UNIVERSIDAD DE PUERTO RICO-RIO PIEDRAS CAMPUS

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NCATE Board of Examiners Team: Dr. Anna T. Kozlowski Dr. Peter M. Mecca Dr. Patricia P. Johnson Dr. Rhona S. Hurwitz Dr. Catherine Cullen State Consultant: Dr. Blanca E. Rivera-Alicea NEA or AFT Representative:
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NCATE Board of Examiners Team: Dr. Anna T. Kozlowski Dr. Peter M. Mecca Dr. Patricia P. Johnson Dr. Rhona S. Hurwitz Dr. Catherine Cullen State Consultant: Dr. Blanca E. Rivera-Alicea NEA or AFT Representative: N/A Continuous Improvement Visit to: UNIVERSIDAD DE PUERTO RICO-RIO PIEDRAS CAMPUS School of Education P.O. Box San Juan, PR April 28-30, 2013 Type of Visit: Continuing visit - Advanced Preparation Page 1 BOE Report for Continuous Improvement Pathway (Updated May 2013) Summary for Professional Education Unit Institution Name: University of Puerto Rico-Rio Piedras Team Recommendations on Meeting Standards: Standards Initial Advanced Standard 1: Candidate Knowledge, Skills, and Professional Dispositions Standard Met Standard 2: Assessment System and Unit Evaluation Standard Met Standard 3: Field Experiences and Clinical Practice Standard Met Standard 4: Diversity Standard Met Standard 5: Faculty Qualifications, Performance, and Development Standard Met Standard 6: Unit Governance and Resources Standard Met = Unit not reviewed for this standard and/or level Team Recommendations on Movement Toward Target: Standards Initial Advanced Standard 1: Candidate Knowledge, Skills, and Professional Dispositions Standard 2: Assessment System and Unit Evaluation Standard 3: Field Experiences and Clinical Practice Standard 4: Diversity Standard 5: Faculty Qualifications, Performance, and Development At Target (attained) Standard 6: Unit Governance and Resources = Unit did not select this as a target standard I. Introduction I.1 Brief Overview of the institution and the unit. The University of Puerto Rico, Rio Piedras campus is a large public and urban land-grant university. It is the oldest and largest campus within the University System of Puerto Rico. UPRRP began as a normal school in 1900 and moved to the Rio Piedras location in 1903 to become the first department at the university. UPRRP, which is accredited by Middle States Association of Colleges and Schools, is proud of its Carnegie classification as a research institution with high research activity. The UPRRP mission focuses on growth and dissemination of knowledge; initial and advanced education; integral education, critical thinking; effective communication; ethical and aesthetic values; social action; cultural awareness; community service; continuing education, and quality of life (IR, p. 1). The institution and unit are proud of their Puerto Rican identity and are committed to the advancement of education on the island. Interviews during the site visit revealed an institutional community and culture closely aligned to the mission. The Eugenio Maria de Hostos College of Education (EMH-CE) is the professional education unit at the Page 2 University of Puerto Rico, Rio Piedras (UPRRP) campus. It was the first educator preparation program on the island to earn NCATE accreditation in In 2010, the NCATE Unit Accreditation Board continued accreditation at the initial level until fall 2017 and for two years at the advanced level. A full visit was requested for programs at the advanced level. The Department of Graduate Studies (DGS) offers three doctoral and nine master's degrees through its 10 academic areas. Consistent with the 2010 BOE Report, only six master's programs are within the scope of this visit: Childhood Education Curriculum and Teaching Special Education Teaching English to Speakers of Other Languages (TESOL) Guidance and Counseling Leadership in Educational Organizations Only the programs in Guidance and Counseling and Leadership in Educational Organizations may lead to licensure. The unit reports the majority of individuals in the counseling and leadership programs seek licensure. For the purposes of this BOE report, consistent with the 2010 BOE report and confirmed by NCATE staff in spring 2013, all programs are considered programs for other school professionals. Current data provided by the unit during the site visit indicated 44.5 percent of DGS candidates were currently employed as classroom teachers. Sixty-two percent of December 2012 graduates were currently employed as teachers. Individuals often enroll in the program to prepare for doctoral studies or pursue individual educational goals other than seeking an educator license. Since the 2010 visit, the unit has developed and refined its assessment system and implemented consistent field experience policies for graduate programs. Education in Puerto Rico exists in a unique context. Ninety-two percent of public schools are labelled as low performing. The dropout rate is 42 percent. Almost half school-aged children attend private schools. Recently, more than 3,000 teachers were laid off because of the fiscal crisis. I.2 Summary 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? The NCATE-only team consisted of five members. No consultants or observers participated in the review. The name of a state consultant was listed in AIMS, but the person did not respond to communications regarding the offsite meeting, the pre-visit, the onsite visit, or requests for information about Puerto Rico's requirements for program approval. The protocol (p. 9) states that the state assistant chair and personnel from the Puerto Rico Council on Higher Education attend the previsit. The team was not able to ascertain the requirements or standards used by the Puerto Rico Department of Education to approve programs in Guidance and Counseling and Leadership in Educational Organizations. According to the unit, the Puerto Rico Department of Education doesn't play a role in the approval of university academic programs. I.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.). No programs are offered at a branch campus, an off-campus site or via distance learning. I.4 Describe any unusual circumstances (e.g., weather conditions, readiness of the unit for the visit, other extenuating circumstances) that affected the visit. The Eugenio Maria de Hostos College of Education hosted the opening of its annual Education Week celebration on Monday of the visit. Candidates did not attend the open meeting because they were Page 3 enjoying the choral presentation in the lobby. 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. II.1 Provide a brief overview of the unit's conceptual framework and how it is integrated across the unit. The unit's conceptual framework is a brief, two-page document developed by DGS faculty that identifies five key elements. It is understood in relation to the mission statement of the Eugenio Maria de Hostos College of Education and the philosophical principles of the Department of Graduate Studies, which include: Shared process of creation Application of knowledge Educators assume responsibility for their own learning Educators foster active and continuous learning of others Dispositions for collaborative work leading to personal and collective transformations The key elements are aligned with three institutional learning domains and the DGS graduate profile addressing integration of content knowledge, effective communication, and research and creative activity. The conceptual framework identifies six dispositions and states candidates are assessed in field experiences and clinical practices on demonstrating: Fairness The belief that all students can learn Capacity to work collaboratively Reflecting the capacity to reflect about students' learning to improve their professional practice Capacity to envision transformations that contribute to the well-being of the populations served and the development of their professional field Appreciation for human dignity, solidarity, and democratic pluralism. The conceptual framework lists theorists whose work undergirds the conceptual framework. It also identifies four main domains as context conception, conception of the student, educational and inquisitive processes and disciplinary content. Courses aligned with the conceptual framework are philosophical foundations, sociological foundations and psychological foundations. Although the team was initially concerned about the brevity of the conceptual framework, exhibits and onsite interviews with faculty and candidates revealed the great extent to which the conceptual framework serves as a guiding and constitutional document for DGS community. III. Unit Standards The following pages contain a summary of the findings for each of the six NCATE unit standards. Standard 1 Page 4 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. 1.1 Overall Findings What did the evidence reveal about the unit continuing to meet this standard? The Eugenio Maria de Hostos College of Education (EMH-CE), the unit for preparation of teachers and other school professionals at the University of Puerto Rico, Rio Piedras (UPRRP) campus, shares academic interaction with the Laboratory Schools, with other colleges within the University of Puerto Rico System, and with the community, candidates, and graduates. From this responsibility of academic interaction the EMH-CE establishes its purposes, delineates its principles, and defines the diverse dimensions of its mission. All advanced level programs reside within the Department of Graduate Studies (DGS) and enjoy academic autonomy, have their own conceptual framework and the flexibility to revise and create programs and courses. The advanced programs include: Curriculum and Teaching; Guidance and Counseling; Leadership in Educational Organizations; Childhood Education; Special Education and TESL. Candidates who apply for the advanced programs are required to hold a bachelor's degree, although not necessarily in teacher education. Initial teacher licensure is not required at the time of admission. Completion of each program does not result in recommendation by the unit for a teaching certificate. Only two of the six master's programs, Guidance and Counseling, and Leadership in Educational Organizations require clinical practice. The unit supplied an addendum to the Institutional Report along with new exhibits which detailed descriptions of evaluation criteria and results that were clearly presented for the onsite team members and which are included in the electronic exhibit room as evidence that the s cited in the offsite report were met. This evidence was validated during the poster session with candidates, graduates, program faculty and P-12 collaborators, and in interviews with faculty, P-12 school partners, current candidates and graduates. Therefore, the s from the offsite report were removed as a result of the onsite visit. Each program offered by the EMH-CE requires candidates to complete a degree examination which allows candidates to demonstrate their content and pedagogical knowledge. The examination can include open ended questions, analytical critical essay with oral presentation, forum panel on a selected topic, or participation in congress to present original research. Review of the data on the degree examinations indicates that advanced candidates are successful. Additionally, data indicate that candidates master the learning domains, proficiencies, content knowledge, dispositions and skills delineated in professional and institutional standards at the advanced level. The unit supplied an addendum to the Institutional Report along with new exhibits which detailed descriptions of evaluation criteria and results that were clearly presented for the onsite team members and which are included in the electronic exhibit room as evidence that the s cited in the offsite report were met. This evidence was validated during the poster session with candidates, graduates, program faculty and P-12 collaborators, and in interviews with faculty, P-12 school partners, current candidates and graduates. As requested in the offsite report, the IR addendum, new exhibits, the poster session, and interviews with faculty, P-12 school partners, current candidates and graduates, the unit provided evidence of candidate knowledge and skills at the advanced level; candidate mastery in creating positive environments for student learning at the advanced level, and candidate professional dispositions aligned with standards. Also, rubrics, assessment criteria and results, student learning samples in English, program, institutional and professional standards, and student learning data were validated during the Page 5 onsite visit. Aggregated and disaggregated data from key assessments for required coursework, field experiences, degree examinations, and clinical practices were provided in the Institutional Report and confirmed candidates attain the knowledge, skills, and disposition articulated by the institution, unit, and each program. Additional evidence in the IR addendum demonstrated the alignment of each advanced program with professional standards, the DGS conceptual framework, as well as UPRRP proficiencies and learning domains. Evidence to explain how program candidates meet proficiencies on specific standards was validated. Additionally, information provided in the IR addendum, and interviews with faculty, P-12 school partners, current candidates and graduates indicated that stakeholder groups have been identified, names have been submitted, letters of appointment will be sent out May 15, 2013, and the new Advisory Committee for P-12 Affairs will have its first meeting in August Although this action plan is scheduled, substantive activities with the P-12 Advisory Committee have not taken place at the time of the onsite visit. 1.2 Moving Toward Target or Continuous Improvement Please respond to 1.2.a if this is the standard on which the unit is moving to the target level. If it is not the standard on which the unit is moving to the target level, respond to 1.2.b. 1.2.a Movement Toward Target. Based on the criteria for Movement Toward Target, provide a summary of the unit's performance. 1.2.b Continuous Improvement. What activities and outcomes demonstrate that the unit has been engaged in continuous improvement? Graduate faculty in each program regularly engage in continuous improvement through ongoing analysis of candidate work and assessment data. Evidence gained onsite through interviews with faculty and candidates, as well as an inspection of portfolios documenting the development of action research projects, provided affirmation the unit is successful in developing candidates' knowledge, skills, and dispositions articulated in the conceptual framework and in institutional and unit goals and objectives. Information provided in the IR addendum, and interviews with faculty, P-12 school partners, current candidates and graduates indicated that stakeholder groups have been identified, names have been submitted, letters of appointment will be sent out May 15, 2013, and the new Advisory Committee for P-12 Affairs will have its first meeting in August Although this action plan is scheduled, substantive activities with the P-12 Advisory Committee have not taken place at the time of the onsite visit. 1.2.b.i Strengths. What areas of the standard are being addressed at the target level? The advanced programs in Guidance and Counseling and Leadership in Educational Organizations have aligned their curricula with national standards for their areas. Page 6 Candidates work closely with faculty to develop and implement high quality action research projects. Criteria for Movement Toward Target NO EVIDENCE MOVING TOWARD TARGET AT TARGET EMERGING DEVELOPING ATTAINED Clear, convincing and Clear, convincing and Clear, convincing and Clear, convincing and sufficient evidence was sufficient evidence sufficient evidence sufficient evidence not presented to demonstrates that the demonstrates that the demonstrates that the demonstrate that the unit unit is performing as unit is performing as unit is performing as is performing as described in any aspect described in some aspect described in some aspect described in all aspects of the target level rubric of the target level of the of the target level rubric of the target level rubric for this for this rubric for this for this OR There are no plans and target level performance as described in the unit and/or sustaining target level performance as described in the unit [BOE specifies which is present and which is not in their findings.] 1.3 Areas for Improvement and Rationales and/or sustaining target level performance as described in the unit timelines for sustaining target level performance as described in the unit 1.3.a What s have been removed? The unit has inadequate data to determine candidate mastery of knowledge and skills at the advanced level. The unit has inadequate data to determine candidate mastery in creating positive environments for student learning at the advanced level. Rationale The unit supplied an addendum to the Institutional Report along with new exhibits which detailed descriptions of evaluation criteria and results that align with professional standards and confirm candidate mastery of knowledge and skills at the advanced level. The evidence was clearly presented for the onsite team members and are included in the electronic exhibit room and in the IR addendum and validated during the poster session with candidates, graduates, program faculty and P-12 collaborators, and in interviews with faculty, P-12 school partners, current candidates and graduates. Therefore, the from the offsite report was removed as a result of the onsite visit. Data across programs regarding candidates ability to create positive environments for student learning were confirmed in the addendum to the Institutional Report along with new exhibits which detailed descriptions of evaluation criteria and results that were clearly presented for the onsite team members and which are included in the electronic exhibit room. This evidence was validated during the poster session with candidates, graduates, program faculty and P-12 collaborators, and in interviews with faculty, P-12 school partners, current candidates and graduates. The unit supplied an addendum to the Institutional Report along with new exhibits which detailed descriptions of evaluation criteria and results that align with professional standards and confirm candidate Page 7 The unit has inadequate data to determine candidate mastery of professional dispositions at the advanced level. mastery of dispositions at the advanced level. The evidence was clearly presented for the onsite team members and are included in the electronic exhibit room and in the IR addendum and validated during the poster session with candidates, graduates, program faculty and P-12 collaborators, and in interviews with faculty, P-12 school partners, current candidates and graduates, exit surveys, and alumni surveys. 1.3.b What s are continued from last visit? not applicable 1.3.c What new s are recommended? not applicable Rationale Rationale 1.4 Recommendations For Standard 1 Initial Teacher
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