-learning growth. The IR lists a number of changes made, but the candidate push for more technology in the classrooms so they would be well prepared for the student
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teaching experience was universally seen as a major result of candidate and faculty input. Equipped classrooms, a resource center, enhanced library access to technology, and a lab were the direct result of candidate requests. Assessment system data are shared with program directors, the unit head, and the faculty as a whole. Once the data have been reviewed in the designated committee, there is a concerted effort to see that each faculty member can review the data, the initial analysis, and the recommendations to see if those observations are universal and understandable. Performance data are not placed in a vault, but rather placed before all the stakeholders to see if there is a generation of ideas for improvement. When data reveal program strengths, those are celebrated. If the feedback is both consistent and extensive it is used for general performance improvements. As the faculty work closely with the data instruments, there is no difficulty observing areas where small changes are needed. According to policy, assessment data are constantly shared. All participants have access to the same information. There is extensive training so that all the stakeholders can identify candidate needs for the best formation of professionals and the most positive effect on student learning. Action plans, as a result of data review, are not on shelves, but rather make up a key part of the unit candidate experience. Summary of Findings for Advanced Teacher Preparation and/or the Preparation of Other School Professionals:
Overall Assessment of Standard The assessment process is both well developed and transparent. There is no lack of training among the stakeholders relative to the analysis of data. There is an obvious sense of pride in the unit for the ability to focus consistently on the 10 proficiencies in the conceptual framework. Their presence is pervasive and convincing in the assessment documents. Faculty members are expected to review candidate responses to questions and candidate learning experiences found in reflective essays, with a focus on the impact that the candidates have on student learning. With five offices and eight committees involved in the process before a final recommendation surfaces, there is universal understanding of program and unit strengths and needs. As the sharing of this information is regular, expected, and encouraged, all faculty and candidates have direct access to data necessary to make decisions. The coordination of these efforts is clear and regular so action is timely and appropriate. The coordination of a number of SPAs, each with an assessment strand that is slightly varied, and the alignment with professional standards, are tasks taken seriously for self-improvement. Discussions have been an active part of unit life. Decisions are accepted and promoted easily, as all the players are invited to participate in the improvement of the unit. Faculty minutes reveal that these discussions are noisy and thorough. The end result has been the general subscription to the assessment process and its value. Interpretation of data has become both "interesting" and "natural" for unit faculty. The process also serves as an appropriate model for candidates as they engage in the collection and analysis of data in the classroom setting to make both short-term and long-term changes in their teaching practices. Strengths [Note: A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit. A strength can be cited regardless of whether the entire element is deemed “target” or “acceptable.” However, strengths should clearly indicate outstanding practice.]
Areas for Improvement and Rationales
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AFIs from last visit: Corrected AFI Number &Text
AFI Rationale
AFIs from last visit: Continued AFI Number & Text
AFI Rationale
AFI Number & Text
AFI Rationale
New AFIs
Recommendation for Standard 2 Met
Initial Teacher Preparation Advanced Preparation
Not Applicable
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report. This includes important information such as corrections to tables, percentages, and other findings which may have been inaccurately reported in the Institutional Report.]
Standard 3: Field Experiences and Clinical Practice The unit and its school partners design, implement, and evaluate field experiences and clinical practice so that teacher candidates and other school professionals develop and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Information reported in the Institutional Report for Standard 3 was validated in the exhibits and interviews. (If not, provide an explanation.) Yes
No
i j k l m n
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If your answer is "No" to above question, provide an explanation.
3a. Collaboration between Unit and School Partners
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Collaboration between Unit and School Partners – Initial Teacher Preparation Collaboration between Unit and School Partners – Advanced Preparation
Target Not Applicable
Summary of Findings for Initial Teacher Preparation: The unit collaborates with eight school districts including 29 schools (21 academic, eight academic/vocational, and one bilingual). Additionally, there is ongoing interaction among the director of the Division of Continuing Education and Professional Studies (DECEP), the coordinator for clinical experience in agriculture education, unit faculty, university supervisors, the Department of Education of Puerto Rico (DEPR), Unit Teacher Education Advisory board (TEAdb), school principals, and cooperating teachers via formal and informal meetings, direct telephone conversations, and shared expertise. As governed by the Department of Education of Puerto Rico (DEPR), through Rules for the Organization and Function of School Placements, the associate director of DECEP-PPMES and the coordinator of EDAG process all field experiences and clinical practices. These directors work with school districts in the recommendation and selection of qualified cooperating teachers and administrators, thus providing quality, diverse opportunities for all student teachers in secondary level education (grades seven through twelve). Additionally, unit faculty, principals, cooperating teachers, and the Teacher Education Advisory Board collaboratively design, deliver, and evaluate unit field and clinical experiences through a well planned, systematic process as outlined in the Institutional Report and the Cooperating Teacher Handbook. Through this process, unit faculty and school partners assist teacher education candidates in developing knowledge, skills, and dispositions that positively impact student learning, assess student performance, and provide clear feedback to students that inform their professional growth as they prepare to enter the teaching profession. The unit faculty and school partners also share their expertise and resources at different meetings and workshops throughout the academic year as evidenced in meeting agendas, interviews, and minutes dating from 2007 to the present. The purpose of these meetings and workshops is threefold: 1) to discuss faculty and administrative issues as well as issues concerning candidates; 2) to design, implement, and evaluate formative and summative assessment forms, observational protocols, and new procedures; and 3) to discuss candidate strengths and weaknesses. Furthermore, unit and school partner expertise is shared through a variety of education courses taught by cooperating teachers through part-time employment. Summary of Findings for Advanced Teacher Preparation and/or the Preparation of Other School Professionals:
3b. Design, Implementation, and Evaluation of Field Experiences and Clinical Practice
Design, Implementation, and Evaluation of Field Experiences and Clinical Practice – Initial Teacher Preparation Design, Implementation, and Evaluation of Field Experiences and Clinical Practice – Advanced Preparation
Summary of Findings for Initial Teacher Preparation:
Target Not Applicable
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Prior to engaging in clinical practice, candidates must be enrolled at the university (or hold a bachelor's degree in either of the concentrations offered by the unit) and meet the entry level requirements as outlined in the institutional report and in the unit handbook. Field experiences and clinical practices include 30 hours of field experience and 300 clinical practice hours that include participation in school activities (i.e., planning and implementing lessons, attending school meetings, and working with teachers and others at the site as part of the school team); 20 hours of university seminars during the semester; and 45 hours divided into weekly seminars with the university professor. Upon completion, candidates are equipped with theories, practical techniques, and methods to develop their knowledge, skills, and attitudes that contribute to improvements in clinical practice. Required courses, field experiences, and clinical practice provide candidates with the skills and knowledge necessary to effectively utilize technology as an instructional tool through daily planning of pedagogical materials, class delivery, and the Teacher Candidate Work Sample. Since all courses offered by the unit use technology as an instructional tool and all candidates are required to complete one of two technology courses, candidates are well equipped to use Word, Excel, and PowerPoint; create podcasts; develop educational videos; edit photography; create web pages; and most importantly, develop an electronic portfolio as part of their assessment. Criteria for cooperating teachers include: having knowledge of the curriculum reform and its classroom implementation; having preparation and certification in their area of specialization; having a minimum of two years' experience as a teacher in the public school system; completing a three-credit cooperating teacher course and recertifying every five years; having knowledge of teacher profile and professional standards; creating a positive environment for the development of human values fomented by DEPR; obtaining a favorable letter of recommendation on behalf of the school principal; demonstrating effective professional competencies; and possessing effective oral and written communication skills in both Spanish and English. It was demonstrated through school-based and cooperating teacher interviews, the Clinical Practice Handbook, and the Cooperating Teacher Handbook that faculty and cooperating teachers receive effective professional development to prepare them to work with student teachers and other students engaged in other field experience activities. The requirements for school-based faculty are outlined in the Clinical Practice Handbook, and all cooperating teachers must take and pass the Cooperating Teacher course that consists of 45 contact hours. Summary of Findings for Advanced Teacher Preparation and/or the Preparation of Other School Professionals:
3c. Candidates' Development and Demonstration of Knowledge, Skills, and Professional Dispositions to Help All Students Learn
Candidates’ Development and Demonstration of Knowledge, Skills, and Professional Dispositions to Help All Students Learn – Initial Teacher Preparation Candidates’ Development and Demonstration of Knowledge, Skills, and Professional Dispositions to Help All Students Learn – Advanced Preparation
Summary of Findings for Initial Teacher Preparation:
Target Not Applicable
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Interviews with the unit directors, faculty, and cooperating teachers verify that candidates demonstrate their mastery of content knowledge and pedagogy through evaluations, GPAs, PCMAS test scores, and completed applications. The program provides a multiplicity of field and clinical experiences designed to engage teacher candidates in effective teaching activities in their area of specialization, pedagogy, understanding of state and national standards, command of creative and critical thinking, knowledge of self as an educator, understanding and knowledge of students regarding diversity, learning styles, assessment of student learning, school community work, and reflective practices in the teaching learning process. Throughout the clinical experience, it is well documented that candidates utilize best instructional practices and strategies for creating classroom atmospheres conducive to meeting the needs of all students. Interviews with unit and school faculty, site visits, and differentiated lesson plans confirm that all candidates are developing and demonstrating knowledge, skills, and dispositions to help all students learn. During the site visits, it was observed that student teachers implement peer teaching, which allows students who are more advanced to be paired with students who are academically challenged in order to assist them during the lesson. Another instructional practice worthy of note is the Teacher Candidate Work Sample. This sample demonstrates candidate ability to impact student learning by collecting and analyzing student data in addition to utilizing the data to inform their instructional practices. Several electronic portfolios were available online on the university's website and displayed at the poster session. Artifacts, including teacher candidate work samples, are submitted in the portfolio at the major transition points. SPA reports also indicate candidates meet professional, state, and institutional standards that align with the unit conceptual framework. Interviews with candidates provided clarification that clinical faculty provide regular and genuine support through weekly three-hour seminars where university supervisors and candidates meet to discuss candidate clinical practice experiences. Candidates are visited and/or evaluated at least six times throughout the semester by the university supervisor and monitored daily by the cooperating teacher. Also, the correction and feedback of candidate teaching practices and the artifacts placed inside the electronic portfolios provide direct and continuous feedback for each candidate. Candidates explained during interviews that peer feedback is shared during seminars. Additionally, candidates themselves analyze lessons they teach and record these reflections in journals and assignments to improve student learning; thus, they are actively and systematically engaged in reflective practice. Summary of Findings for Advanced Teacher Preparation and/or the Preparation of Other School Professionals:
Overall Assessment of Standard Unit and school partners work effectively together to design, implement, and evaluate field and clinical experiences. These experiences are monitored in a consistent and systematic manner. Candidates are highly capable of planning and delivering meaningful lessons, as well as collecting, analyzing, and utilizing data to inform their instructional practices. Substantial opportunities and requirements exist for reflection and feedback related to candidate performance and student learning. Additionally, candidates are assured faculty support through weekly meetings, observations, reflections, and ongoing feedback from faculty. Furthermore, there is a great deal of support for cooperating teachers through unit faculty participation in their orientation and training processes. Cooperating teachers must complete a 45-hour course and
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successfully complete a test before they are certified to mentor candidates. The unit effectively prepares and supports its candidates, as well as providing professional support to its cooperating teachers and participating schools. Strengths [Note: A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit. A strength can be cited regardless of whether the entire element is deemed “target” or “acceptable.” However, strengths should clearly indicate outstanding practice.]
Areas for Improvement and Rationales
AFIs from last visit: Corrected AFI Number & Text
AFI Rationale
AFIs from last visit: Continued AFI Number & Text
AFI Rationale
AFI Number & Text
AFI Rationale
New AFIs
Recommendation for Standard 3
Initial Teacher Preparation Advanced Preparation
Met Not Applicable
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report. This includes important information such as corrections to tables, percentages, and other findings which may have been inaccurately reported in the Institutional Report.] Page 34---a portion of the first sentence was not copied to AIMS: The unit and school partners have shared their expertise and resources at different meetings . . . Standard 4: Diversity The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all
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students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse populations, including higher education and P–12 school faculty, candidates, and students in P–12 schools. Information reported in the Institutional Report for Standard 4 was validated in the exhibits and interviews. (If not, provide an explanation.) Yes
No
i j k l m n
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If your answer is "No" to above question, provide an explanation.
4a. Design, Implementation, and Evaluation of Curriculum and Experiences
Design, Implementation, and Evaluation of Curriculum and Experiences – Initial Teacher Preparation Design, Implementation, and Evaluation of Curriculum and Experiences – Advanced Preparation
Acceptable Not Applicable
Summary of Findings for Initial Teacher Preparation: Candidate fairness, caring, and sensitivity to diversity are assessed through a number of items in the values/ethics subsection of the comprehensive formation section and the caring dispositions sections of the Classroom Observation Instrument (COI), administered at least once a month during the clinical experience by faculty supervisors. Additionally, at least one COI is completed daily by the cooperating teacher. The Teacher Candidate Work Sample (TCWS) allows candidates to address diversity components of their clinical setting in the contextual factors and design for instruction sections. Candidates use information from the learning/teaching context and student individual differences to plan and adapt instruction and assessment. Candidates address student characteristics in the design for instruction and assessment plan part of the TCWS where they include factors such as age, gender, race/ethnicity, special needs, achievement/developmental levels, culture, language, interests, learning styles/modalities or student skill levels. Candidates evaluate the instructional implications of their findings and address how the context of the community and classroom affect instructional planning and assessment. They include specific instructional implications for at least two characteristics. The candidate handbook lists skills and dispositions taught by course, and syllabi are aligned with dispositions and the conceptual framework in all courses. Candidates in secondary education are required to take Human Development I and II and Social Foundations of Education to raise awareness of diversity in teaching and learning. Candidates in the agricultural education program are required to take Methods in Teaching Vocational Agriculture, Curriculum Development and Organization, and Administration in Vocational Agriculture, all of which focus on diversities of teaching and learning. All candidates in the unit are required to take the Seminar on the Nature and Needs of Exceptional Children, which helps them to develop knowledge, skills, and
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professional dispositions for adapting instruction for diverse populations, including linguistically and culturally diverse students and students with exceptionalities. In Exceptional Children, all candidates spend 15 hours with a special needs student and compile a case study. All programs in UPRM require 12 credits in English and six credits in Spanish that acquaint them with language differences that may assist them in working with the small student population for whom Spanish is not a first language. The teaching of physical education program requires candidates to take the Teaching of Physical Education for the Handicapped. Demonstrations of student teaching in PE settings verified the use of these skills by candidates. In the English program only, candidates are required to take Perspectives of Teaching English in which they learn about the different approaches and methods of teaching English as a Second Language since English in the schools is taught as a subject. Candidates are required to meet with school staff in charge of students in special education and inform themselves about the accommodations required for each individual which include, but are not limited to, cognitive and physical disabilities. The unit makes a strong effort to place students in different school settings (rural or urban) and in different types of schools (academic, vocational, bilingual, or magnet schools) with exceptional and special learners. In agriculture, candidates are required to develop a lesson plan adapted to the needs of all students. Candidates must show how they adapt their instruction for special education students and students who are not native Spanish speakers. Candidate proficiencies related to diversity are assessed in several courses, beginning in the foundations of education courses, where candidates write their own cultural autobiographies. During clinical practice, university supervisors and cooperating teachers complete six or more COIs. The sensitivity to diversity rating on COIs during 2008-2009 shows unit candidates were rated "excellent" on over 88 percent of the 1,069 responses, and fewer than two percent were rated as deficient. Summary of Findings for Advanced Teacher Preparation and/or the Preparation of Other School Professionals:
4b. Experiences Working with Diverse Faculty
Experiences Working with Diverse Faculty – Initial Teacher Preparation Experiences Working with Diverse Faculty – Advanced Preparation
Acceptable Not Applicable
Summary of Findings for Initial Teacher Preparation Candidates have many opportunities to interact with diverse higher education faculty who are from different countries. In the university system this unit is one of the units with the highest numbers of international alumni and faculty. Faculty who teach candidates in the 13 initial programs represent over 15 countries. Additionally, faculty in the unit have professional preparation from 24 other institutions outside of Puerto Rico. Faculty are 98 percent Hispanic; however, their various backgrounds include language, cultural, educational, and religious differences to create a broad band of diversity. Almost all faculty members have doctoral degrees representing a diverse range. Their areas of specialized preparation include counseling, curriculum and instruction, health education, supervision and administration, and clinical and school psychology. Faculty research interests are varied and inform their teaching, adding to their ability to teach candidates about various factors relative to teaching
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students from diverse groups. Faculty members in the unit have heritage roots from different countries, contributing to a variety of teaching styles. Candidates exposed to various teaching styles may, in turn, utilize this variety of teaching styles to effectively reach students from diverse groups. Ninety-eight percent of the faculty identify themselves as Hispanic or Latino, and two percent as White, non-Hispanic. Faculty members who may teach candidates in the unit in a variety of contexts, including undergraduate content courses, have diverse professional preparation. They hold degrees from 26 accredited institutions in the United States spanning a broad geographic area. This variety of experiences among university faculty enriches candidate learning opportunities. Exhibit 4b.1.2 illustrates unit faculty professional diversity by location of the institution of higher education, academic degree, rank, type of appointment, and gender. Although 98 percent of the faculty in the unit are Hispanic, the variety of experiences and training from each faculty member--from language abilities to religious beliefs--provide candidates myriad opportunities to interact with faculty from diverse groups. Qualifications for faculty viewed in Exhibits 4b.and 4f prefer individuals who speak Spanish. It is evident that there is a sustained effort to recruit and retain new faculty. Positions are advertised in typical publications such as the Chronicle of Higher Education, and the Administrative Board issued a 2003 policy which included a "preference toward diversity." The plan for recruiting diverse faculty is aligned with university procedures, and the unit recognizes the need to recruit diverse faculty more rigorously. There is a plan in place that addresses the development of new faculty through workshop training. While there is no written plan in place to retain diverse faculty, administrators point to specific measures taken and resources available. Summary of Findings for Advanced Teacher Preparation and/or the Preparation of Other School Professionals:
4c. Experiences Working with Diverse Candidates
Experiences Working with Diverse Candidates – Initial Teacher Preparation Experiences Working with Diverse Candidates – Advanced Preparation
Acceptable Not Applicable
Summary of Findings for Initial Teacher Preparation: Puerto Rico is a rich mixture of three separate races. Candidates are about 98 percent from this mixture of Indian, African, and Spanish, thus making interaction with diverse groups a constant across the program. Some special project groups, including Science on Wheels, the Mayaguez Writing Project, the Young Writers Camp, and Collaborative Mentoring Workshops for preservice and mentor teachers in math and science, provide opportunities for candidates to participate with a variety of other students and teaching candidates. Faculty are exploring ways of expanding cultural interactions among candidates. For example those candidates preparing to teach agriculture in the secondary schools research projects conducted by teacher education candidates in the States. Faculty described partnerships and exchanges among candidates with similar agricultural interests in three other states. This opportunity is open to all agricultural candidates. In addition to regular faculty, there has been an active recruitment of graduate students from about 20
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countries other than Puerto Rico. These graduate students, acting as teaching assistants, teach content courses for preservice teachers and regularly interact with them--both as instructors and as fellow students. While the position that carried out this initiative is no longer in place (as of 2010) due to funding cutbacks, many of these teaching assistants (TAs) are still on campus and continue to interact as peers, or as TAs with candidates. The unit and/or university offers a number of themed workshops on diversity, many required for teacher education candidates, hosting people with learning disabilities, cultural differences, or experts in specialized fields. One example is an upcoming presentation in April by Sandra Zaiter, an individual with paralysis. Another example occurred in 2007 called Crisis in Puerto Rico and showcased a regional expert who discussed the rising challenges of violence, drug abuse, premature sex, and alcohol abuse among adolescents and younger students in the schools and communities. Candidates discussed dealing with these issues during interviews and during the poster session, citing specific cases and the influence of student circumstances on their own teaching lives and perspectives. According to interviews, the unit is aware of its unique approach to diversity and is making an attempt to attract more candidates from the States, the Dominican Republic, the Caribbean and beyond. Some candidates are offered TA positions in academic content areas to help attract diverse candidates with special content skills and degrees from outside the island. They are making admission information more accessible to diverse groups via the campus website for those pursuing their bachelor's degree, as well as for those who already have a bachelor's degree. During the fall semester, the unit hosts an Open House for potential candidates (still high school students) from different parts of Puerto Rico. Summary of Findings for Advanced Teacher Preparation and/or the Preparation of Other School Professionals:
4d. Experiences Working with Diverse Students in P-12 Schools
Experiences Working with Diverse Students in P-12 Schools – Initial Teacher Preparation Experiences Working with Diverse Students in P-12 Schools – Advanced Preparation
Acceptable Not Applicable
Summary of Findings for Initial Teacher Preparation: Puerto Ricans have a rich cultural heritage influenced by three major ethnic groups: Taino Indians, Spaniards, and Africans. The population of Puerto Rico is Hispanic with no ethnic or racial majority, thus making race a narrow definition for diversity. The unit seeks to address diversity through the following differences: learning styles, intelligences, developmental differences, and abilities, as well as social, economic, and cultural experiences. The unit emphasizes the value of preparing teachers who value students regardless of race, color, religion, gender, sexual orientation, linguistic ability, ethnic origin, or geographic area. Candidates in the agricultural education program work with students in both rural and urban schools in both private and public school settings. For almost every candidate at least one field or clinical experience provides the opportunity to interact with students with special needs or those from low socioeconomic circumstances. The candidate TCWS section on Adaptations provides evidence that a great deal of attention is paid to special needs students. As well, candidates conducting field experiences and projects in the rural areas interact with different language patterns and aspects of the Puerto Rican
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culture, some more prevalent to certain geographic areas than others, according to faculty, candidates, and program advisors. Candidates may also be placed in one of the following types of schools: academic (regular or bilingual), vocational, or magnet, thus increasing their exposure to various diversities and cultures. Of the 62 schools where clinical placements are made, all have high numbers (70 percent and higher in most cases) of children receiving free or reduced lunch, and 23 of them have populations of students with disabilities. In Puerto Rico, the classrooms are largely inclusive, so many candidates have the opportunity to work with special needs children on a daily basis. Candidates are required to meet with the learning specialists to discuss the learning plans for the children as they acquire a greater understanding of how to provide effective instruction for individual needs. When pull-out programs are in place, candidates work with the specialty area teachers to coordinate and plan instruction in the regular classroom. There is a small percentage of non-Spanish-speaking students with families returning from the mainland who need candidates with ELL training. English candidates are required to take ELL training and basic level of that training is part of the other content disciplines. Specific additional and focused support is offered by supervisors in the clinical settings when these skills are needed in a particular setting. Summary of Findings for Advanced Teacher Preparation and/or the Preparation of Other School Professionals:
Overall Assessment of Standard Overall, the unit teacher education program has provided evidence that an acceptable level for Standard 4 has been obtained. The unit designs, implements, and evaluates curriculum relative to diversity elements. Experiences are provided campus wide and across the community which allow the initial candidates to acquire and demonstrate the knowledge, skills, and professional dispositions to help students learn. The candidates believe in the importance of fairness and the ability of all children to learn. Assessments and interviews indicate that initial candidates can demonstrate and apply proficiencies related to diversity. Strengths [Note: A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit. A strength can be cited regardless of whether the entire element is deemed “target” or “acceptable.” However, strengths should clearly indicate outstanding practice.]
Areas for Improvement and Rationales
AFIs from last visit: Corrected
AFI Number & Text
AFIs from last visit: Continued
AFI Rationale
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AFI Number & Text
AFI Rationale
AFI Number & Text
AFI Rationale
New AFIs
Recommendation for Standard 4 Met
Initial Teacher Preparation Advanced Preparation
Not Applicable
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report. This includes important information such as corrections to tables, percentages, and other findings which may have been inaccurately reported in the Institutional Report.]
Standard 5: Faculty Qualifications, Performance, and Development Faculty are qualified and model best professional practices in scholarship, service, and teaching, including the assessment of their own effectiveness as related to candidate performance; they also collaborate with colleagues in the disciplines and schools. The unit systematically evaluates faculty performance and facilitates professional development. Information reported in the Institutional Report for Standard 5 was validated in the exhibits and interviews. (If not, provide an explanation.) Yes No i j k l m n
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If your answer is "No" to above question, provide an explanation.
5a. Qualified Faculty Qualified Faculty – Initial Teacher Preparation Qualified Faculty – Advanced Preparation
Acceptable Not Applicable
Summary of Findings for ALL Levels (Initial Teacher Preparation and/or Advanced Preparation):
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The legislative body of the Commonwealth of Puerto Rico sets the criteria for professional education faculty. For tenure consideration, faculty must hold the terminal degree. Tables confirm that of 26 tenure-track members, 84 percent have a doctorate. There are four full-time faculty members who do not; however, each has exceptional expertise as shown by an average of more than 10 years of experience in a variety of professional positions (chancellor, dean, directors, assistant director, teacher, elementary and secondary school cooperating teachers, methodology teachers, and university supervisors). All part-time and adjunct faculty have strong credentials, with five (45%) holding doctorates and the other six having a masters' degree, having taught in higher education, public schools, and having delivered seminars, workshops, and mentoring sessions with teachers and students. All cooperating teachers must take and pass the 45-clock-hour cooperating teacher course and participate in orientations, department meetings, and training sessions at the university and in schools to ensure they are aware of unit emphasis and program standards. The DOE Policy Letter establishes the criteria for cooperating teachers. Files verify that 100 percent of school-based faculty are certified in the fields they teach. Further, they all hold the required Cooperating Teacher Certification, a teacher certification at the level and content they teach. All cooperating teachers must take the 45-clock-hour cooperating teacher course and participate in orientations, department meetings, and training sessions at the university and in schools to ensure they are aware of unit emphasis and program standards. All have negotiated the requirements for recertification and have current teaching certificates. Interviews with the unit head, faculty, and cooperating teachers verify that all cooperating teachers are selected by the director and clinical practice coordinators in consultation with school principals. Continued employment is based on evaluations of their performance according to established criteria. Evaluations are assessed by candidates, university supervisors, and the recommendations of the clinical practice coordinator. Faculty have recent and relevant public school experiences. Interviews verify that clinical faculty are selected on the basis of their academic preparation and professional experiences in school settings. Clinical faculty are involved in teacher and student trainings. Faculty involved in partnerships with school districts include: the Mathematics and Science Education Partnership, the Institute for the Strengthening of Mathematics for Teachers, the Mathematics Olympics for Elementary and Secondary Students, the Alliance for the Improvement of Science and Mathematics Teaching in Schools, the Science on Wheels Enhancing Science and Technology Education in K-12, and the Center for Equal Access to Education. 5b. Modeling Best Professional Practices in Teaching
Modeling Best Professional Practices in Teaching – Initial Teacher Preparation Modeling Best Professional Practices in Teaching – Advanced Preparation
Acceptable Not Applicable
Summary of Findings for ALL Levels (Initial Teacher Preparation and/or Advanced Preparation): Syllabi and summative data show integration of the conceptual framework throughout the programs. These data were confirmed via interviews. Candidate evaluation of teaching and course satisfaction is very high. Reflection, critical thinking and problem solving, and professional dispositions are encouraged in a wide range of instructional practices. Faculty foster and develop these skills and practices by getting candidates involved in case studies, group activities, debates, demonstrations, inquiry projects,
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portfolios, films, technology-based projects, and lectures. Interviews with candidates and alumni confirm these instructional strategies and experiences. A summary chart aggregated faculty best practices in teaching. There is a notable collection of best practices in teaching and demonstrated widespread use of creative instructional practices. Faculty also use both formative and summative assessments. Candidate evaluations of the instructors is consistently high. Alumni described their preparation as rigorous; they felt ready for the challenges of schools and communities. Faculty efforts to address diversity and technology are summarized in documents examined. Several faculty members utilized the WebCT platform in the past, but the unit migrated to Moodle this year and is currently retraining faculty. Faculty integrate technology in their coursework, using PowerPoint, Excel, audio and video conferencing, web-based instruction and YouTube video. Faculty use smart boards, incorporate film clips, use online databases, chats, blogs, podcasts, e-mail, and video recordings of demonstrative classes. Faculty are also incorporating the use of clickers as in-classroom assessment tools, as well as using Google sites to provide feedback and to evaluate candidate performance. Faculty members are evaluated each semester by very comprehensive student opinion survey. Faculty members use the results of their evaluations to make appropriate adjustments for subsequent semesters. Results of candidate evaluations are a required component for reappointment, tenure, and promotion. Summary data from this survey yield consistently high student ratings. Peer evaluation of faculty by the Personal Committee is mandated by the Administrative Board also as part of the tenure and promotion process. Further, faculty are also responsible for an annual selfevaluation. 5c. Modeling Best Professional Practices in Scholarship Modeling Best Professional Practices in Scholarship – Initial Teacher Preparation Modeling Best Professional Practices in Scholarship – Advanced Preparation
Acceptable Not Applicable
Summary of Findings for ALL Levels (Initial Teacher Preparation and/or Advanced Preparation):
Unit effort to promote scholarship is directly derived from the institution's mission. Further, institutional policy requires faculty to teach to scholarly research, mentor and counsel candidates, provide creative work, investigation, presentations, publications, peer evaluations, and participate in activities of academic interest n their college and institution. A review of a summary chart of faculty scholarly productivity showed a high level of engagement in scholarship by unit faculty. Interviews confirm the institution and unit expectation of faculty members regarding scholarship. Unit faculty regularly engage in scholarly activities. They publish and conduct research on the teaching and learning process and share through professional presentations. A review of a summary chart of faculty scholarly activity reveals that twenty-three of twenty-five (92%) full-time faculty have published and made at least one presentation annually. Seventy-five (75%) of the agricultural education faculty are engaged in research activities. Fifty-five percent (55% of full time faculty participate in interdisciplinary grant collaborations to seek external funding for new initiatives in education. A review of vitae discloses an impressive number of faculty members engaged in making presentations and conducting workshops
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at local, national, and international conferences and meetings. Unit faculty publish in professional journals and write proposals. There is extensive activity related to external funding. The numbers of grants have resulted in numerous collaborations and creative projects and programs with their public school partners. 5d. Modeling Best Professional Practices in Service
Modeling Best Professional Practices in Service – Initial Teacher Preparation Modeling Best Professional Practices in Service – Advanced Preparation
Acceptable Not Applicable
Summary of Findings for ALL Levels (Initial Teacher Preparation and/or Advanced Preparation): In accordance with the institutional mission, all faculty are required to actively engage in service activities which contributes to the improvement of candidate experiences, community service, the program, and educational professionalism. Unit guidelines require all faculty to serve on committees at various levels: departmental, college, unit and institutional; collaborate with secondary schools as members of school boards; and participate in professional associations at the local, state, and national level. Faculty vitae and interviews with faculty and administrators verify faculty membership on institutional committees to include the Registration Committee, Library Committee, Teacher Education Executive Committee, Teacher Education Assessment Board, Teacher Education Advisory Board, Program Evaluation Committee, Curriculum Committee, Personnel Committee, and Student Learning Assessment Committee. As part of the annual institutional report, faculty must present evidence of their activities and their impact on the academic, professional, and external communities. A review of a table showing the different service activities by faculty revealed that 75 percent of the unit faculty are engaged in various service activities related to K-12 schools. Each December, the unit holds an Open House for the public schools of Puerto Rico. The unit also hosts "5 Days With Our Land" each spring. This event opens the unit to the community at large for five days showcasing the latest in the field of agriculture. Faculty vitae and interviews confirm their service as judges for science fairs and mathematical competitions and coaches for school teachers in several teaching academies. Faculty are actively involved in professional associations; some serve as peer reviewers for papers and provide education-related services at the local, state, national, and international levels. Evidence of this service is also supported by vitae and interviews. Further, Inventio, a bi-annual university publication, provided substantial evidence of faculty involvement in service activities to the community. 5e. Unit Evaluation of Professional Education Faculty Performance
Unit Evaluation of Professional Education Faculty Performance – Initial Teacher Preparation Unit Evaluation of Professional Education Faculty Performance – Advanced Preparation
Acceptable Not Applicable
Summary of Findings for ALL Levels (Initial Teacher Preparation and/or Advanced Preparation): Unit faculty are evaluated consistent with the university policy governing the evaluation of faculty. This policy is outlined in the faculty manual. Peer review evaluation by the Personnel Committee is
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mandatory. All faculty in the unit, tenured, tenure-track, and non-tenured, are evaluated by the department and unit annually. Further, all faculty, including adjunct and non-tenured faculty, are evaluated each semester using the Student Opinion Survey (COE). Results of the evaluations are posted on the faculty university account for their access, review, and reflection. All unit faculty are expected to earn strong teaching reviews from candidates in order to receive tenure and promotion. This annual review is the primary mechanism for providing specific feedback on performance. The unit also uses the results for making hiring decisions. The unit validated an instrument called "End of Program Survey" in order to gather data related to the performance of the unit. This exit survey is used by candidates to evaluate courses, faculty, administrative process, and physical facilities. A review of a table summarizing these data showed a gradual increase from 85 percent in 2006, 93 percent in 2008, to 96 percent in 2009. Faculty report that the increase in percentages is an indication that faculty are reflecting on their practices and making efforts to improve. Administrators report that 100 percent of the unit faculty received satisfactory and above on annual administrative reviews for the past several years. Faculty report that they use the results of the candidate evaluations, peer, and annual administrative reviews to improve their teaching, scholarship, and service. As specified in the faculty manual, the university administration carries out specific evaluation procedures developed in consultation with the faculty to provide some tangible basis for making judgments on teaching, scholarship, and service. Both tenured and untenured faculty members receive the results of the Student Opinion Survey (COE). Candidates express themselves by responding to an open-ended question and are instructed to point out two strengths and two recommendations for faculty to improve their course. 5f. Unit Facilitation of Professional Development
Unit Facilitation of Professional Development – Initial Teacher Preparation Unit Facilitation of Professional Development – Advanced Preparation
Acceptable Not Applicable
Summary of Findings for ALL Levels (Initial Teacher Preparation and/or Advanced Preparation): The Center for Professional Enrichment offers a variety of workshops and professional development activities for faculty improvement. Interviews with the unit head and director of the center reveal that the content of the professional development activities is based on the results of faculty evaluations and requests. The unit participates and makes recommendations to the center for specific professional development. The unit collaborates with the center on a continuing basis, organizing workshops on topics related to how people learn in which the unit's public school K-12 partners also participate. The director of the Center for Professional Enhancement, the director of the Short Courses and Special Project program, and the unit head described numerous professional development activities for faculty improvement. Some of the workshop titles included: Clickers and Other Educational Technology; Creating Syllabi and Course Objectives; Introduction to the Research and Development Center; Who Are My Students?; Active Learning Techniques; Student Relationships; and Cultural Shock. The workshops on culture shock, clickers and educational technology, and "Who Are My Students?" were specifically related to technology and diversity. Also, there is travel money available from the center for faculty to participate in conferences and professional activities. Adjunct faculty reported that they were invited to all workshops and professional development activities.
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A review of a list of faculty with professional development activities available revealed faculty involved in an impressive array of professional development activities. Interviews with faculty and administrators confirmed that all faculty, including full-time, adjunct, and non-tenured faculty, participate in at least one professional development activity per semester; others participate in a many as six per year. Adjunct faculty reported that they were invited to all workshops and professional development. Overall Assessment of Standard Faculty members are clearly qualified for their positions. In addition, they engage in scholarship, best practices, and service, and professional development at very high levels. They are thoughtful practitioners who are very engaged with their work. Strengths [Note: A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit. A strength can be cited regardless of whether the entire element is deemed “target” or “acceptable.” However, strengths should clearly indicate outstanding practice.]
Areas for Improvement and Rationales
AFIs from last visit: Corrected AFI Number & Text
AFI Rationale
AFIs from last visit: Continued AFI Number & Text
AFI Rationale
AFI Number & Text
AFI Rationale
New AFIs:
Recommendation for Standard 5 Initial Teacher Preparation Advanced Preparation
Met Not Applicable
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report. This includes important information such as corrections to tables, percentages, and other findings which may have been inaccurately reported in the Institutional Report.]
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Standard 6: Unit Governance and Resources The unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards. Information reported in the Institutional Report for Standard 6 was validated in the exhibits and interviews. (If not, provide an explanation.) Yes
No
i j k l m n
j k l m n
If your answer is "No" to above question, provide an explanation.
6a. Unit Leadership and Authority
Unit Leadership and Authority – Initial Teacher Preparation Unit Leadership and Authority – Advanced Preparation
Acceptable Not Applicable
Summary of Findings for ALL Levels (Initial Teacher Preparation and/or Advanced Preparation): The dean of academic affairs is the unit head with the authority and responsibility for teacher preparation. The teacher preparation program consists of initial programs in the preparation of secondary teachers in social studies, history, mathematics, physical science, chemistry, biology, English, physical education, art, theater, Spanish, business and agriculture education. The dean manages and collaborates with the deans of agricultural sciences, business administration, arts and sciences, engineering, and the program chairs and directors of mathematics, physical education, physical science, biology, chemistry, English, social studies, history, Spanish, theater, and art in the coordination, planning, delivery, and operation of the teacher preparation program at the university. All deans, department chairs, and directors report to the dean. The dean reports to the chancellor. The Teacher Education Executive Committee advises the dean on strategic planning initiatives, makes recommendations for program and unit improvement, establishes courses of action, responds to university-wide initiatives, and sets policy for the unit. Additional committees involving the entire professional community (Teacher Education Advisory Board, Teacher Education Assessment Board, Institutional Report Steering Committee, Methodology and Student Teaching Curriculum Committee) all report to the dean and provide additional forums for program input and evaluation. Interviews with full-time faculty and part-time faculty confirm a high level of satisfaction with communication and information that is solicited from P-12 participants. Unit stakeholders participate in professional development events, departmental meetings, and unit-sponsored events, and on advisory councils. All unit admission and degree requirements and policies are described clearly in the university course catalog, on the website, and in teacher education brochures. The publications describe the admissions requirements and course descriptions for initial teacher preparation as a secondary teacher at UPRM.
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Further, criteria for graduation and requirements to progress through the four transition points and successful completion of these four key points are current and consistent in both print and online versions for the teacher education program. All publications and key forms are available online. Interviews confirm that the web page is continuously updated with information regarding admissions, academic calendars, the catalog, and academic offerings. Department directors respond to this requirement by the unit head. Changes and updates are implemented by the university webmaster. The 2005 Middle States Commission on Higher Education Self-Study Survey revealed that 85 percent of the students perceived the institution as honest and reliable with respect to the information it discloses to the internal and external community. All publications appear to be current, and key forms are available in hard copy and online. Interviews and documentation confirm that candidates have access to all student services including counseling and advising. The Office of Counseling and Guidance offer the Adjustment to University Life Seminar to all first-year students and individual and group counseling throughout their matriculation at the university. Candidates have access to psychologists and mental health specialists at the medical services center. The unit has dedicated advising personnel. Each candidate is assigned a fulltime faculty member as his/her advisor to assist candidates with scheduling their academic load each semester in accordance with their respective plans of study. These individuals provide one-on-one advising and monthly advising sessions. They communicate electronically and face to face with candidates. Further, candidates are advised and counseled by the field experiences director with respect to their field experiences and clinical practices. The professional community participates by way of the Teacher Education Advisory Board, the Teacher Education Assessment Board, the Institutional Steering Community, the Methodology and Student Teaching Committee and various other ad hoc committees and task forces. Documentation provided by the unit includes a table with all unit professional development activities and unit-wide meetings and retreats. Interviews with superintendents, principals, cooperating teachers, curriculum and personnel directors confirm a high degree of satisfaction with the level of their involvement in the design, implementation, and evaluation of the unit and its programs. Unit stakeholders also participate in professional development and unit-sponsored events. A review of meeting minutes and interviews with department chairs and directors across disciplines validates the collaboration of the unit with other academic units in the preparation of teacher educators. Faculty members across disciplines actively participate in decisions that affect their programs and offer their input as members of various committees. They serve on such committees as the curriculum, program evaluation, program revision and accreditation committees. The unit also collaborates with other academic units through the delivery of general education and specialized courses that are unit program requirements. 6b. Unit Budget
Unit Budget – Initial Teacher Preparation Unit Budget – Advanced Preparation
Acceptable Not Applicable
Summary of Findings for ALL Levels (Initial Teacher Preparation and/or Advanced Preparation): A review of departmental budgets across disciplines from 2006 to 2009 and interviews with the unit
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head, and the university budget director verify that the budget available to support the unit program is highly sufficient. The unit has consistently been funded at a level that can support its programs. Budget allocations are assigned to the various departments based on an equity formula which takes into account the needs of the various departments. A table presented comparing the unit budget with the nursing and business administration for the years 2006-2009 shows that the unit budget compares favorably with other academic units. Interviews with faculty and administration suggest that funding is adequate to support curricular programs and support the preparation of candidates to meet standards. The unit budget supports teaching, scholarship, and service that extend beyond the unit to the P-12 community. Unit program operations have been supplemented by the vast amounts of additional funds secured through grants and contracts. The unit budget is also supplemented by the Division of Continued Education and Professional Studies through the offerings of short courses to students and the community at-large. An increase in the budget was observed over the past few years in spite of the current financial constraints faced by the institution. 6c. Personnel
Personnel – Initial Teacher Preparation Personnel – Advanced Preparation
Acceptable Not Applicable
Summary of Findings for ALL Levels (Initial Teacher Preparation and/or Advanced Preparation): The institution's general bylaws mandate a regular academic load of 12 credits per semester for each faculty member. A full teaching load covers 37.5 weekly hours: 12 hours direct contact with students; six office hours for individual attention to students; 15 hours teaching preparation, research, and exam correction; and 4.5 hours for meetings. The bylaws establish academic counseling as an inherent task for faculty. Interviews with faculty and administrators confirmed this policy. A review of a Summary of Faculty Workload document shows that the unit faculty have an average teaching load of 12 credits as established by the General Bylaws. Interviews with faculty confirm that student teacher supervisors receive one credit hour per candidate and the agricultural education supervisors receive three credits, the equivalent of a three-hour course. The Summary of Faculty Workload document shows that some professors have smaller teaching loads than the 12 credits established by the General Bylaws. Adjustments to the teaching loads may be made if the faculty members are involved in grants, research, or special projects within the university. A review of vitae and a chart showing faculty productivity disclosed an impressive number of faculty members engaged in scholarship; making presentations; and conducting workshops at local, national, and international conferences and professional meetings. Interviews confirmed that faculty responsibilities for advisement and course development are not negatively impacted by faculty loads. The unit ensures that the use of part-time faculty contributes to the integrity, coherence, and quality of the unit and its programs through its thorough selection practices and its profound involvement of parttime faculty in unit operations. Interviews with part-time faculty confirm that the unit provides them with opportunities to provide input into program operations. Interviews with part-time faculty indicated they are encouraged to attend unit faculty meetings and professional development opportunities.
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The unit has a director, a department chair, and five full-time administrative assistants. The assessment committee is supported by an administrative assistant and a computer analyst. Clerical support is also provided by college students from the work-study program. Additionally, candidates are hired on a parttime basis as needed. The Division of Continuing Education also provides clerical support for the unit. As stated in the institutional report and confirmed in interviews with unit faculty and administrators, there are adequate support personnel to assist the unit. Professional development for unit faculty is enhanced through the Professional Enrichment Center, which sponsors institutional and departmental needs-based workshops, seminars and training activities. Additionally, it has its own budget to support professional development activities for faculty. An examination of the unit budget and interviews with the budget director confirm that the unit receives adequate funding to support professional development for unit faculty. 6d. Unit Facilities
Unit Facilities – Initial Teacher Preparation Unit Facilities – Advanced Preparation
Acceptable Not Applicable
Summary of Findings for ALL Levels (Initial Teacher Preparation and/or Advanced Preparation): The unit programs are housed in the Sanchez Hidalgo and Pinero buildings. Both facilities are equipped with the technology, adequate classrooms, and faculty offices to support candidate progress toward meeting unit, state, and national standards. Several classrooms in Sanchez are technology enriched with Smart Boards. The unit has a dedicated educational resource center housed in Sanchez where candidates have access to textbooks, pedagogical materials, and equipment. The campus has three multi-activity teaching centers and a computerized interdisciplinary center available to candidates. The centers are equipped with computers, scanners, and Smart Boards. BOE team observations, and interviews with faculty and deans, verified that unit facilities are adequate to support teaching and learning. The university technology infrastructure is stable and well maintained, with adequate support personnel. Interviews with faculty indicate the access to and availability and use of technology in the unit is adequate to support instruction. The library houses a wide range of databases and subject-specific instructional resources for the unit. Candidates have access to these databases 24 hours a day, all seven days of the week. 6e. Unit Resources including Technology
Unit Resources including Technology – Initial Teacher Preparation Unit Resources including Technology – Advanced Preparation
Acceptable Not Applicable
Summary of Findings for ALL Levels (Initial Teacher Preparation and/or Advanced Preparation): As listed in the institutional report and confirmed through interviews with faculty and administrators, most candidates complete a bachelor's degree in a content area before pursuing the teacher preparation program. Some classes in the teaching core may be taken as electives prior to graduation. Other candidates may return to the university specifically to obtain teaching credentials. The teacher
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preparation programs emphasize content knowledge, requiring 30 to 70 content specialization course credits beyond the core in the assortment of bachelor's degrees they obtain. The employment and selection process of unit faculty ensures that professors have the required knowledge, experience, and expertise to deliver the program. The university technology system that provides communication software and course management software connects all campus buildings through optic fiber with LANnet. Candidates have 24-hour access to university information system and to systems located at the central administration to include the university system library holdings, information resources, and databases; computer program; email account; and connection to the Internet. Interviews confirm that the technology infrastructure at university facilitates enhance the teaching and learning process. Both faculty and candidates use technology for the E-Portfolio and Teacher Candidate Work Sample and are provided with online tutorials and training every semester. Interviews with faculty and candidates indicate that technology is widely accessible, available, and used throughout the unit. Currently, the unit assessment system data are collected and maintained by the assessment coordinator using SSPS and Excel. However, a commitment to the purchase of Zoomerang has been made by the Office of Institutional Research and Planning. This upgraded software will facilitate ease of data entry and allow more efficient processing of data associated with candidate competencies aligned with institutional assessments. This process was confirmed in interviews. As listed in the IR and confirmed by the librarian, the university library is certified as an academic library by the Association of College and Research Libraries. The library provides critical support for unit programs. The library has a print collection of over 164,000 books. In addition to the collections supporting the content acquisition by candidates, the education collection is current and fairly assigned from the budget when compared to other units at the school. As an example, there are 387 journals on education topics in addition to the other print material. The library subscribes to numerous databases that provide full-text articles and indexes on education subjects. The library continuously enhances its collection by acquiring print, electronic, microform, and media resources. Interviews with candidates and faculty indicate the library is responsive to unit faculty and candidate requests for resources. Communication and utilization of library resources is facilitated by library personnel who work with the unit. Faculty members have multiple opportunities each year to recommend resources to add to library holdings. Library services for faculty and candidates are available at on- and off-campus locations. Documentation and interviews confirm that there are over 100 computers available for candidate use in the main library and that they can connect wirelessly from any academic building on campus with their laptops. Candidates may also borrow laptops from the audiovisual division of the library. The library subscribes to electronic books and journals both by individual titles and in packages. Additionally, the library subscribes to numerous electronic databases that include the full-text of journal, magazine, and newspaper articles. These subscriptions include multi-disciplinary databases, as well as a course of professional databases in the education field including: Academic Search Complete, ERIC Professional Development Collection, Teacher Reference Center and Children's Core Collection Library. Resources for faculty and candidates are available at on- and off-campus locations. Overall Assessment of Standard Unit governance and resources are very strong. The budget is more than sufficient and is adequately supplemented by administration support and grants and contracts for faculty research and professional development. The policies and procedures related to personnel are well established and implemented. The facilities are adequate for supporting the teaching and learning process.
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Strengths [Note: A strength should be cited only if some aspect of a target level rubric has been demonstrated by the unit. A strength can be cited regardless of whether the entire element is deemed “target” or “acceptable.” However, strengths should clearly indicate outstanding practice.]
The unit has strength in the great amount of external funding secured by many faculty members that has resulted in a wide range of creative initiatives with schools and nationally recognized research centers. The unit and its faculty have created a collaborative environment that supports the principles of teaching, scholarship, and service. The unit has well defined process for soliciting input and responding to faculty, candidates, and their P-12 partners. Unit policies and practices support faculty engagement in teaching, scholarship, and service. The unit has designed and maintained a system of planning, delivering, and evaluating programs that enables the unit to plan and manage change. The assessment system is a key element in the unit evaluation of programs, identification of program strengths and weaknesses, and program development. Areas for Improvement and Rationales
AFIs from last visit: Corrected AFI Number & Text
AFI Rationale
AFIs from last visit: Continued
AFI Number & Text
AFI Rationale
AFI Number & Text
AFI Rationale
New AFIs
Recommendation for Standard 6
Initial Teacher Preparation Advanced Preparation
Met Not Applicable
Corrections to the Institutional Report [Include any factual corrections to information found in the Institutional Report. This includes important information such as corrections to tables, percentages, and other findings which may have been inaccurately reported in the Institutional Report.]
Page 69--a portion of the first sentence was not copied to AIMS: The amount assigned for personnel salaries and fringe benefits increased between academic
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IV. SOURCES OF EVIDENCE You may either type the sources of evidence and persons interviewed in the text boxes below or upload files using the prompt at the end of the page. Documents Reviewed
Persons Interviewed
Please upload sources of evidence and the list of persons interviewed. Exhibit list Persons interviewed
See Attachments panel below.
(Optional) State Addendum:
