2018 epp annual report - uagm...after reviewing and/or updating the educator preparation...
TRANSCRIPT
Section 1 AIMS ProfileAfter reviewing andor updating the Educator Preparation Providers (EPPs) profile in AIMS check the box to indicate that theinformation available is accurate
Section 2 Program Completers21 How many candidates completed programs that prepared them to work in preschool through grade 12 settings during Academic Year 2016-2017
2018 EPP Annual ReportCAEP ID 21896 AACTE SID
Institution Universidad Metropolitana
Unit Escuela De Educacioacuten
11 In AIMS the following information is current and accurate Agree Disagree
111 Contact person
112 EPP characteristics
113 Program listings
Enter a numeric value for each textbox
211 Number of completers in programs leading to initial teacher certification orlicensure1 86
212 Number of completers in advanced programs or programs leading to a degreeendorsement or some other credential that prepares the holder to serve in P-12 schools (Do not include those completers counted above)2
0
Total number of program completers 86
1 For a description of the scope for Initial-Licensure Programs see Policy 301 in the Accreditation PolicyManual2 For a description of the scope for Advanced-Level Programs see Policy 302 in the Accreditation PolicyManual
Section 3 Substantive ChangesHave any of the following substantive changes occurred at your educator preparation provider orinstitutionorganization during the 2016-2017 academic year
31 Changes in the established mission or objectives of the institutionorganization or the EPP
No Change Not Applicable
32 Any change in the legal status form of control or ownership of the EPP
No Change Not Applicable
33 The addition of programs of study at a degree or credential level different from those that were offered when most recently accredited
No Change Not Applicable
34 The addition of courses or programs that represent a significant departure in terms of either content or delivery from those that were offered when most recently accredited
No Change Not Applicable
35 A contract with other providers for direct instructional services including any teach-out agreements
No Change Not Applicable
Nombre__________________ Fecha________________
Situacioacuten Pedagoacutegica Repaso B
Los maestros en la actualidad estaacuten recibiendo estudiantes con variedad de
condiciones Entre ellas las maacutes frecuentes son estudiantes diagnosticados con
necesidades especiales tales como Deacuteficit de Atencioacuten con y sin Hiperactividad
La composicioacuten de los grupos modernos incluye estudiantes talentosos
tecnoloacutegicos estudiantes con intereses en diferentes materias autoestima baja
y problemas de conducta leves o severos Tambieacuten estaacute recibiendo estudiantes
con diversidad cultural Para el maestro ser efectivo debe atender la diversidad de
la clientela que recibe Para ello requiere crear un ambiente en la sala de clases
adecuado para realizar el proceso de ensentildeanza-aprendizaje
Contesta
1 Selecciona un problema presentado en la situacioacuten y argumenta con los
principios de una teoriacutea de la psicologiacutea educativa que se aplique para
atender la situacioacuten
2 Redacta una actividad para realizar en la sala de clases para atender la
situacioacuten seleccionada identificando una materia grado y materiales
necesarios para realizar la misma
1
UNIVERSIDAD METROPOLITANA Escuela de Educacioacuten
PLANTILLA PARA BOSQUEJO DE CURSO
BOSQUEJO DE CURSO SUBGRADUADA
Coacutedigo Del Curso Educ436
Nombre Del Curso SEMINARIO DE INTEGRACIOacuteN
PEDAGOacuteGICA
Teacutermino 2018-01
Agosto-Diciembre 2017
Nombre del Profesor(a) Dra Janette Orengo
Horario de Oficina Martes y Jueves
Lunes y Mieacutercoles
Correo Electroacutenico jorengo1suagmedu
Teleacutefono787-766-1717 Ext6623
Diacutea (s) Martes y Jueves (TR) Horario 1000-1129 AM
Descripcioacuten del Curso
El curso EDUC 436 integra los conocimientos
de caraacutecter acadeacutemico y profesional adquiridos
durante los antildeos de estudio del futuro maestro
Se discuten y analizan las nuevas tendencias en
el campo educativo meacutetodos e innovaciones
teacutecnicas y otros temas relacionados con la
educacioacuten y con la Prueba de Certificacioacuten de
Maestros (PCMAS)
Competencias del
Programa
Competencias
Educacioacuten
General
Principios de
TEAC
123456789
111213
11 12
13141
1421431 5
21311
321
Texto Principal Todos los materiales de los Cursos tomados de Componente Profesional
Blog de la UMET wwwrepasopcmasumetwordpresscom
Videos en Biblioteca
The Four As Method (0348) From Title This Is a TestThis Is Only a Test Test-Taking Techniques
In Films On Demand httpdigitalfilmscomlibrarylogin-
umsuagmedu86PortalPlaylistsaspxaid=9157ampxtid=8064
How to Remember Everything (4431)
mscomlibrarylogin-umsuagmedu86PortalPlaylistsaspxaid=9157ampxtid=109739
Referencia How to Remember Everything Films On Demand Films Media Group 2015 Web 1 Jan 2016
Mind Mapping (0331) From Title The Science of Staying Young Unlocking the Secrets of Longevity
Memory expert Vanda North teaches this memory technique that makes use of drawings colors and space instead
of lists and outlines Using the logic of association the mind map shows the structure of information
httpdigitalfilmscomlibrarylogin-umsuagmedu86PortalPlaylistsaspxaid=9157ampxtid=640
2
CALIFICACIOacuteN DEL CURSO
a Criterios de evaluacioacuten Formativa (Total 50)
b Criterios de Evaluacioacuten Sumativa (Total 50)
Se adjudicaraacute al estudiante el porciento de acuerdo a la puntuacioacuten obtenida en la Prueba
de Competencias Profesionales De acuerdo a la siguiente escala
El curso se rige por el sistema de notas P Pase NP No Pase
Para aprobar el curso (P) el estudiante debe acumular y obtener una puntuacioacuten de 80 o
maacutes El estudiante que obtenga una puntuacioacuten igual o inferior a 79 deberaacute repetir el curso
Normas del Curso
1 La asistencia y puntualidad es compulsoria
2 Es deber de todo estudiante completar y entregar todas las evaluaciones formativas
CRITERIOS
PORCENTAJES ASIGNADOS
Tareas (Ejercicios de Praacutectica Teacutecnicas de assessment
pruebas etc)
Pre-Prueba 1 y 2=2
20 6 repasos de temas=12
6 teacutecnicas de assesssment
realizadas en el saloacuten=6
Situaciones Pedagoacutegicas (Ejercicios de integracioacuten)
10 (2 cada una) (5 situaciones
Pedagoacutegicas)
Portafolio Fiacutesico o electroacutenico
10 (Ver Ruacutebrica)
Asistencia
5 = 30-29clases =5 20-18=2
28-24=4 17-15=1
23-21=3 14 -0 =0
Participacioacuten
5 30-29clases =5 20-18=2
28-24=4 17-15=1
23-21=3 14 -0 =0
TOTAL 50
Examen Comprensivo Nivel Subgraduado
Prueba de Competencias Profesionales
Puntuaciones Porcentajes asignados
86 o menos 20
87 a 111 30
112 a 122 35
123 a 129 40
130 a 135 45
136 a 160 50
3
Asignacioacuten para cada clase Traer materiales disponibles leiacutedos Visitar blog UMET para
Repasar materiales de Presentaciones para realizar en la sala de clases ejercicios de praacutectica y
participar en actividades educativas
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
1- 22
agosto
Presentacioacuten de estudiantes y profesora
Discusioacuten de Objetivos del Curso criterios de evaluacioacuten Estrategias de
Ensentildeanza
Hoja de firmas de certificacioacuten de Orientacioacuten ofrecida a los estudiantes
Administracioacuten de Pre-Pruebas por tiempo
Dinaacutemica de
presentacioacuten
Entrega y
explicacioacuten de
objetivos del
curso criterios de
evaluacioacuten
estrategias de
ensentildeanza
2- 24
agosto
Discusioacuten resultados Pre-Pruebas
A Desarrollo humano
1 Conceptos fundamentales de las teoriacuteas de desarrollo humano para el
proceso de ensentildear y aprender
bull Naturaleza funcioacuten importancia e influencia geneacutetica y ambiental
bull Perspectivas teoacutericas
Ejercicios
individuales y en
sub-grupos para
aclarar conceptos
3 ndash29
agosto
bull Teoriacuteas de desarrollo moral
bull Teoriacuteas sobre la adquisicioacuten y el desarrollo del lenguaje
bull Desarrollo fiacutesico intelectual social y de la personalidad
2 Hallazgos de la investigacioacuten del desarrollo humano
Construir
Organizadores
graacuteficos de las
teoriacuteas
4- 31
agosto
3 Aspectos que influyen en el desarrollo humano
bull Estilos de crianza y su relacioacuten con el desarrollo
bull Relacioacuten del ambiente escolar y las praacutecticas educativas con el
desarrollo humano
bull Situaciones especiacuteficas que influyen en el desarrollo humano
Ejemplos de
situaciones con
diferentes estilos
de crianza y
problemas que
influyen en el
desarrollo
5- 5 sept
4 Categoriacuteas diagnoacutesticas de las excepcionalidades (causas
caracteriacutesticas y necesidades) de los estudiantes
bull Discapacidad intelectual
bull Problemas fiacutesicos y de salud
bull Trastornos comunicoloacutegicos
bull Problemas auditivos y visuales
bull Trastornos emocionales y del comportamiento
Repaso de los
conceptos
Anaacutelisis de
conceptos
Situacioacuten
Pedagoacutegica
6- 7 sept
bull Problemas especiacuteficos del aprendizaje
bull Espectro del autismo
bull Siacutendrome de deacuteficit de atencioacuten con o sin hiperactividad
bull Talentos especiales y superdotados
Discusioacuten y
anaacutelisis de
conceptos
Redaccioacuten de
Situacioacuten
Pedagoacutegica
4
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
7- 12 sept
B Psicologiacutea educativa
1 Teoriacuteas del aprendizaje
bull Naturaleza funcioacuten e importancia
bull Trasfondo histoacuterico
bull Contribuciones principales de los teoacutericos de la educacioacuten
2 Fundamentos teoacutericos de coacutemo el estudiante aprende
bull Coacutemo se construye el conocimiento
bull Formas de adquirir las destrezas y las actitudes (valores)
Ejercicio de
Praacutectica de
teoriacuteas de
aprendizaje
8-14 sept
3 Teoriacuteas psicoloacutegicas para atender las diferencias individuales
bull Factores geneacuteticos y ambientales sociales y culturales
bull Inteligencia teoriacuteas y medicioacuten
bull Estilos de aprendizaje
bull Inteligencias muacuteltiples
bull Inteligencia emocional
Ejercicio grupal
de preguntas de
las diferentes
teoriacuteas
psicoloacutegicas
9- 19 sept
4 Teoriacuteas psicoloacutegicas para el manejo de la sala de clases y la
modificacioacuten de conducta
bull Influencia del ambiente escolar en la autoestima y la autorrealizacioacuten
5 Perspectivas de la motivacioacuten para promover el mejoramiento del
aprendizaje
bull Diferentes perspectivas teoacutericas de la motivacioacuten
bull Relacioacuten entre motivacioacuten y aprendizaje necesidades metas
atribuciones
Anaacutelisis de
teacutecnicas de
manejo
conductuales
Ejercicio de
Praacutectica
10- 21
sept
6 Aportes de la neuro-educacioacuten en el proceso de ensentildeanza y
aprendizaje
bull Investigaciones de las implicaciones sobre el cerebro en los procesos
de ensentildear y de aprender
Redaccioacuten de
Situacioacuten
Pedagoacutegica
11-26 sept
C Fundamentos sociales
1 Perspectivas socioloacutegicas que influyen en el campo educativo
bull Perspectivas teoacutericas
2 Naturaleza y fines de la educacioacuten seguacuten las diferentes perspectivas
socioloacutegicas
bull Conceptos baacutesicos relacionados con el trasfondo social de la
educacioacuten
Ejercicio de
practica-
Perspectiva
Socioloacutegica
12- 28
sept
3 Implicaciones educativas de las diferentes perspectivas socioloacutegicas
bull Influencia de la cultura en la educacioacuten (tradiciones costumbres
medios de informacioacuten masivos subculturashellip)
bull Cambios demograacuteficos sociales culturales econoacutemicos poliacuteticos
legales y tecnoloacutegicos y sus implicaciones educativas
bull Influencia de los grupos sociales (familia pares clase
socioeconoacutemica comunidad iglesia y etnia) en el proceso educativo
bull La escuela ante los problemas sociales
4 Regulaciones normas y eacutetica de su profesioacuten
Diaacutelogo
socializado de las
implicaciones de
las diferentes
perspectivas
socioloacutegicas y su
impacto social
Regulaciones
eacuteticas en la
5
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
bull Historia de la educacioacuten en Puerto Rico
bull Leyes y reglamentos del sistema educativo relacionados con la
administracioacuten de las escuelas los derechos y los deberes de los
maestros de los estudiantes y de las personas excepcionales
profesioacuten del
magisterio
13- 3 oct
5 Aspectos de liderazgo y colaboracioacuten en su interaccioacuten con la
comunidad escolar para promover el
crecimiento de los estudiantes y de la profesioacuten
bull Funcioacuten social del maestro (educador modelo facilitador agente de
cambio liacuteder ciacutevico)
bull Relacioacuten entre la educacioacuten y el mundo laboral
bull La participacioacuten del maestro del estudiante de los padres y de la
comunidad en la experiencia educativa
bull La globalizacioacuten los avances tecnoloacutegicos y el multiculturalismo
Discusioacuten de
funcioacuten del
maestro del siglo
XX1
Redaccioacuten de
Situacioacuten
Pedagoacutegica
14- 5 oct
D Fundamentos filosoacuteficos
1 Perspectivas filosoacuteficas que influyen en el campo educativo
bull Trasfondo histoacuterico
bull Naturaleza y funciones de la filosofiacutea educativa
bull Perspectivas filosoacuteficas educativas esencialismo perennialismo y
progresismo Posturas filosoacutefico-educativas idealismo realismo
pragmatismo existencialismo reconstruccionismo
Postmodernismohellip
bull Conceptos filosoacuteficos que influyen en el campo educativo la
metafiacutesica la epistemologiacutea la antropologiacutea
la eacutetica la esteacutetica y la axiologiacutea
Discusioacuten de los
Materiales
recopilados por
los estudiantes
15- 10 oct
2 Naturaleza y fines de la educacioacuten seguacuten las diferentes perspectivas
filosoacuteficas
bull Conceptos de las diferentes posturas filosoacuteficas con relacioacuten a
minusminus la educacioacuten como proceso de desarrollo humano
(autodeterminacioacuten autorrealizacioacuten solucioacuten
de problemas introspeccioacuten-autenticidad transformacioacuten)
minusminus la educacioacuten como proceso de desarrollo social y transmisioacuten de
valores (buacutesqueda de una
sociedad ideal socializacioacuten e inculturacioacuten democratizacioacuten
interaccioacuten empaacutetica y vivencia de
valores reconstruccioacuten de las estructuras sociales)
Debate sobre las
diferentes
perspectivas
filosoacuteficas con
respecto a su
funcioacuten en la
educacioacuten
16- 12 oct
3 Implicaciones educativas de las diferentes perspectivas filosoacuteficas
bull Curriacuteculo (liberal praacutecticohellip)
bull Metodologiacutea (mayeacuteutica silogiacutesticahellip)
bull Funcioacuten del maestro (modelo guiacuteahellip)
bull Papel del estudiante (agente pasivo activohellip)
Discusioacuten de los
Materiales
recopilados por
los estudiantes
6
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
bull Disciplina (intriacutenseca extriacutensecahellip)
bull Evaluacioacuten (objetiva subjetivahellip)
bull Ciudadano modelo que se busca formar (filosoacutefica auteacutenticahellip)
Redaccioacuten de
Situacioacuten
Pedagoacutegica
17-17 oct
E Metodologiacutea
1 Objetivos educativos
bull Objetivos operacionales (taxonomiacuteas clasificacioacuten por las categoriacuteas
de las taxonomiacuteas cognoscitivas
afectivas psicomotoras)
bull Estaacutendares de contenido y expectativas de grado
bull Aspectos generales del curriacuteculo
Discusioacuten de los
Materiales
recopilados por
los estudiantes
18-19 oct
2 Meacutetodos y teacutecnicas de ensentildeanza y de aprendizaje
bull Procesos de ensentildeanza y de aprendizaje (consideracioacuten de diferencias
individuales seleccioacuten y
organizacioacuten del contenido estrategias teacutecnicas y recursos
instruccionales recursos complementarios a
la docencia mdashincluidos multimedios y computadorasmdash criterios de
evaluacioacuten)
3 Estrategias de ensentildeanza seguacuten situaciones particulares y necesidades
especiales de los estudiantes
bull Factores internos y externos que afectan la experiencia educativa
bull Necesidades de los estudiantes
bull Estrategias asociadas con el aprendizaje
Discusioacuten de los
Materiales
recopilados por
los estudiantes
19- 24 oct
4 Uso efectivo de la tecnologiacutea en la ensentildeanza
bull Aprendizaje asistido por tecnologiacutea
bull Innovaciones educativas
5 Ambientes enriquecedores para el aprendizaje
bull Creacioacuten de ambientes enriquecedores para el aprendizaje
Discusioacuten
socializada
Redaccioacuten de
Situacioacuten
Pedagoacutegica
20- 26 oct
F Evaluacioacuten e investigacioacuten
1 Teacutecnicas de evaluacioacuten y de avaluacuteo (assessment)
bull Conceptos generales
bull Instrumentos de evaluacioacuten
bull Teacutecnicas y medios de avaluacuteo (assessment)
Discusioacuten
socializada con
materiales
diversos
21- 31 oct
2 Hallazgos de la investigacioacuten en la sala de clases
bull Recursos para acceder a la investigacioacuten las ideas y los debates de la
praacutectica pedagoacutegica
3 Estaacutendares y expectativas establecidos para evaluar la efectividad de
la ensentildeanza
bull Alineacioacuten entre estaacutendares objetivos y evaluacioacuten
Repaso de
conceptos con
Ejercicio de
Preguntas para
cada estudiante
22- 2 nov
4 Conceptos baacutesicos de estadiacutestica y anaacutelisis de iacutetems
bull Iacutendice de dificultad
bull Iacutendice de discriminacioacuten
bull Medidas de tendencia central (promedio moda mediana)
Repaso de
conceptos con
situaciones
7
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
Ejercicios de
Praacutectica
23- 7 nov
bull Medidas de dispersioacuten o variabilidad (desviacioacuten tiacutepica varianza)
bull Medidas de posicioacuten (percentiles)
Ejercicios de
Praacutectica
24 - 9 nov 5 Diversos tipos y disentildeos de investigacioacuten
bull Principios generales
bull Tipos de investigacioacuten cuantitativa y cualitativa
bull Disentildeos de investigacioacuten experimentales y descriptivos
Repaso de
conceptos
25- 14 nov
bull Investigacioacuten en la sala de clases
Repaso de
conceptos
26- 16 nov
Prueba __
de abril
bull El maestro como investigador
bull El maestro como consumidor de la investigacioacuten
27- 21 nov
23 nov
Feriado A
Gracias
Reflexioacuten de la Prueba Reflexioacuten
clases
28 y 29
28 nov30
nov
Anaacutelisis de Ejercicios de Praacutectica Situaciones Pedagoacutegicas Fortalezas y
aacutereas a mejorar
Clases
30 y 31
5 y 7 dic
Reflexiones de Repasos Cotejo de Portafolio
Reflexioacuten Final del Curso
Plan de Reposicioacuten de Ausencias de ProfesoraSituaciones de Emergencia
La reposicioacuten se realizaraacute preferiblemente el proacuteximo viernes luego de la ausencia de la
profesora o de situaciones de emergencia Se coordinaraacute la utilizacioacuten del saloacuten con la
universidad
Necesidades Especiales
La Universidad Metropolitana cumple con la Ley ADA (American with Disabilities Act) y con la
Ley 51 (Servicios Educativos Integrales para personas con Impedimentos) para garantizar
igualdad en el acceso a la educacioacuten y servicios Estudiantes con impedimentos Informar al
profesor (a) del curso sobre tus necesidades especiales y de acomodo razonable y visita a la
Oficina de Servicios a Estudiantes Universitarios con Impedimentos a la mayor brevedad
posible Se mantendraacute la confidencialidad
Para realizar acomodos razonables al tomar la Prueba se requiere la
autorizacioacuten del mismo
2
CALIFICACIOacuteN DEL CURSO
a Criterios de evaluacioacuten Formativa (Total 50)
b Criterios de Evaluacioacuten Sumativa (Total 50)
Se adjudicaraacute al estudiante el porciento de acuerdo a la puntuacioacuten obtenida en la Prueba
de Competencias Profesionales De acuerdo a la siguiente escala
El curso se rige por el sistema de notas P Pase NP No Pase
Para aprobar el curso (P) el estudiante debe acumular y obtener una puntuacioacuten de 80 o
maacutes El estudiante que obtenga una puntuacioacuten igual o inferior a 79 deberaacute repetir el curso
Normas del Curso
1 La asistencia y puntualidad es compulsoria
2 Es deber de todo estudiante completar y entregar todas las evaluaciones formativas
CRITERIOS
PORCENTAJES ASIGNADOS
Tareas (Ejercicios de Praacutectica Teacutecnicas de assessment
pruebas etc)
Pre-Prueba 1 y 2=2
20 6 repasos de temas=12
6 teacutecnicas de assesssment
realizadas en el saloacuten=6
Situaciones Pedagoacutegicas (Ejercicios de integracioacuten)
10 (2 cada una) (5 situaciones
Pedagoacutegicas)
Portafolio Fiacutesico o electroacutenico
10 (Ver Ruacutebrica)
Asistencia
5 = 30-29clases =5 20-18=2
28-24=4 17-15=1
23-21=3 14 -0 =0
Participacioacuten
5 30-29clases =5 20-18=2
28-24=4 17-15=1
23-21=3 14 -0 =0
TOTAL 50
Examen Comprensivo Nivel Subgraduado
Prueba de Competencias Profesionales
Puntuaciones Porcentajes asignados
86 o menos 20
87 a 111 30
112 a 122 35
123 a 129 40
130 a 135 45
136 a 160 50
3
Asignacioacuten para cada clase Traer materiales disponibles leiacutedos Visitar blog UMET para
Repasar materiales de Presentaciones para realizar en la sala de clases ejercicios de praacutectica y
participar en actividades educativas
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
1- 22
agosto
Presentacioacuten de estudiantes y profesora
Discusioacuten de Objetivos del Curso criterios de evaluacioacuten Estrategias de
Ensentildeanza
Hoja de firmas de certificacioacuten de Orientacioacuten ofrecida a los estudiantes
Administracioacuten de Pre-Pruebas por tiempo
Dinaacutemica de
presentacioacuten
Entrega y
explicacioacuten de
objetivos del
curso criterios de
evaluacioacuten
estrategias de
ensentildeanza
2- 24
agosto
Discusioacuten resultados Pre-Pruebas
A Desarrollo humano
1 Conceptos fundamentales de las teoriacuteas de desarrollo humano para el
proceso de ensentildear y aprender
bull Naturaleza funcioacuten importancia e influencia geneacutetica y ambiental
bull Perspectivas teoacutericas
Ejercicios
individuales y en
sub-grupos para
aclarar conceptos
3 ndash29
agosto
bull Teoriacuteas de desarrollo moral
bull Teoriacuteas sobre la adquisicioacuten y el desarrollo del lenguaje
bull Desarrollo fiacutesico intelectual social y de la personalidad
2 Hallazgos de la investigacioacuten del desarrollo humano
Construir
Organizadores
graacuteficos de las
teoriacuteas
4- 31
agosto
3 Aspectos que influyen en el desarrollo humano
bull Estilos de crianza y su relacioacuten con el desarrollo
bull Relacioacuten del ambiente escolar y las praacutecticas educativas con el
desarrollo humano
bull Situaciones especiacuteficas que influyen en el desarrollo humano
Ejemplos de
situaciones con
diferentes estilos
de crianza y
problemas que
influyen en el
desarrollo
5- 5 sept
4 Categoriacuteas diagnoacutesticas de las excepcionalidades (causas
caracteriacutesticas y necesidades) de los estudiantes
bull Discapacidad intelectual
bull Problemas fiacutesicos y de salud
bull Trastornos comunicoloacutegicos
bull Problemas auditivos y visuales
bull Trastornos emocionales y del comportamiento
Repaso de los
conceptos
Anaacutelisis de
conceptos
Situacioacuten
Pedagoacutegica
6- 7 sept
bull Problemas especiacuteficos del aprendizaje
bull Espectro del autismo
bull Siacutendrome de deacuteficit de atencioacuten con o sin hiperactividad
bull Talentos especiales y superdotados
Discusioacuten y
anaacutelisis de
conceptos
Redaccioacuten de
Situacioacuten
Pedagoacutegica
4
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
7- 12 sept
B Psicologiacutea educativa
1 Teoriacuteas del aprendizaje
bull Naturaleza funcioacuten e importancia
bull Trasfondo histoacuterico
bull Contribuciones principales de los teoacutericos de la educacioacuten
2 Fundamentos teoacutericos de coacutemo el estudiante aprende
bull Coacutemo se construye el conocimiento
bull Formas de adquirir las destrezas y las actitudes (valores)
Ejercicio de
Praacutectica de
teoriacuteas de
aprendizaje
8-14 sept
3 Teoriacuteas psicoloacutegicas para atender las diferencias individuales
bull Factores geneacuteticos y ambientales sociales y culturales
bull Inteligencia teoriacuteas y medicioacuten
bull Estilos de aprendizaje
bull Inteligencias muacuteltiples
bull Inteligencia emocional
Ejercicio grupal
de preguntas de
las diferentes
teoriacuteas
psicoloacutegicas
9- 19 sept
4 Teoriacuteas psicoloacutegicas para el manejo de la sala de clases y la
modificacioacuten de conducta
bull Influencia del ambiente escolar en la autoestima y la autorrealizacioacuten
5 Perspectivas de la motivacioacuten para promover el mejoramiento del
aprendizaje
bull Diferentes perspectivas teoacutericas de la motivacioacuten
bull Relacioacuten entre motivacioacuten y aprendizaje necesidades metas
atribuciones
Anaacutelisis de
teacutecnicas de
manejo
conductuales
Ejercicio de
Praacutectica
10- 21
sept
6 Aportes de la neuro-educacioacuten en el proceso de ensentildeanza y
aprendizaje
bull Investigaciones de las implicaciones sobre el cerebro en los procesos
de ensentildear y de aprender
Redaccioacuten de
Situacioacuten
Pedagoacutegica
11-26 sept
C Fundamentos sociales
1 Perspectivas socioloacutegicas que influyen en el campo educativo
bull Perspectivas teoacutericas
2 Naturaleza y fines de la educacioacuten seguacuten las diferentes perspectivas
socioloacutegicas
bull Conceptos baacutesicos relacionados con el trasfondo social de la
educacioacuten
Ejercicio de
practica-
Perspectiva
Socioloacutegica
12- 28
sept
3 Implicaciones educativas de las diferentes perspectivas socioloacutegicas
bull Influencia de la cultura en la educacioacuten (tradiciones costumbres
medios de informacioacuten masivos subculturashellip)
bull Cambios demograacuteficos sociales culturales econoacutemicos poliacuteticos
legales y tecnoloacutegicos y sus implicaciones educativas
bull Influencia de los grupos sociales (familia pares clase
socioeconoacutemica comunidad iglesia y etnia) en el proceso educativo
bull La escuela ante los problemas sociales
4 Regulaciones normas y eacutetica de su profesioacuten
Diaacutelogo
socializado de las
implicaciones de
las diferentes
perspectivas
socioloacutegicas y su
impacto social
Regulaciones
eacuteticas en la
5
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
bull Historia de la educacioacuten en Puerto Rico
bull Leyes y reglamentos del sistema educativo relacionados con la
administracioacuten de las escuelas los derechos y los deberes de los
maestros de los estudiantes y de las personas excepcionales
profesioacuten del
magisterio
13- 3 oct
5 Aspectos de liderazgo y colaboracioacuten en su interaccioacuten con la
comunidad escolar para promover el
crecimiento de los estudiantes y de la profesioacuten
bull Funcioacuten social del maestro (educador modelo facilitador agente de
cambio liacuteder ciacutevico)
bull Relacioacuten entre la educacioacuten y el mundo laboral
bull La participacioacuten del maestro del estudiante de los padres y de la
comunidad en la experiencia educativa
bull La globalizacioacuten los avances tecnoloacutegicos y el multiculturalismo
Discusioacuten de
funcioacuten del
maestro del siglo
XX1
Redaccioacuten de
Situacioacuten
Pedagoacutegica
14- 5 oct
D Fundamentos filosoacuteficos
1 Perspectivas filosoacuteficas que influyen en el campo educativo
bull Trasfondo histoacuterico
bull Naturaleza y funciones de la filosofiacutea educativa
bull Perspectivas filosoacuteficas educativas esencialismo perennialismo y
progresismo Posturas filosoacutefico-educativas idealismo realismo
pragmatismo existencialismo reconstruccionismo
Postmodernismohellip
bull Conceptos filosoacuteficos que influyen en el campo educativo la
metafiacutesica la epistemologiacutea la antropologiacutea
la eacutetica la esteacutetica y la axiologiacutea
Discusioacuten de los
Materiales
recopilados por
los estudiantes
15- 10 oct
2 Naturaleza y fines de la educacioacuten seguacuten las diferentes perspectivas
filosoacuteficas
bull Conceptos de las diferentes posturas filosoacuteficas con relacioacuten a
minusminus la educacioacuten como proceso de desarrollo humano
(autodeterminacioacuten autorrealizacioacuten solucioacuten
de problemas introspeccioacuten-autenticidad transformacioacuten)
minusminus la educacioacuten como proceso de desarrollo social y transmisioacuten de
valores (buacutesqueda de una
sociedad ideal socializacioacuten e inculturacioacuten democratizacioacuten
interaccioacuten empaacutetica y vivencia de
valores reconstruccioacuten de las estructuras sociales)
Debate sobre las
diferentes
perspectivas
filosoacuteficas con
respecto a su
funcioacuten en la
educacioacuten
16- 12 oct
3 Implicaciones educativas de las diferentes perspectivas filosoacuteficas
bull Curriacuteculo (liberal praacutecticohellip)
bull Metodologiacutea (mayeacuteutica silogiacutesticahellip)
bull Funcioacuten del maestro (modelo guiacuteahellip)
bull Papel del estudiante (agente pasivo activohellip)
Discusioacuten de los
Materiales
recopilados por
los estudiantes
6
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
bull Disciplina (intriacutenseca extriacutensecahellip)
bull Evaluacioacuten (objetiva subjetivahellip)
bull Ciudadano modelo que se busca formar (filosoacutefica auteacutenticahellip)
Redaccioacuten de
Situacioacuten
Pedagoacutegica
17-17 oct
E Metodologiacutea
1 Objetivos educativos
bull Objetivos operacionales (taxonomiacuteas clasificacioacuten por las categoriacuteas
de las taxonomiacuteas cognoscitivas
afectivas psicomotoras)
bull Estaacutendares de contenido y expectativas de grado
bull Aspectos generales del curriacuteculo
Discusioacuten de los
Materiales
recopilados por
los estudiantes
18-19 oct
2 Meacutetodos y teacutecnicas de ensentildeanza y de aprendizaje
bull Procesos de ensentildeanza y de aprendizaje (consideracioacuten de diferencias
individuales seleccioacuten y
organizacioacuten del contenido estrategias teacutecnicas y recursos
instruccionales recursos complementarios a
la docencia mdashincluidos multimedios y computadorasmdash criterios de
evaluacioacuten)
3 Estrategias de ensentildeanza seguacuten situaciones particulares y necesidades
especiales de los estudiantes
bull Factores internos y externos que afectan la experiencia educativa
bull Necesidades de los estudiantes
bull Estrategias asociadas con el aprendizaje
Discusioacuten de los
Materiales
recopilados por
los estudiantes
19- 24 oct
4 Uso efectivo de la tecnologiacutea en la ensentildeanza
bull Aprendizaje asistido por tecnologiacutea
bull Innovaciones educativas
5 Ambientes enriquecedores para el aprendizaje
bull Creacioacuten de ambientes enriquecedores para el aprendizaje
Discusioacuten
socializada
Redaccioacuten de
Situacioacuten
Pedagoacutegica
20- 26 oct
F Evaluacioacuten e investigacioacuten
1 Teacutecnicas de evaluacioacuten y de avaluacuteo (assessment)
bull Conceptos generales
bull Instrumentos de evaluacioacuten
bull Teacutecnicas y medios de avaluacuteo (assessment)
Discusioacuten
socializada con
materiales
diversos
21- 31 oct
2 Hallazgos de la investigacioacuten en la sala de clases
bull Recursos para acceder a la investigacioacuten las ideas y los debates de la
praacutectica pedagoacutegica
3 Estaacutendares y expectativas establecidos para evaluar la efectividad de
la ensentildeanza
bull Alineacioacuten entre estaacutendares objetivos y evaluacioacuten
Repaso de
conceptos con
Ejercicio de
Preguntas para
cada estudiante
22- 2 nov
4 Conceptos baacutesicos de estadiacutestica y anaacutelisis de iacutetems
bull Iacutendice de dificultad
bull Iacutendice de discriminacioacuten
bull Medidas de tendencia central (promedio moda mediana)
Repaso de
conceptos con
situaciones
7
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
Ejercicios de
Praacutectica
23- 7 nov
bull Medidas de dispersioacuten o variabilidad (desviacioacuten tiacutepica varianza)
bull Medidas de posicioacuten (percentiles)
Ejercicios de
Praacutectica
24 - 9 nov 5 Diversos tipos y disentildeos de investigacioacuten
bull Principios generales
bull Tipos de investigacioacuten cuantitativa y cualitativa
bull Disentildeos de investigacioacuten experimentales y descriptivos
Repaso de
conceptos
25- 14 nov
bull Investigacioacuten en la sala de clases
Repaso de
conceptos
26- 16 nov
Prueba __
de abril
bull El maestro como investigador
bull El maestro como consumidor de la investigacioacuten
27- 21 nov
23 nov
Feriado A
Gracias
Reflexioacuten de la Prueba Reflexioacuten
clases
28 y 29
28 nov30
nov
Anaacutelisis de Ejercicios de Praacutectica Situaciones Pedagoacutegicas Fortalezas y
aacutereas a mejorar
Clases
30 y 31
5 y 7 dic
Reflexiones de Repasos Cotejo de Portafolio
Reflexioacuten Final del Curso
Plan de Reposicioacuten de Ausencias de ProfesoraSituaciones de Emergencia
La reposicioacuten se realizaraacute preferiblemente el proacuteximo viernes luego de la ausencia de la
profesora o de situaciones de emergencia Se coordinaraacute la utilizacioacuten del saloacuten con la
universidad
Necesidades Especiales
La Universidad Metropolitana cumple con la Ley ADA (American with Disabilities Act) y con la
Ley 51 (Servicios Educativos Integrales para personas con Impedimentos) para garantizar
igualdad en el acceso a la educacioacuten y servicios Estudiantes con impedimentos Informar al
profesor (a) del curso sobre tus necesidades especiales y de acomodo razonable y visita a la
Oficina de Servicios a Estudiantes Universitarios con Impedimentos a la mayor brevedad
posible Se mantendraacute la confidencialidad
Para realizar acomodos razonables al tomar la Prueba se requiere la
autorizacioacuten del mismo
3
Asignacioacuten para cada clase Traer materiales disponibles leiacutedos Visitar blog UMET para
Repasar materiales de Presentaciones para realizar en la sala de clases ejercicios de praacutectica y
participar en actividades educativas
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
1- 22
agosto
Presentacioacuten de estudiantes y profesora
Discusioacuten de Objetivos del Curso criterios de evaluacioacuten Estrategias de
Ensentildeanza
Hoja de firmas de certificacioacuten de Orientacioacuten ofrecida a los estudiantes
Administracioacuten de Pre-Pruebas por tiempo
Dinaacutemica de
presentacioacuten
Entrega y
explicacioacuten de
objetivos del
curso criterios de
evaluacioacuten
estrategias de
ensentildeanza
2- 24
agosto
Discusioacuten resultados Pre-Pruebas
A Desarrollo humano
1 Conceptos fundamentales de las teoriacuteas de desarrollo humano para el
proceso de ensentildear y aprender
bull Naturaleza funcioacuten importancia e influencia geneacutetica y ambiental
bull Perspectivas teoacutericas
Ejercicios
individuales y en
sub-grupos para
aclarar conceptos
3 ndash29
agosto
bull Teoriacuteas de desarrollo moral
bull Teoriacuteas sobre la adquisicioacuten y el desarrollo del lenguaje
bull Desarrollo fiacutesico intelectual social y de la personalidad
2 Hallazgos de la investigacioacuten del desarrollo humano
Construir
Organizadores
graacuteficos de las
teoriacuteas
4- 31
agosto
3 Aspectos que influyen en el desarrollo humano
bull Estilos de crianza y su relacioacuten con el desarrollo
bull Relacioacuten del ambiente escolar y las praacutecticas educativas con el
desarrollo humano
bull Situaciones especiacuteficas que influyen en el desarrollo humano
Ejemplos de
situaciones con
diferentes estilos
de crianza y
problemas que
influyen en el
desarrollo
5- 5 sept
4 Categoriacuteas diagnoacutesticas de las excepcionalidades (causas
caracteriacutesticas y necesidades) de los estudiantes
bull Discapacidad intelectual
bull Problemas fiacutesicos y de salud
bull Trastornos comunicoloacutegicos
bull Problemas auditivos y visuales
bull Trastornos emocionales y del comportamiento
Repaso de los
conceptos
Anaacutelisis de
conceptos
Situacioacuten
Pedagoacutegica
6- 7 sept
bull Problemas especiacuteficos del aprendizaje
bull Espectro del autismo
bull Siacutendrome de deacuteficit de atencioacuten con o sin hiperactividad
bull Talentos especiales y superdotados
Discusioacuten y
anaacutelisis de
conceptos
Redaccioacuten de
Situacioacuten
Pedagoacutegica
4
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
7- 12 sept
B Psicologiacutea educativa
1 Teoriacuteas del aprendizaje
bull Naturaleza funcioacuten e importancia
bull Trasfondo histoacuterico
bull Contribuciones principales de los teoacutericos de la educacioacuten
2 Fundamentos teoacutericos de coacutemo el estudiante aprende
bull Coacutemo se construye el conocimiento
bull Formas de adquirir las destrezas y las actitudes (valores)
Ejercicio de
Praacutectica de
teoriacuteas de
aprendizaje
8-14 sept
3 Teoriacuteas psicoloacutegicas para atender las diferencias individuales
bull Factores geneacuteticos y ambientales sociales y culturales
bull Inteligencia teoriacuteas y medicioacuten
bull Estilos de aprendizaje
bull Inteligencias muacuteltiples
bull Inteligencia emocional
Ejercicio grupal
de preguntas de
las diferentes
teoriacuteas
psicoloacutegicas
9- 19 sept
4 Teoriacuteas psicoloacutegicas para el manejo de la sala de clases y la
modificacioacuten de conducta
bull Influencia del ambiente escolar en la autoestima y la autorrealizacioacuten
5 Perspectivas de la motivacioacuten para promover el mejoramiento del
aprendizaje
bull Diferentes perspectivas teoacutericas de la motivacioacuten
bull Relacioacuten entre motivacioacuten y aprendizaje necesidades metas
atribuciones
Anaacutelisis de
teacutecnicas de
manejo
conductuales
Ejercicio de
Praacutectica
10- 21
sept
6 Aportes de la neuro-educacioacuten en el proceso de ensentildeanza y
aprendizaje
bull Investigaciones de las implicaciones sobre el cerebro en los procesos
de ensentildear y de aprender
Redaccioacuten de
Situacioacuten
Pedagoacutegica
11-26 sept
C Fundamentos sociales
1 Perspectivas socioloacutegicas que influyen en el campo educativo
bull Perspectivas teoacutericas
2 Naturaleza y fines de la educacioacuten seguacuten las diferentes perspectivas
socioloacutegicas
bull Conceptos baacutesicos relacionados con el trasfondo social de la
educacioacuten
Ejercicio de
practica-
Perspectiva
Socioloacutegica
12- 28
sept
3 Implicaciones educativas de las diferentes perspectivas socioloacutegicas
bull Influencia de la cultura en la educacioacuten (tradiciones costumbres
medios de informacioacuten masivos subculturashellip)
bull Cambios demograacuteficos sociales culturales econoacutemicos poliacuteticos
legales y tecnoloacutegicos y sus implicaciones educativas
bull Influencia de los grupos sociales (familia pares clase
socioeconoacutemica comunidad iglesia y etnia) en el proceso educativo
bull La escuela ante los problemas sociales
4 Regulaciones normas y eacutetica de su profesioacuten
Diaacutelogo
socializado de las
implicaciones de
las diferentes
perspectivas
socioloacutegicas y su
impacto social
Regulaciones
eacuteticas en la
5
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
bull Historia de la educacioacuten en Puerto Rico
bull Leyes y reglamentos del sistema educativo relacionados con la
administracioacuten de las escuelas los derechos y los deberes de los
maestros de los estudiantes y de las personas excepcionales
profesioacuten del
magisterio
13- 3 oct
5 Aspectos de liderazgo y colaboracioacuten en su interaccioacuten con la
comunidad escolar para promover el
crecimiento de los estudiantes y de la profesioacuten
bull Funcioacuten social del maestro (educador modelo facilitador agente de
cambio liacuteder ciacutevico)
bull Relacioacuten entre la educacioacuten y el mundo laboral
bull La participacioacuten del maestro del estudiante de los padres y de la
comunidad en la experiencia educativa
bull La globalizacioacuten los avances tecnoloacutegicos y el multiculturalismo
Discusioacuten de
funcioacuten del
maestro del siglo
XX1
Redaccioacuten de
Situacioacuten
Pedagoacutegica
14- 5 oct
D Fundamentos filosoacuteficos
1 Perspectivas filosoacuteficas que influyen en el campo educativo
bull Trasfondo histoacuterico
bull Naturaleza y funciones de la filosofiacutea educativa
bull Perspectivas filosoacuteficas educativas esencialismo perennialismo y
progresismo Posturas filosoacutefico-educativas idealismo realismo
pragmatismo existencialismo reconstruccionismo
Postmodernismohellip
bull Conceptos filosoacuteficos que influyen en el campo educativo la
metafiacutesica la epistemologiacutea la antropologiacutea
la eacutetica la esteacutetica y la axiologiacutea
Discusioacuten de los
Materiales
recopilados por
los estudiantes
15- 10 oct
2 Naturaleza y fines de la educacioacuten seguacuten las diferentes perspectivas
filosoacuteficas
bull Conceptos de las diferentes posturas filosoacuteficas con relacioacuten a
minusminus la educacioacuten como proceso de desarrollo humano
(autodeterminacioacuten autorrealizacioacuten solucioacuten
de problemas introspeccioacuten-autenticidad transformacioacuten)
minusminus la educacioacuten como proceso de desarrollo social y transmisioacuten de
valores (buacutesqueda de una
sociedad ideal socializacioacuten e inculturacioacuten democratizacioacuten
interaccioacuten empaacutetica y vivencia de
valores reconstruccioacuten de las estructuras sociales)
Debate sobre las
diferentes
perspectivas
filosoacuteficas con
respecto a su
funcioacuten en la
educacioacuten
16- 12 oct
3 Implicaciones educativas de las diferentes perspectivas filosoacuteficas
bull Curriacuteculo (liberal praacutecticohellip)
bull Metodologiacutea (mayeacuteutica silogiacutesticahellip)
bull Funcioacuten del maestro (modelo guiacuteahellip)
bull Papel del estudiante (agente pasivo activohellip)
Discusioacuten de los
Materiales
recopilados por
los estudiantes
6
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
bull Disciplina (intriacutenseca extriacutensecahellip)
bull Evaluacioacuten (objetiva subjetivahellip)
bull Ciudadano modelo que se busca formar (filosoacutefica auteacutenticahellip)
Redaccioacuten de
Situacioacuten
Pedagoacutegica
17-17 oct
E Metodologiacutea
1 Objetivos educativos
bull Objetivos operacionales (taxonomiacuteas clasificacioacuten por las categoriacuteas
de las taxonomiacuteas cognoscitivas
afectivas psicomotoras)
bull Estaacutendares de contenido y expectativas de grado
bull Aspectos generales del curriacuteculo
Discusioacuten de los
Materiales
recopilados por
los estudiantes
18-19 oct
2 Meacutetodos y teacutecnicas de ensentildeanza y de aprendizaje
bull Procesos de ensentildeanza y de aprendizaje (consideracioacuten de diferencias
individuales seleccioacuten y
organizacioacuten del contenido estrategias teacutecnicas y recursos
instruccionales recursos complementarios a
la docencia mdashincluidos multimedios y computadorasmdash criterios de
evaluacioacuten)
3 Estrategias de ensentildeanza seguacuten situaciones particulares y necesidades
especiales de los estudiantes
bull Factores internos y externos que afectan la experiencia educativa
bull Necesidades de los estudiantes
bull Estrategias asociadas con el aprendizaje
Discusioacuten de los
Materiales
recopilados por
los estudiantes
19- 24 oct
4 Uso efectivo de la tecnologiacutea en la ensentildeanza
bull Aprendizaje asistido por tecnologiacutea
bull Innovaciones educativas
5 Ambientes enriquecedores para el aprendizaje
bull Creacioacuten de ambientes enriquecedores para el aprendizaje
Discusioacuten
socializada
Redaccioacuten de
Situacioacuten
Pedagoacutegica
20- 26 oct
F Evaluacioacuten e investigacioacuten
1 Teacutecnicas de evaluacioacuten y de avaluacuteo (assessment)
bull Conceptos generales
bull Instrumentos de evaluacioacuten
bull Teacutecnicas y medios de avaluacuteo (assessment)
Discusioacuten
socializada con
materiales
diversos
21- 31 oct
2 Hallazgos de la investigacioacuten en la sala de clases
bull Recursos para acceder a la investigacioacuten las ideas y los debates de la
praacutectica pedagoacutegica
3 Estaacutendares y expectativas establecidos para evaluar la efectividad de
la ensentildeanza
bull Alineacioacuten entre estaacutendares objetivos y evaluacioacuten
Repaso de
conceptos con
Ejercicio de
Preguntas para
cada estudiante
22- 2 nov
4 Conceptos baacutesicos de estadiacutestica y anaacutelisis de iacutetems
bull Iacutendice de dificultad
bull Iacutendice de discriminacioacuten
bull Medidas de tendencia central (promedio moda mediana)
Repaso de
conceptos con
situaciones
7
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
Ejercicios de
Praacutectica
23- 7 nov
bull Medidas de dispersioacuten o variabilidad (desviacioacuten tiacutepica varianza)
bull Medidas de posicioacuten (percentiles)
Ejercicios de
Praacutectica
24 - 9 nov 5 Diversos tipos y disentildeos de investigacioacuten
bull Principios generales
bull Tipos de investigacioacuten cuantitativa y cualitativa
bull Disentildeos de investigacioacuten experimentales y descriptivos
Repaso de
conceptos
25- 14 nov
bull Investigacioacuten en la sala de clases
Repaso de
conceptos
26- 16 nov
Prueba __
de abril
bull El maestro como investigador
bull El maestro como consumidor de la investigacioacuten
27- 21 nov
23 nov
Feriado A
Gracias
Reflexioacuten de la Prueba Reflexioacuten
clases
28 y 29
28 nov30
nov
Anaacutelisis de Ejercicios de Praacutectica Situaciones Pedagoacutegicas Fortalezas y
aacutereas a mejorar
Clases
30 y 31
5 y 7 dic
Reflexiones de Repasos Cotejo de Portafolio
Reflexioacuten Final del Curso
Plan de Reposicioacuten de Ausencias de ProfesoraSituaciones de Emergencia
La reposicioacuten se realizaraacute preferiblemente el proacuteximo viernes luego de la ausencia de la
profesora o de situaciones de emergencia Se coordinaraacute la utilizacioacuten del saloacuten con la
universidad
Necesidades Especiales
La Universidad Metropolitana cumple con la Ley ADA (American with Disabilities Act) y con la
Ley 51 (Servicios Educativos Integrales para personas con Impedimentos) para garantizar
igualdad en el acceso a la educacioacuten y servicios Estudiantes con impedimentos Informar al
profesor (a) del curso sobre tus necesidades especiales y de acomodo razonable y visita a la
Oficina de Servicios a Estudiantes Universitarios con Impedimentos a la mayor brevedad
posible Se mantendraacute la confidencialidad
Para realizar acomodos razonables al tomar la Prueba se requiere la
autorizacioacuten del mismo
4
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
7- 12 sept
B Psicologiacutea educativa
1 Teoriacuteas del aprendizaje
bull Naturaleza funcioacuten e importancia
bull Trasfondo histoacuterico
bull Contribuciones principales de los teoacutericos de la educacioacuten
2 Fundamentos teoacutericos de coacutemo el estudiante aprende
bull Coacutemo se construye el conocimiento
bull Formas de adquirir las destrezas y las actitudes (valores)
Ejercicio de
Praacutectica de
teoriacuteas de
aprendizaje
8-14 sept
3 Teoriacuteas psicoloacutegicas para atender las diferencias individuales
bull Factores geneacuteticos y ambientales sociales y culturales
bull Inteligencia teoriacuteas y medicioacuten
bull Estilos de aprendizaje
bull Inteligencias muacuteltiples
bull Inteligencia emocional
Ejercicio grupal
de preguntas de
las diferentes
teoriacuteas
psicoloacutegicas
9- 19 sept
4 Teoriacuteas psicoloacutegicas para el manejo de la sala de clases y la
modificacioacuten de conducta
bull Influencia del ambiente escolar en la autoestima y la autorrealizacioacuten
5 Perspectivas de la motivacioacuten para promover el mejoramiento del
aprendizaje
bull Diferentes perspectivas teoacutericas de la motivacioacuten
bull Relacioacuten entre motivacioacuten y aprendizaje necesidades metas
atribuciones
Anaacutelisis de
teacutecnicas de
manejo
conductuales
Ejercicio de
Praacutectica
10- 21
sept
6 Aportes de la neuro-educacioacuten en el proceso de ensentildeanza y
aprendizaje
bull Investigaciones de las implicaciones sobre el cerebro en los procesos
de ensentildear y de aprender
Redaccioacuten de
Situacioacuten
Pedagoacutegica
11-26 sept
C Fundamentos sociales
1 Perspectivas socioloacutegicas que influyen en el campo educativo
bull Perspectivas teoacutericas
2 Naturaleza y fines de la educacioacuten seguacuten las diferentes perspectivas
socioloacutegicas
bull Conceptos baacutesicos relacionados con el trasfondo social de la
educacioacuten
Ejercicio de
practica-
Perspectiva
Socioloacutegica
12- 28
sept
3 Implicaciones educativas de las diferentes perspectivas socioloacutegicas
bull Influencia de la cultura en la educacioacuten (tradiciones costumbres
medios de informacioacuten masivos subculturashellip)
bull Cambios demograacuteficos sociales culturales econoacutemicos poliacuteticos
legales y tecnoloacutegicos y sus implicaciones educativas
bull Influencia de los grupos sociales (familia pares clase
socioeconoacutemica comunidad iglesia y etnia) en el proceso educativo
bull La escuela ante los problemas sociales
4 Regulaciones normas y eacutetica de su profesioacuten
Diaacutelogo
socializado de las
implicaciones de
las diferentes
perspectivas
socioloacutegicas y su
impacto social
Regulaciones
eacuteticas en la
5
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
bull Historia de la educacioacuten en Puerto Rico
bull Leyes y reglamentos del sistema educativo relacionados con la
administracioacuten de las escuelas los derechos y los deberes de los
maestros de los estudiantes y de las personas excepcionales
profesioacuten del
magisterio
13- 3 oct
5 Aspectos de liderazgo y colaboracioacuten en su interaccioacuten con la
comunidad escolar para promover el
crecimiento de los estudiantes y de la profesioacuten
bull Funcioacuten social del maestro (educador modelo facilitador agente de
cambio liacuteder ciacutevico)
bull Relacioacuten entre la educacioacuten y el mundo laboral
bull La participacioacuten del maestro del estudiante de los padres y de la
comunidad en la experiencia educativa
bull La globalizacioacuten los avances tecnoloacutegicos y el multiculturalismo
Discusioacuten de
funcioacuten del
maestro del siglo
XX1
Redaccioacuten de
Situacioacuten
Pedagoacutegica
14- 5 oct
D Fundamentos filosoacuteficos
1 Perspectivas filosoacuteficas que influyen en el campo educativo
bull Trasfondo histoacuterico
bull Naturaleza y funciones de la filosofiacutea educativa
bull Perspectivas filosoacuteficas educativas esencialismo perennialismo y
progresismo Posturas filosoacutefico-educativas idealismo realismo
pragmatismo existencialismo reconstruccionismo
Postmodernismohellip
bull Conceptos filosoacuteficos que influyen en el campo educativo la
metafiacutesica la epistemologiacutea la antropologiacutea
la eacutetica la esteacutetica y la axiologiacutea
Discusioacuten de los
Materiales
recopilados por
los estudiantes
15- 10 oct
2 Naturaleza y fines de la educacioacuten seguacuten las diferentes perspectivas
filosoacuteficas
bull Conceptos de las diferentes posturas filosoacuteficas con relacioacuten a
minusminus la educacioacuten como proceso de desarrollo humano
(autodeterminacioacuten autorrealizacioacuten solucioacuten
de problemas introspeccioacuten-autenticidad transformacioacuten)
minusminus la educacioacuten como proceso de desarrollo social y transmisioacuten de
valores (buacutesqueda de una
sociedad ideal socializacioacuten e inculturacioacuten democratizacioacuten
interaccioacuten empaacutetica y vivencia de
valores reconstruccioacuten de las estructuras sociales)
Debate sobre las
diferentes
perspectivas
filosoacuteficas con
respecto a su
funcioacuten en la
educacioacuten
16- 12 oct
3 Implicaciones educativas de las diferentes perspectivas filosoacuteficas
bull Curriacuteculo (liberal praacutecticohellip)
bull Metodologiacutea (mayeacuteutica silogiacutesticahellip)
bull Funcioacuten del maestro (modelo guiacuteahellip)
bull Papel del estudiante (agente pasivo activohellip)
Discusioacuten de los
Materiales
recopilados por
los estudiantes
6
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
bull Disciplina (intriacutenseca extriacutensecahellip)
bull Evaluacioacuten (objetiva subjetivahellip)
bull Ciudadano modelo que se busca formar (filosoacutefica auteacutenticahellip)
Redaccioacuten de
Situacioacuten
Pedagoacutegica
17-17 oct
E Metodologiacutea
1 Objetivos educativos
bull Objetivos operacionales (taxonomiacuteas clasificacioacuten por las categoriacuteas
de las taxonomiacuteas cognoscitivas
afectivas psicomotoras)
bull Estaacutendares de contenido y expectativas de grado
bull Aspectos generales del curriacuteculo
Discusioacuten de los
Materiales
recopilados por
los estudiantes
18-19 oct
2 Meacutetodos y teacutecnicas de ensentildeanza y de aprendizaje
bull Procesos de ensentildeanza y de aprendizaje (consideracioacuten de diferencias
individuales seleccioacuten y
organizacioacuten del contenido estrategias teacutecnicas y recursos
instruccionales recursos complementarios a
la docencia mdashincluidos multimedios y computadorasmdash criterios de
evaluacioacuten)
3 Estrategias de ensentildeanza seguacuten situaciones particulares y necesidades
especiales de los estudiantes
bull Factores internos y externos que afectan la experiencia educativa
bull Necesidades de los estudiantes
bull Estrategias asociadas con el aprendizaje
Discusioacuten de los
Materiales
recopilados por
los estudiantes
19- 24 oct
4 Uso efectivo de la tecnologiacutea en la ensentildeanza
bull Aprendizaje asistido por tecnologiacutea
bull Innovaciones educativas
5 Ambientes enriquecedores para el aprendizaje
bull Creacioacuten de ambientes enriquecedores para el aprendizaje
Discusioacuten
socializada
Redaccioacuten de
Situacioacuten
Pedagoacutegica
20- 26 oct
F Evaluacioacuten e investigacioacuten
1 Teacutecnicas de evaluacioacuten y de avaluacuteo (assessment)
bull Conceptos generales
bull Instrumentos de evaluacioacuten
bull Teacutecnicas y medios de avaluacuteo (assessment)
Discusioacuten
socializada con
materiales
diversos
21- 31 oct
2 Hallazgos de la investigacioacuten en la sala de clases
bull Recursos para acceder a la investigacioacuten las ideas y los debates de la
praacutectica pedagoacutegica
3 Estaacutendares y expectativas establecidos para evaluar la efectividad de
la ensentildeanza
bull Alineacioacuten entre estaacutendares objetivos y evaluacioacuten
Repaso de
conceptos con
Ejercicio de
Preguntas para
cada estudiante
22- 2 nov
4 Conceptos baacutesicos de estadiacutestica y anaacutelisis de iacutetems
bull Iacutendice de dificultad
bull Iacutendice de discriminacioacuten
bull Medidas de tendencia central (promedio moda mediana)
Repaso de
conceptos con
situaciones
7
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
Ejercicios de
Praacutectica
23- 7 nov
bull Medidas de dispersioacuten o variabilidad (desviacioacuten tiacutepica varianza)
bull Medidas de posicioacuten (percentiles)
Ejercicios de
Praacutectica
24 - 9 nov 5 Diversos tipos y disentildeos de investigacioacuten
bull Principios generales
bull Tipos de investigacioacuten cuantitativa y cualitativa
bull Disentildeos de investigacioacuten experimentales y descriptivos
Repaso de
conceptos
25- 14 nov
bull Investigacioacuten en la sala de clases
Repaso de
conceptos
26- 16 nov
Prueba __
de abril
bull El maestro como investigador
bull El maestro como consumidor de la investigacioacuten
27- 21 nov
23 nov
Feriado A
Gracias
Reflexioacuten de la Prueba Reflexioacuten
clases
28 y 29
28 nov30
nov
Anaacutelisis de Ejercicios de Praacutectica Situaciones Pedagoacutegicas Fortalezas y
aacutereas a mejorar
Clases
30 y 31
5 y 7 dic
Reflexiones de Repasos Cotejo de Portafolio
Reflexioacuten Final del Curso
Plan de Reposicioacuten de Ausencias de ProfesoraSituaciones de Emergencia
La reposicioacuten se realizaraacute preferiblemente el proacuteximo viernes luego de la ausencia de la
profesora o de situaciones de emergencia Se coordinaraacute la utilizacioacuten del saloacuten con la
universidad
Necesidades Especiales
La Universidad Metropolitana cumple con la Ley ADA (American with Disabilities Act) y con la
Ley 51 (Servicios Educativos Integrales para personas con Impedimentos) para garantizar
igualdad en el acceso a la educacioacuten y servicios Estudiantes con impedimentos Informar al
profesor (a) del curso sobre tus necesidades especiales y de acomodo razonable y visita a la
Oficina de Servicios a Estudiantes Universitarios con Impedimentos a la mayor brevedad
posible Se mantendraacute la confidencialidad
Para realizar acomodos razonables al tomar la Prueba se requiere la
autorizacioacuten del mismo
5
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
bull Historia de la educacioacuten en Puerto Rico
bull Leyes y reglamentos del sistema educativo relacionados con la
administracioacuten de las escuelas los derechos y los deberes de los
maestros de los estudiantes y de las personas excepcionales
profesioacuten del
magisterio
13- 3 oct
5 Aspectos de liderazgo y colaboracioacuten en su interaccioacuten con la
comunidad escolar para promover el
crecimiento de los estudiantes y de la profesioacuten
bull Funcioacuten social del maestro (educador modelo facilitador agente de
cambio liacuteder ciacutevico)
bull Relacioacuten entre la educacioacuten y el mundo laboral
bull La participacioacuten del maestro del estudiante de los padres y de la
comunidad en la experiencia educativa
bull La globalizacioacuten los avances tecnoloacutegicos y el multiculturalismo
Discusioacuten de
funcioacuten del
maestro del siglo
XX1
Redaccioacuten de
Situacioacuten
Pedagoacutegica
14- 5 oct
D Fundamentos filosoacuteficos
1 Perspectivas filosoacuteficas que influyen en el campo educativo
bull Trasfondo histoacuterico
bull Naturaleza y funciones de la filosofiacutea educativa
bull Perspectivas filosoacuteficas educativas esencialismo perennialismo y
progresismo Posturas filosoacutefico-educativas idealismo realismo
pragmatismo existencialismo reconstruccionismo
Postmodernismohellip
bull Conceptos filosoacuteficos que influyen en el campo educativo la
metafiacutesica la epistemologiacutea la antropologiacutea
la eacutetica la esteacutetica y la axiologiacutea
Discusioacuten de los
Materiales
recopilados por
los estudiantes
15- 10 oct
2 Naturaleza y fines de la educacioacuten seguacuten las diferentes perspectivas
filosoacuteficas
bull Conceptos de las diferentes posturas filosoacuteficas con relacioacuten a
minusminus la educacioacuten como proceso de desarrollo humano
(autodeterminacioacuten autorrealizacioacuten solucioacuten
de problemas introspeccioacuten-autenticidad transformacioacuten)
minusminus la educacioacuten como proceso de desarrollo social y transmisioacuten de
valores (buacutesqueda de una
sociedad ideal socializacioacuten e inculturacioacuten democratizacioacuten
interaccioacuten empaacutetica y vivencia de
valores reconstruccioacuten de las estructuras sociales)
Debate sobre las
diferentes
perspectivas
filosoacuteficas con
respecto a su
funcioacuten en la
educacioacuten
16- 12 oct
3 Implicaciones educativas de las diferentes perspectivas filosoacuteficas
bull Curriacuteculo (liberal praacutecticohellip)
bull Metodologiacutea (mayeacuteutica silogiacutesticahellip)
bull Funcioacuten del maestro (modelo guiacuteahellip)
bull Papel del estudiante (agente pasivo activohellip)
Discusioacuten de los
Materiales
recopilados por
los estudiantes
6
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
bull Disciplina (intriacutenseca extriacutensecahellip)
bull Evaluacioacuten (objetiva subjetivahellip)
bull Ciudadano modelo que se busca formar (filosoacutefica auteacutenticahellip)
Redaccioacuten de
Situacioacuten
Pedagoacutegica
17-17 oct
E Metodologiacutea
1 Objetivos educativos
bull Objetivos operacionales (taxonomiacuteas clasificacioacuten por las categoriacuteas
de las taxonomiacuteas cognoscitivas
afectivas psicomotoras)
bull Estaacutendares de contenido y expectativas de grado
bull Aspectos generales del curriacuteculo
Discusioacuten de los
Materiales
recopilados por
los estudiantes
18-19 oct
2 Meacutetodos y teacutecnicas de ensentildeanza y de aprendizaje
bull Procesos de ensentildeanza y de aprendizaje (consideracioacuten de diferencias
individuales seleccioacuten y
organizacioacuten del contenido estrategias teacutecnicas y recursos
instruccionales recursos complementarios a
la docencia mdashincluidos multimedios y computadorasmdash criterios de
evaluacioacuten)
3 Estrategias de ensentildeanza seguacuten situaciones particulares y necesidades
especiales de los estudiantes
bull Factores internos y externos que afectan la experiencia educativa
bull Necesidades de los estudiantes
bull Estrategias asociadas con el aprendizaje
Discusioacuten de los
Materiales
recopilados por
los estudiantes
19- 24 oct
4 Uso efectivo de la tecnologiacutea en la ensentildeanza
bull Aprendizaje asistido por tecnologiacutea
bull Innovaciones educativas
5 Ambientes enriquecedores para el aprendizaje
bull Creacioacuten de ambientes enriquecedores para el aprendizaje
Discusioacuten
socializada
Redaccioacuten de
Situacioacuten
Pedagoacutegica
20- 26 oct
F Evaluacioacuten e investigacioacuten
1 Teacutecnicas de evaluacioacuten y de avaluacuteo (assessment)
bull Conceptos generales
bull Instrumentos de evaluacioacuten
bull Teacutecnicas y medios de avaluacuteo (assessment)
Discusioacuten
socializada con
materiales
diversos
21- 31 oct
2 Hallazgos de la investigacioacuten en la sala de clases
bull Recursos para acceder a la investigacioacuten las ideas y los debates de la
praacutectica pedagoacutegica
3 Estaacutendares y expectativas establecidos para evaluar la efectividad de
la ensentildeanza
bull Alineacioacuten entre estaacutendares objetivos y evaluacioacuten
Repaso de
conceptos con
Ejercicio de
Preguntas para
cada estudiante
22- 2 nov
4 Conceptos baacutesicos de estadiacutestica y anaacutelisis de iacutetems
bull Iacutendice de dificultad
bull Iacutendice de discriminacioacuten
bull Medidas de tendencia central (promedio moda mediana)
Repaso de
conceptos con
situaciones
7
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
Ejercicios de
Praacutectica
23- 7 nov
bull Medidas de dispersioacuten o variabilidad (desviacioacuten tiacutepica varianza)
bull Medidas de posicioacuten (percentiles)
Ejercicios de
Praacutectica
24 - 9 nov 5 Diversos tipos y disentildeos de investigacioacuten
bull Principios generales
bull Tipos de investigacioacuten cuantitativa y cualitativa
bull Disentildeos de investigacioacuten experimentales y descriptivos
Repaso de
conceptos
25- 14 nov
bull Investigacioacuten en la sala de clases
Repaso de
conceptos
26- 16 nov
Prueba __
de abril
bull El maestro como investigador
bull El maestro como consumidor de la investigacioacuten
27- 21 nov
23 nov
Feriado A
Gracias
Reflexioacuten de la Prueba Reflexioacuten
clases
28 y 29
28 nov30
nov
Anaacutelisis de Ejercicios de Praacutectica Situaciones Pedagoacutegicas Fortalezas y
aacutereas a mejorar
Clases
30 y 31
5 y 7 dic
Reflexiones de Repasos Cotejo de Portafolio
Reflexioacuten Final del Curso
Plan de Reposicioacuten de Ausencias de ProfesoraSituaciones de Emergencia
La reposicioacuten se realizaraacute preferiblemente el proacuteximo viernes luego de la ausencia de la
profesora o de situaciones de emergencia Se coordinaraacute la utilizacioacuten del saloacuten con la
universidad
Necesidades Especiales
La Universidad Metropolitana cumple con la Ley ADA (American with Disabilities Act) y con la
Ley 51 (Servicios Educativos Integrales para personas con Impedimentos) para garantizar
igualdad en el acceso a la educacioacuten y servicios Estudiantes con impedimentos Informar al
profesor (a) del curso sobre tus necesidades especiales y de acomodo razonable y visita a la
Oficina de Servicios a Estudiantes Universitarios con Impedimentos a la mayor brevedad
posible Se mantendraacute la confidencialidad
Para realizar acomodos razonables al tomar la Prueba se requiere la
autorizacioacuten del mismo
6
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
bull Disciplina (intriacutenseca extriacutensecahellip)
bull Evaluacioacuten (objetiva subjetivahellip)
bull Ciudadano modelo que se busca formar (filosoacutefica auteacutenticahellip)
Redaccioacuten de
Situacioacuten
Pedagoacutegica
17-17 oct
E Metodologiacutea
1 Objetivos educativos
bull Objetivos operacionales (taxonomiacuteas clasificacioacuten por las categoriacuteas
de las taxonomiacuteas cognoscitivas
afectivas psicomotoras)
bull Estaacutendares de contenido y expectativas de grado
bull Aspectos generales del curriacuteculo
Discusioacuten de los
Materiales
recopilados por
los estudiantes
18-19 oct
2 Meacutetodos y teacutecnicas de ensentildeanza y de aprendizaje
bull Procesos de ensentildeanza y de aprendizaje (consideracioacuten de diferencias
individuales seleccioacuten y
organizacioacuten del contenido estrategias teacutecnicas y recursos
instruccionales recursos complementarios a
la docencia mdashincluidos multimedios y computadorasmdash criterios de
evaluacioacuten)
3 Estrategias de ensentildeanza seguacuten situaciones particulares y necesidades
especiales de los estudiantes
bull Factores internos y externos que afectan la experiencia educativa
bull Necesidades de los estudiantes
bull Estrategias asociadas con el aprendizaje
Discusioacuten de los
Materiales
recopilados por
los estudiantes
19- 24 oct
4 Uso efectivo de la tecnologiacutea en la ensentildeanza
bull Aprendizaje asistido por tecnologiacutea
bull Innovaciones educativas
5 Ambientes enriquecedores para el aprendizaje
bull Creacioacuten de ambientes enriquecedores para el aprendizaje
Discusioacuten
socializada
Redaccioacuten de
Situacioacuten
Pedagoacutegica
20- 26 oct
F Evaluacioacuten e investigacioacuten
1 Teacutecnicas de evaluacioacuten y de avaluacuteo (assessment)
bull Conceptos generales
bull Instrumentos de evaluacioacuten
bull Teacutecnicas y medios de avaluacuteo (assessment)
Discusioacuten
socializada con
materiales
diversos
21- 31 oct
2 Hallazgos de la investigacioacuten en la sala de clases
bull Recursos para acceder a la investigacioacuten las ideas y los debates de la
praacutectica pedagoacutegica
3 Estaacutendares y expectativas establecidos para evaluar la efectividad de
la ensentildeanza
bull Alineacioacuten entre estaacutendares objetivos y evaluacioacuten
Repaso de
conceptos con
Ejercicio de
Preguntas para
cada estudiante
22- 2 nov
4 Conceptos baacutesicos de estadiacutestica y anaacutelisis de iacutetems
bull Iacutendice de dificultad
bull Iacutendice de discriminacioacuten
bull Medidas de tendencia central (promedio moda mediana)
Repaso de
conceptos con
situaciones
7
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
Ejercicios de
Praacutectica
23- 7 nov
bull Medidas de dispersioacuten o variabilidad (desviacioacuten tiacutepica varianza)
bull Medidas de posicioacuten (percentiles)
Ejercicios de
Praacutectica
24 - 9 nov 5 Diversos tipos y disentildeos de investigacioacuten
bull Principios generales
bull Tipos de investigacioacuten cuantitativa y cualitativa
bull Disentildeos de investigacioacuten experimentales y descriptivos
Repaso de
conceptos
25- 14 nov
bull Investigacioacuten en la sala de clases
Repaso de
conceptos
26- 16 nov
Prueba __
de abril
bull El maestro como investigador
bull El maestro como consumidor de la investigacioacuten
27- 21 nov
23 nov
Feriado A
Gracias
Reflexioacuten de la Prueba Reflexioacuten
clases
28 y 29
28 nov30
nov
Anaacutelisis de Ejercicios de Praacutectica Situaciones Pedagoacutegicas Fortalezas y
aacutereas a mejorar
Clases
30 y 31
5 y 7 dic
Reflexiones de Repasos Cotejo de Portafolio
Reflexioacuten Final del Curso
Plan de Reposicioacuten de Ausencias de ProfesoraSituaciones de Emergencia
La reposicioacuten se realizaraacute preferiblemente el proacuteximo viernes luego de la ausencia de la
profesora o de situaciones de emergencia Se coordinaraacute la utilizacioacuten del saloacuten con la
universidad
Necesidades Especiales
La Universidad Metropolitana cumple con la Ley ADA (American with Disabilities Act) y con la
Ley 51 (Servicios Educativos Integrales para personas con Impedimentos) para garantizar
igualdad en el acceso a la educacioacuten y servicios Estudiantes con impedimentos Informar al
profesor (a) del curso sobre tus necesidades especiales y de acomodo razonable y visita a la
Oficina de Servicios a Estudiantes Universitarios con Impedimentos a la mayor brevedad
posible Se mantendraacute la confidencialidad
Para realizar acomodos razonables al tomar la Prueba se requiere la
autorizacioacuten del mismo
7
Sesioacuten de
Clase
(Fecha)
Tema
Actividad
Ejercicios de
Praacutectica
23- 7 nov
bull Medidas de dispersioacuten o variabilidad (desviacioacuten tiacutepica varianza)
bull Medidas de posicioacuten (percentiles)
Ejercicios de
Praacutectica
24 - 9 nov 5 Diversos tipos y disentildeos de investigacioacuten
bull Principios generales
bull Tipos de investigacioacuten cuantitativa y cualitativa
bull Disentildeos de investigacioacuten experimentales y descriptivos
Repaso de
conceptos
25- 14 nov
bull Investigacioacuten en la sala de clases
Repaso de
conceptos
26- 16 nov
Prueba __
de abril
bull El maestro como investigador
bull El maestro como consumidor de la investigacioacuten
27- 21 nov
23 nov
Feriado A
Gracias
Reflexioacuten de la Prueba Reflexioacuten
clases
28 y 29
28 nov30
nov
Anaacutelisis de Ejercicios de Praacutectica Situaciones Pedagoacutegicas Fortalezas y
aacutereas a mejorar
Clases
30 y 31
5 y 7 dic
Reflexiones de Repasos Cotejo de Portafolio
Reflexioacuten Final del Curso
Plan de Reposicioacuten de Ausencias de ProfesoraSituaciones de Emergencia
La reposicioacuten se realizaraacute preferiblemente el proacuteximo viernes luego de la ausencia de la
profesora o de situaciones de emergencia Se coordinaraacute la utilizacioacuten del saloacuten con la
universidad
Necesidades Especiales
La Universidad Metropolitana cumple con la Ley ADA (American with Disabilities Act) y con la
Ley 51 (Servicios Educativos Integrales para personas con Impedimentos) para garantizar
igualdad en el acceso a la educacioacuten y servicios Estudiantes con impedimentos Informar al
profesor (a) del curso sobre tus necesidades especiales y de acomodo razonable y visita a la
Oficina de Servicios a Estudiantes Universitarios con Impedimentos a la mayor brevedad
posible Se mantendraacute la confidencialidad
Para realizar acomodos razonables al tomar la Prueba se requiere la
autorizacioacuten del mismo
Universidad Metropolitana P031S170100 4YR Private PR Abstract
Universidad Metropolitana - UMET a four year Hispanic Serving Institution in San Juan Puerto
Rico proposes to address the Competitive Preference Priority 1 by enhancing current teacher
Preparation Programs and establishing a new Teacher Preparation Program at UMET The
current proposal will address the creation of a transformational secondary STEM bachelor
preparation teacher program that will build on the best practices of the recently accredited teacher
preparation program of the Science academic programs and of the Humanities component of
English Spanish and History at UMET A multidisciplinary team of faculty from all the
mentioned disciplines will meet with experts in the field of competency focused education and in
education research to be trained to transform the curriculum and to provide pre-service teachers
with a unique program that will transform the STEM teacher preparation in Puerto Rico In
addition to content and pedagogical knowledge the students in this STEM TPP will be trained in
scientific and education research through their participation in the activities of the Innovation
Center for Teaching and Learning (ICTL) The ICTL is the first unit established in the university
to serve the teaching and learning educational needs not only of the faculty but of all pre-service
teachers creating an important niche This Center will provide UMET faculty pre-service
teachers and in service teachers with continuous education opportunities in competency focused
education active learning strategies research and assessment An annual symposium will provide
a venue for training and dissemination of project results and findings The products generated
though this project will provide all academic programs with a solid faculty training nuclei (trainees
will become the trainers) that will serve as the basis for the competency focused General Education
introduction
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School of Education
Universidad Metropolitana Teacher Preparation Program
2018 EPP Annual Report
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Recibimos la visita de la agencia acreditadora TEAC en el mes de abril 2016 Durante esa visita
le informamos de los trabajos en progreso para utilizar un portafolio electroacutenico como evidencia de la
experiencia de praacutectica docente Hasta ese momento habiacuteamos desarrollado una guiacutea para la plantilla
del portafolio en Google Sites y los estudiantes lo estaban utilizando Reconociendo que al ser una
plataforma gratuita no necesariamente podiacuteamos tener las caracteriacutesticas y seguridad que aspiraacutebamos
indicamos en ese momento que estariacuteamos migrando hacia Blackboard (Bb)
De igual manera indicamos que durante el semestre de agosto a diciembre de 2016
desarrollariacuteamos el proyecto del portafolio electroacutenico de praacutectica docente en Bb y capacitariacuteamos a los
supervisores de praacutectica docente y a los estudiantes maestros (practicantes) Basados en ese desarrollo
podriacuteamos empezar a utilizar el portafolio en Bb en enero de 2017
En agosto de 2016 el entonces decano planteoacute que se trabajara con unas modificaciones a los
instrumentos de praacutectica docente que enfocaban los trabajos de una forma completamente diferente y
poniacutean en pausa el desarrollo del portafolio en Bb El decano anterior estuvo en su puesto hasta abril de
2017 De mayo a junio de 2017 la facultad volvioacute a trabajar con el formato que originalmente teniacuteamos
recomendando unas modificaciones a las secciones del portafolio de praacutectica Anejo 1
En agosto de 2017 retomamos la coordinacioacuten con la Oficina Central de Informaacutetica y
Telecomunicaciones (OCIT) para el desarrollo de la plantilla del portafolio de praacutectica docente En este
periacuteodo desafortunadamente tuvimos que enfrentar las situaciones causadas por el paso de los
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huracanes Irma y Mariacutea No fue hasta el mes de diciembre de 2017 donde logramos volver a trabajar
con nuestro proyecto de portafolio De enero de 2018 al presente hemos continuado los trabajos
relacionados a este proyecto siendo un periodo muy favorable donde destacan los siguientes logros
1 La plantilla del portafolio electroacutenico de praacutectica docente se depuroacute con el personal
designado para ese propoacutesito en OCIT
2 Se realizaron las pruebas baacutesicas de funcionamiento para confirmar que el portafolio se
podiacutea poner en uso
3 Los tutoriales que guiariacutean el proceso de capacitacioacuten de los supervisores de praacutectica y
los estudiantes maestros se desarrollaron De igual manera estos tutoriales serviraacuten de
referencia para el seguimiento en el uso del portafolio Anejos 2 y 3
4 Se llevaron a cabo actividades de capacitacioacuten con un grupo piloto (se presentan las
correspondientes hojas de asistencia de cada actividad en el Anejo 4)
a 3 de abril de 2018 ndash 130 a 300pm ndash con los estudiantes maestros para discutir
con ellos el documento de las secciones del portafolio y acordar la forma en que
debiacutean identificar los documentos en su aacuterea de My Artifacts en Bb
b 3 de abril de 2018 - 300 - 530pmndash con los supervisores de praacutectica docente
para presentarles y utilizar el tutorial desarrollado para ellos poder usar el
protafolio en la plataforma Bb
c 12 de abril de 2018 ndash 900 a 1200m - con los estudiantes maestros para
presentarles y utilizar el tutorial desarrollado para ellos desarrollar el portafolio
electroacutenico
d 19 de abril de 2018 -300 a 500pm ndashcon los estudiantes maestros y sus
supervisores de praacutectica docente En este taller se dio seguimiento al taller
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anterior y se destacoacute nuevamente las funcionalidades del portafolio que
permiten y propician una interactividad muy beneficiosa para los estudiantes
maestros y sus supervisores de praacutectica
Los estudiantes maestros reciben el apoyo de sus supervisores de praacutectica pero de ser necesario llevar a
cabo alguna actividad de seguimiento como la del 19 de abril se coordinaraacute
A continuacioacuten se presentan diferentes pantallas del portafolio en Bb que evidencian coacutemo se
desarrolla el mismo y se propicia la relacioacuten interactiva entre los participantes (estudiantes maestros y
supervisores de praacutectica docente) Este ejemplo fue creado como modelo a seguir en los tutoriales y se
utilizoacute el nombre geneacuterico de Juanita Cocodrila En la actualidad los estudiantes maestros estaacuten
desarrollando sus respectivos portafolios y solamente los pueden acceder cada uno de los estudiantes
maestros y sus supervisores de praacutectica cuando ellos enviacutean las entregas parciales del mismo
Pantalla inicial donde acceden los estudiantes maestros para comenzar sus trabajos
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Estructura electroacutenica que encuentran los estudiantes maestros para desarrollar su portafolio
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Los estudiantes maestros tienen un aacuterea llamada My Artifacts (Evidencias) que les sirve de repositorio
para todos los documentos y evidencias que presentaraacuten para sustentar su trabajo en la experiencia
de praacutectica docente
Cuando los estudiantes maestros comparten sus trabajos como entregas parciales los supervisores de
praacutectica los evaluacutean en el Grade Center de Bb y les ofrecen retrocomunicacioacuten
Ejemplo de coacutemo el supervisor de praacutectica integra su reaccioacuten
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Cuando el estudiante entra al aacuterea de sus calificaciones puede ver las reacciones y recomendaciones de
su supervisor de praacutectica Si lo entregado necesita alguna modificacioacuten el estudiante maestro procede a
realizar la misma Se estaacute usando una calificacioacuten de cero (0) (porque Bb obliga a registrar una
puntuacioacuten) en las entregas parciales porque no es hasta recibir la versioacuten final que el supervisor de
praacutectica evaluaraacute el portafolio
Asiacute ve el estudiante la reaccioacuten del supervisor de praacutectica
Estas vistas de pantallas evidencian de forma muy resumida las funcionalidades que se han
integrado a la experiencia de praacutectica docente al utilizar el portafolio electroacutenico La reaccioacuten general de
los estudiantes ha sido muy positiva Reconocemos las diferencias que existen entre estudiantes en el
manejo de estructuras digitales auacuten asiacute la existencia de un tutorial y el apoyo de sus supervisores de
praacutectica apuntan a una experiencia enriquecedora
Luego de terminado el uso del portafolio durante este semestre realizaremos una reunioacuten de
evaluacioacuten con los supervisores de praacutectica y recopilaremos las reacciones de los estudiantes maestros
al haber utilizado esta herramienta digital De surgir alguacuten ajuste que debamos realizar asiacute lo haremos y
en agosto seguiremos trabajando con el enriquecimiento del proceso Entre los aspectos que hemos
pensado antildeadir para mejorar esta experiencia estaacute integrar la ruacutebrica de evaluacioacuten del portafolio en la
plataforma Bb Ademaacutes auscultaremos la viabilidad de integrar a los maestros cooperadores en el uso
del portafolio electroacutenico para registrar sus recomendaciones
Anejos
Anejo 1 ndash Secciones del Portafolio de Praacutectica Docente
Anejo 2 ndash Portafolio de Praacutectica Docente UMET Tutorial para los supervisores de praacutectica
Anejo 3 ndash Portafolio de Praacutectica Docente UMET Tutorial para los estudiantes maestros
Anejo 4 ndash Hojas de asistencia de actividades de capacitacioacuten
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ANEJOS
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Anejo 1
ESCUELA DE EDUCACION
SECCIONES PORTAFOLIO ELECTROacuteNICO
PRAacuteCTICA DOCENTE
I PRESENTACIOacuteN Objetivo del portafolio electroacutenico recopilar de forma digitalizada informacioacuten que
documente la ejecucioacuten de las competencias y actitudes adquiridas y demostradas por el
estudiante durante el semestre acadeacutemico en su proceso de Praacutectica Docente El estudiante
maestro incluiraacute los trabajos que representen lo mejor de su ejecucioacuten cuando aplique el
criterio
A Carta de presentacioacuten el estudiante maestro presentaraacute sus expectativas fortalezas limitaciones y logros en el curso y proceso de Praacutectica Docente Describiraacute metas a corto y a largo plazo en su vida estudiantil profesional y personal Esta carta de presentacioacuten debe reflejar el sentir del estudiante y sus actitudes hacia el curso
B Descripcioacuten del centro el estudiante maestro describiraacute el perfil del centro donde realiza su Praacutectica Docente zona rural o urbana tipo de programa educativo cantidad de estudiantes cantidad de adultos entre otros aspectos particulares del centro de praacutectica
C Programa de clases incluir el programa de clases (matriacutecula) del semestre donde evidencia estar matriculado en el curso de Praacutectica Docente
II DIMENSIOacuteN INSTRUCCIONAL DE LA PRAacuteCTICA DOCENTE A Planificacioacuten educativa digitalizar e incluir 5 planes con las correcciones del maestro
cooperador y 5 planes finales ya pasados en limpio con las correcciones incorporadas del maestro cooperador Todos los planes deben estar firmados por el maestro cooperador y el supervisor de praacutectica
1 Ejemplos de Planificacioacuten de clases Planes originales con correcciones Planes revisados finales
B Ejemplos de estrategias instruccionales realizadas por el estudiante-maestro (miacutenimo 5 evidencias) fotos de actividades que ilustren estrategias muestras de trabajos de los estudiantes entre otros
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C Ejemplos de actividadesestrategias de avaluacuteo realizadas por el estudiante-maestro (miacutenimo 5 evidencias) RegistroInformes de Progreso Acadeacutemico ejercicios de Avaluacuteo FormativoEjercicios de Evaluacioacuten del Aprendizaje fotos de teacutecnicas de assessment Observaciones entre otros acordes la especialidad del estudiante-maestro
III DIMENSIOacuteN DE RESPONSABILIDAD Y EacuteTICA PROFESIONAL EN LA PRAacuteCTICA DOCENTE
A Evidencias de la Libreta profesional digitalizar en incluir 5 evidencias de apuntes de la libreta profesional producto de reuniones profesionales correspondientes a cinco fechas diferentes
B Evidencias del Registro Anecdoacutetico digitalizar e incluir 5 evidencias que ejemplifiquen el uso del registro anecdoacutetico en las que no se comprometa el nombre de los estudiantes
C Evidencias de horas realizadas digitalizar e incluir las hojas de asistencia donde se evidencia las 200 horas requeridas en el Manual de Praacutectica Docente certificadas por el maestro cooperador
IV DIMENSIOacuteN EVALUATIVA DEL ESTUDIANTE-MAESTRO
A Evaluaciones del Supervisor de Praacutectica Docente digitalizar e incluir las 3 evaluaciones realizadas por el supervisor
B Evaluaciones del maestro cooperador digitalizar e incluir las 3 evaluaciones realizadas por el maestro cooperador
C Evaluacioacuten de consenso D Retroalimentacioacuten del estudiante al estudiante-maestro cuestionarios cortos
reflexiones entre otros E Retroalimentacioacuten y avaluacuteo formativo del maestro cooperador al estudiante-
practicante recomendaciones por escrito del maestro cooperador F Ejemplos de Reflexiones semanales del estudiante-maestro G Autoevaluacioacuten Final del estudiante-maestro descripcioacuten reflexiva y narrativa del
proceso de praacutectica docente
V DIMENSIOacuteN DE LIDERAZGO Y COLABORACIOacuteN A Ejemplos de actividades extracurriculares fotos reflexiones B Ejemplos de actividades con la comunidad fotos hojas de asistencia C Ejemplos de creacioacutendisentildeo de ambientes de aprendizaje fotos de arreglo del saloacuten
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VI CIERRE REFLEXIOacuteN FINAL
A Reflexioacuten final de la experiencia de Praacutectica Docente Redactar una reflexioacuten final que resuma su experiencia en la Praacutectica Docente Destacar sus fortalezas y aacutereas de oportunidad durante la Praacutectica Docente queacute aprendioacute queacute fue lo maacutes queacute le gustoacute lo menos que le gustoacute en queacute necesita mejorar
B Insumo de la experiencia del estudiante-maestro con maestro cooperador
VII AacuteREA LIBRE
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Anejo 2
Portafolio de Praacutectica Docente UMET Tutorial para supervisores de praacutectica Coacutemo acceder y evaluar los portafolios
Se incluye la informacioacuten que necesitas para acceder y evaluar la plantilla del portafolio Recuerda que debes utilizar tu cuenta
de
1 Accede a la paacutegina de UMET y desde el botoacuten de Facultad estaacute el enlace para entrar a
Blackboard
2- Escribe el username y el password de tu cuenta
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3- Presionas Courses y veraacutes los cursos que tienes asignados en este semestre Debes
seleccionar y entrar al curso de Praacutectica Docente
4- En el curso encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica
Docente podraacutes ver las alternativas que tienen tus estudiantes maestros para trabajar el
Portafolio de Praacutectica Docente
De igual manera aquiacute puedes ver las opciones que tendraacuten tus estudiantes para Editar sus
portafolios o cuando quieran antildeadir evidencias en My Artifacts
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5- Cuando los estudiantes practicantes sometan sus portafolios ustedes los podraacuten evaluar
accediendo al Grade Center Esta opcioacuten se accede desde la columna a la izquierda
Seleccionas el Full Grade Center
6- Veraacutes esta pantalla donde aparecen los estudiantes que tengas asignados en el curso de
Praacutectica Docente
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Para poder evaluar el portafolio debes seleccionar la alternativa de View Grade Details
En esta seccioacuten (View Grade Details) vemos los intentos o versiones que el estudiante ha
sometido
Puedes realizar varias acciones con cada intento o versioacuten
Calificar
Eliminar
Ignorar
Editar la calificacioacuten
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7- Cuando seleccionas calificar un intento o versioacuten llegas a esta pantalla
Aquiacute tienes disponible la versioacuten
que vas a evaluar Puedes abrir
cada uno de los documentos que el
estudiante subioacute a cada parte del
portafolio
Despueacutes de evaluar los documentos
presentados puedes darle recomendaciones a
tu estudiante presionando aquiacute
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8- Cada vez que evaluacutees las diferentes partes del portafolio repites el paso 7 y puedes
retrocomunicar a tu estudiante Cuando llegue el Portafolio (versioacuten final) ahiacute incluiraacutes la
puntuacioacuten final del mismo y comentarios si asiacute lo estimas pertinente
Se abre un espacio para tus comentarios Tienes
que indicar una puntuacioacuten Luego presionas
SUBMIT y el estudiante veraacute tu recomendacioacuten
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Anejo 3
Portafolio de Praacutectica Docente UMET Tutorial para estudiantes maestros Coacutemo acceder y utilizar la plantilla
del portafolio
Se incluye la informacioacuten que necesitas para encontrar y utilizar la plantilla del portafolio Cuando vayas a trabajar tu portafolio de praacutectica docente recuerda que debes utilizar tu cuenta de
Para efectos del adiestramiento navegaremos desde la cuenta que veraacutes maacutes abajo en esta paacutegina
1 Accede a la siguiente direccioacuten
httpssuagmblackboardcom
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2 Cuando accedas a trabajar tu portafolio con tu cuenta de estudiante presionas
Courses y veraacutes los cursos en los cuales estaacutes matriculado este semestre
3
3 Debes seleccionar y entrar al curso de Praacutectica Docente En el curso
encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica Docente
en la columna a la izquierda podraacutes acceder a las alternativas que tienes para
trabajar el Portafolio
De igual manera aquiacute tienes un botoacuten para cuando vayas a Editar tu portafolio o
cuando quieras antildeadir evidencias en My Artifacts Maacutes adelante se explicaraacute
detalladamente el uso de estos dos botones
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4 Cuando comienzas a realizar los trabajos para desarrollar el portafolio lo primero
que haces es presionar el botoacuten Crear o Entregar el Portafolio de Praacutectica Docente
veraacutes la siguiente pantalla seleccionas Create Portfolio
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5- En esta pantalla debes registrar la siguiente informacioacuten
En Description - Puedes antildeadir una breve descripcioacuten del Portafolio
En Available ndash lo dejas marcado para que tu Supervisor de Praacutectica pueda ver tu
portafolio
En Comments are private ndash lo marcas para que los comentarios de tu Supervisor
hacia ti permanezcan privados
Cuando hayas completado toda la informacioacuten solicitada presionas Submit para
crear el Portafolio y puedes comenzar a trabajar el mismo
6- Inmediatamente aparece una pantalla donde te ofrecen un Tour o que lo explores
solo Recomendamos que sigas tuacute solo utilizando este Tutorial Si tienes que salir de
la plataforma al volver a entrar presionas Editar el Portafolio de Praacutectica Docente y
continuacuteas trabajando tu portafolio
En el Title
Semestre acadeacutemico
CRN del curso de Praacutectica Docente
donde estaacutes matriculado
Coacutedigo del curso
Nombre del estudiante
Ejemplo
201802-34348-EDUC 440-Juanita Cocodrila
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7- Cada una de las partes del Portafolio tiene una estructura similar En las mismas te
permitiraacute antildeadir los documentos evidencias entre otros que se requieren para cada
componente
8- Como actividad previa a subir tus evidencias a las diferentes partes del portafolio de
Praacutectica Docente puedes subir las mismas al aacuterea de My Artifacts De esta manera
puedes comenzar a digitalizar tus evidencias e irlas guardando en tu espacio dentro de
Blackboard Luego las ordenas Ascending o Descending y esto te facilitaraacute distribuirlas
en las partes que correspondan en tu portafolio
En el aacuterea de Add Artifacts
incluiraacutes todas las evidencias
que apoyan tu trabajo durante
la experiencia de Praacutectica
Docente
Seleccionas Add Personal
Artifact
Botoacuten para ordenar tus
evidencias
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9- Para antildeadir tus evidencias a My Artifacts
Maacutes abajo en la misma paacutegina presionas Browse My Computer buscas el documento
presionas Open Una vez lo veas en tu paacutegina presionas Submit Ya estaacute integrado el
documento o pieza de evidencia a My Artifacts
Indicas el tiacutetulo del documento o evidencia
que quieres subir Se recomienda
Seccioacuten __ y el nombre del documento
Si quieres puedes incluir una descripcioacuten
del documento
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10- Cuando continuacuteas editando y actualizando tu portafolio en la parte superior
derecha de tu pantalla hay una barra o botoacuten para
Settings - Aquiacute puedes editar la informacioacuten que estaacute en los diferentes componentes de
tu portafolio (tiacutetulo descripcioacuten entre otros)
Preview and Customize ndash Puedes editar el Layout y los colores del fondo Ademaacutes
puedes ver coacutemo tu Supervisor de Praacutectica veraacute tu portafolio cuando lo sometas
Done Editing ndash guarda los cambios (evidencias antildeadidas modificaciones entre otras)
realizados al portafolio y ubica tu uacuteltima versioacuten bajo My Portfolios
11- El Supervisor de Praacutectica Docente te informaraacute la regularidad que eacutel o ella
establece para las entregas parciales del portafolio Tambieacuten indicaraacute la fecha liacutemite
de acuerdo al calendario acadeacutemico para entregar el portafolio en su versioacuten final
12- Para enviar el portafolio parcial o final debes entrar nuevamente a esta pantalla y
seleccionar Crear o entregar el Portafolio de Praacutectica Docente
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13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
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15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 26
Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 27
Anejo 4
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 28
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 29
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 30
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 2
huracanes Irma y Mariacutea No fue hasta el mes de diciembre de 2017 donde logramos volver a trabajar
con nuestro proyecto de portafolio De enero de 2018 al presente hemos continuado los trabajos
relacionados a este proyecto siendo un periodo muy favorable donde destacan los siguientes logros
1 La plantilla del portafolio electroacutenico de praacutectica docente se depuroacute con el personal
designado para ese propoacutesito en OCIT
2 Se realizaron las pruebas baacutesicas de funcionamiento para confirmar que el portafolio se
podiacutea poner en uso
3 Los tutoriales que guiariacutean el proceso de capacitacioacuten de los supervisores de praacutectica y
los estudiantes maestros se desarrollaron De igual manera estos tutoriales serviraacuten de
referencia para el seguimiento en el uso del portafolio Anejos 2 y 3
4 Se llevaron a cabo actividades de capacitacioacuten con un grupo piloto (se presentan las
correspondientes hojas de asistencia de cada actividad en el Anejo 4)
a 3 de abril de 2018 ndash 130 a 300pm ndash con los estudiantes maestros para discutir
con ellos el documento de las secciones del portafolio y acordar la forma en que
debiacutean identificar los documentos en su aacuterea de My Artifacts en Bb
b 3 de abril de 2018 - 300 - 530pmndash con los supervisores de praacutectica docente
para presentarles y utilizar el tutorial desarrollado para ellos poder usar el
protafolio en la plataforma Bb
c 12 de abril de 2018 ndash 900 a 1200m - con los estudiantes maestros para
presentarles y utilizar el tutorial desarrollado para ellos desarrollar el portafolio
electroacutenico
d 19 de abril de 2018 -300 a 500pm ndashcon los estudiantes maestros y sus
supervisores de praacutectica docente En este taller se dio seguimiento al taller
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anterior y se destacoacute nuevamente las funcionalidades del portafolio que
permiten y propician una interactividad muy beneficiosa para los estudiantes
maestros y sus supervisores de praacutectica
Los estudiantes maestros reciben el apoyo de sus supervisores de praacutectica pero de ser necesario llevar a
cabo alguna actividad de seguimiento como la del 19 de abril se coordinaraacute
A continuacioacuten se presentan diferentes pantallas del portafolio en Bb que evidencian coacutemo se
desarrolla el mismo y se propicia la relacioacuten interactiva entre los participantes (estudiantes maestros y
supervisores de praacutectica docente) Este ejemplo fue creado como modelo a seguir en los tutoriales y se
utilizoacute el nombre geneacuterico de Juanita Cocodrila En la actualidad los estudiantes maestros estaacuten
desarrollando sus respectivos portafolios y solamente los pueden acceder cada uno de los estudiantes
maestros y sus supervisores de praacutectica cuando ellos enviacutean las entregas parciales del mismo
Pantalla inicial donde acceden los estudiantes maestros para comenzar sus trabajos
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Estructura electroacutenica que encuentran los estudiantes maestros para desarrollar su portafolio
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Los estudiantes maestros tienen un aacuterea llamada My Artifacts (Evidencias) que les sirve de repositorio
para todos los documentos y evidencias que presentaraacuten para sustentar su trabajo en la experiencia
de praacutectica docente
Cuando los estudiantes maestros comparten sus trabajos como entregas parciales los supervisores de
praacutectica los evaluacutean en el Grade Center de Bb y les ofrecen retrocomunicacioacuten
Ejemplo de coacutemo el supervisor de praacutectica integra su reaccioacuten
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Cuando el estudiante entra al aacuterea de sus calificaciones puede ver las reacciones y recomendaciones de
su supervisor de praacutectica Si lo entregado necesita alguna modificacioacuten el estudiante maestro procede a
realizar la misma Se estaacute usando una calificacioacuten de cero (0) (porque Bb obliga a registrar una
puntuacioacuten) en las entregas parciales porque no es hasta recibir la versioacuten final que el supervisor de
praacutectica evaluaraacute el portafolio
Asiacute ve el estudiante la reaccioacuten del supervisor de praacutectica
Estas vistas de pantallas evidencian de forma muy resumida las funcionalidades que se han
integrado a la experiencia de praacutectica docente al utilizar el portafolio electroacutenico La reaccioacuten general de
los estudiantes ha sido muy positiva Reconocemos las diferencias que existen entre estudiantes en el
manejo de estructuras digitales auacuten asiacute la existencia de un tutorial y el apoyo de sus supervisores de
praacutectica apuntan a una experiencia enriquecedora
Luego de terminado el uso del portafolio durante este semestre realizaremos una reunioacuten de
evaluacioacuten con los supervisores de praacutectica y recopilaremos las reacciones de los estudiantes maestros
al haber utilizado esta herramienta digital De surgir alguacuten ajuste que debamos realizar asiacute lo haremos y
en agosto seguiremos trabajando con el enriquecimiento del proceso Entre los aspectos que hemos
pensado antildeadir para mejorar esta experiencia estaacute integrar la ruacutebrica de evaluacioacuten del portafolio en la
plataforma Bb Ademaacutes auscultaremos la viabilidad de integrar a los maestros cooperadores en el uso
del portafolio electroacutenico para registrar sus recomendaciones
Anejos
Anejo 1 ndash Secciones del Portafolio de Praacutectica Docente
Anejo 2 ndash Portafolio de Praacutectica Docente UMET Tutorial para los supervisores de praacutectica
Anejo 3 ndash Portafolio de Praacutectica Docente UMET Tutorial para los estudiantes maestros
Anejo 4 ndash Hojas de asistencia de actividades de capacitacioacuten
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ANEJOS
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Anejo 1
ESCUELA DE EDUCACION
SECCIONES PORTAFOLIO ELECTROacuteNICO
PRAacuteCTICA DOCENTE
I PRESENTACIOacuteN Objetivo del portafolio electroacutenico recopilar de forma digitalizada informacioacuten que
documente la ejecucioacuten de las competencias y actitudes adquiridas y demostradas por el
estudiante durante el semestre acadeacutemico en su proceso de Praacutectica Docente El estudiante
maestro incluiraacute los trabajos que representen lo mejor de su ejecucioacuten cuando aplique el
criterio
A Carta de presentacioacuten el estudiante maestro presentaraacute sus expectativas fortalezas limitaciones y logros en el curso y proceso de Praacutectica Docente Describiraacute metas a corto y a largo plazo en su vida estudiantil profesional y personal Esta carta de presentacioacuten debe reflejar el sentir del estudiante y sus actitudes hacia el curso
B Descripcioacuten del centro el estudiante maestro describiraacute el perfil del centro donde realiza su Praacutectica Docente zona rural o urbana tipo de programa educativo cantidad de estudiantes cantidad de adultos entre otros aspectos particulares del centro de praacutectica
C Programa de clases incluir el programa de clases (matriacutecula) del semestre donde evidencia estar matriculado en el curso de Praacutectica Docente
II DIMENSIOacuteN INSTRUCCIONAL DE LA PRAacuteCTICA DOCENTE A Planificacioacuten educativa digitalizar e incluir 5 planes con las correcciones del maestro
cooperador y 5 planes finales ya pasados en limpio con las correcciones incorporadas del maestro cooperador Todos los planes deben estar firmados por el maestro cooperador y el supervisor de praacutectica
1 Ejemplos de Planificacioacuten de clases Planes originales con correcciones Planes revisados finales
B Ejemplos de estrategias instruccionales realizadas por el estudiante-maestro (miacutenimo 5 evidencias) fotos de actividades que ilustren estrategias muestras de trabajos de los estudiantes entre otros
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C Ejemplos de actividadesestrategias de avaluacuteo realizadas por el estudiante-maestro (miacutenimo 5 evidencias) RegistroInformes de Progreso Acadeacutemico ejercicios de Avaluacuteo FormativoEjercicios de Evaluacioacuten del Aprendizaje fotos de teacutecnicas de assessment Observaciones entre otros acordes la especialidad del estudiante-maestro
III DIMENSIOacuteN DE RESPONSABILIDAD Y EacuteTICA PROFESIONAL EN LA PRAacuteCTICA DOCENTE
A Evidencias de la Libreta profesional digitalizar en incluir 5 evidencias de apuntes de la libreta profesional producto de reuniones profesionales correspondientes a cinco fechas diferentes
B Evidencias del Registro Anecdoacutetico digitalizar e incluir 5 evidencias que ejemplifiquen el uso del registro anecdoacutetico en las que no se comprometa el nombre de los estudiantes
C Evidencias de horas realizadas digitalizar e incluir las hojas de asistencia donde se evidencia las 200 horas requeridas en el Manual de Praacutectica Docente certificadas por el maestro cooperador
IV DIMENSIOacuteN EVALUATIVA DEL ESTUDIANTE-MAESTRO
A Evaluaciones del Supervisor de Praacutectica Docente digitalizar e incluir las 3 evaluaciones realizadas por el supervisor
B Evaluaciones del maestro cooperador digitalizar e incluir las 3 evaluaciones realizadas por el maestro cooperador
C Evaluacioacuten de consenso D Retroalimentacioacuten del estudiante al estudiante-maestro cuestionarios cortos
reflexiones entre otros E Retroalimentacioacuten y avaluacuteo formativo del maestro cooperador al estudiante-
practicante recomendaciones por escrito del maestro cooperador F Ejemplos de Reflexiones semanales del estudiante-maestro G Autoevaluacioacuten Final del estudiante-maestro descripcioacuten reflexiva y narrativa del
proceso de praacutectica docente
V DIMENSIOacuteN DE LIDERAZGO Y COLABORACIOacuteN A Ejemplos de actividades extracurriculares fotos reflexiones B Ejemplos de actividades con la comunidad fotos hojas de asistencia C Ejemplos de creacioacutendisentildeo de ambientes de aprendizaje fotos de arreglo del saloacuten
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VI CIERRE REFLEXIOacuteN FINAL
A Reflexioacuten final de la experiencia de Praacutectica Docente Redactar una reflexioacuten final que resuma su experiencia en la Praacutectica Docente Destacar sus fortalezas y aacutereas de oportunidad durante la Praacutectica Docente queacute aprendioacute queacute fue lo maacutes queacute le gustoacute lo menos que le gustoacute en queacute necesita mejorar
B Insumo de la experiencia del estudiante-maestro con maestro cooperador
VII AacuteREA LIBRE
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Anejo 2
Portafolio de Praacutectica Docente UMET Tutorial para supervisores de praacutectica Coacutemo acceder y evaluar los portafolios
Se incluye la informacioacuten que necesitas para acceder y evaluar la plantilla del portafolio Recuerda que debes utilizar tu cuenta
de
1 Accede a la paacutegina de UMET y desde el botoacuten de Facultad estaacute el enlace para entrar a
Blackboard
2- Escribe el username y el password de tu cuenta
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3- Presionas Courses y veraacutes los cursos que tienes asignados en este semestre Debes
seleccionar y entrar al curso de Praacutectica Docente
4- En el curso encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica
Docente podraacutes ver las alternativas que tienen tus estudiantes maestros para trabajar el
Portafolio de Praacutectica Docente
De igual manera aquiacute puedes ver las opciones que tendraacuten tus estudiantes para Editar sus
portafolios o cuando quieran antildeadir evidencias en My Artifacts
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5- Cuando los estudiantes practicantes sometan sus portafolios ustedes los podraacuten evaluar
accediendo al Grade Center Esta opcioacuten se accede desde la columna a la izquierda
Seleccionas el Full Grade Center
6- Veraacutes esta pantalla donde aparecen los estudiantes que tengas asignados en el curso de
Praacutectica Docente
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Para poder evaluar el portafolio debes seleccionar la alternativa de View Grade Details
En esta seccioacuten (View Grade Details) vemos los intentos o versiones que el estudiante ha
sometido
Puedes realizar varias acciones con cada intento o versioacuten
Calificar
Eliminar
Ignorar
Editar la calificacioacuten
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7- Cuando seleccionas calificar un intento o versioacuten llegas a esta pantalla
Aquiacute tienes disponible la versioacuten
que vas a evaluar Puedes abrir
cada uno de los documentos que el
estudiante subioacute a cada parte del
portafolio
Despueacutes de evaluar los documentos
presentados puedes darle recomendaciones a
tu estudiante presionando aquiacute
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8- Cada vez que evaluacutees las diferentes partes del portafolio repites el paso 7 y puedes
retrocomunicar a tu estudiante Cuando llegue el Portafolio (versioacuten final) ahiacute incluiraacutes la
puntuacioacuten final del mismo y comentarios si asiacute lo estimas pertinente
Se abre un espacio para tus comentarios Tienes
que indicar una puntuacioacuten Luego presionas
SUBMIT y el estudiante veraacute tu recomendacioacuten
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Anejo 3
Portafolio de Praacutectica Docente UMET Tutorial para estudiantes maestros Coacutemo acceder y utilizar la plantilla
del portafolio
Se incluye la informacioacuten que necesitas para encontrar y utilizar la plantilla del portafolio Cuando vayas a trabajar tu portafolio de praacutectica docente recuerda que debes utilizar tu cuenta de
Para efectos del adiestramiento navegaremos desde la cuenta que veraacutes maacutes abajo en esta paacutegina
1 Accede a la siguiente direccioacuten
httpssuagmblackboardcom
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2 Cuando accedas a trabajar tu portafolio con tu cuenta de estudiante presionas
Courses y veraacutes los cursos en los cuales estaacutes matriculado este semestre
3
3 Debes seleccionar y entrar al curso de Praacutectica Docente En el curso
encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica Docente
en la columna a la izquierda podraacutes acceder a las alternativas que tienes para
trabajar el Portafolio
De igual manera aquiacute tienes un botoacuten para cuando vayas a Editar tu portafolio o
cuando quieras antildeadir evidencias en My Artifacts Maacutes adelante se explicaraacute
detalladamente el uso de estos dos botones
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4 Cuando comienzas a realizar los trabajos para desarrollar el portafolio lo primero
que haces es presionar el botoacuten Crear o Entregar el Portafolio de Praacutectica Docente
veraacutes la siguiente pantalla seleccionas Create Portfolio
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5- En esta pantalla debes registrar la siguiente informacioacuten
En Description - Puedes antildeadir una breve descripcioacuten del Portafolio
En Available ndash lo dejas marcado para que tu Supervisor de Praacutectica pueda ver tu
portafolio
En Comments are private ndash lo marcas para que los comentarios de tu Supervisor
hacia ti permanezcan privados
Cuando hayas completado toda la informacioacuten solicitada presionas Submit para
crear el Portafolio y puedes comenzar a trabajar el mismo
6- Inmediatamente aparece una pantalla donde te ofrecen un Tour o que lo explores
solo Recomendamos que sigas tuacute solo utilizando este Tutorial Si tienes que salir de
la plataforma al volver a entrar presionas Editar el Portafolio de Praacutectica Docente y
continuacuteas trabajando tu portafolio
En el Title
Semestre acadeacutemico
CRN del curso de Praacutectica Docente
donde estaacutes matriculado
Coacutedigo del curso
Nombre del estudiante
Ejemplo
201802-34348-EDUC 440-Juanita Cocodrila
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7- Cada una de las partes del Portafolio tiene una estructura similar En las mismas te
permitiraacute antildeadir los documentos evidencias entre otros que se requieren para cada
componente
8- Como actividad previa a subir tus evidencias a las diferentes partes del portafolio de
Praacutectica Docente puedes subir las mismas al aacuterea de My Artifacts De esta manera
puedes comenzar a digitalizar tus evidencias e irlas guardando en tu espacio dentro de
Blackboard Luego las ordenas Ascending o Descending y esto te facilitaraacute distribuirlas
en las partes que correspondan en tu portafolio
En el aacuterea de Add Artifacts
incluiraacutes todas las evidencias
que apoyan tu trabajo durante
la experiencia de Praacutectica
Docente
Seleccionas Add Personal
Artifact
Botoacuten para ordenar tus
evidencias
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9- Para antildeadir tus evidencias a My Artifacts
Maacutes abajo en la misma paacutegina presionas Browse My Computer buscas el documento
presionas Open Una vez lo veas en tu paacutegina presionas Submit Ya estaacute integrado el
documento o pieza de evidencia a My Artifacts
Indicas el tiacutetulo del documento o evidencia
que quieres subir Se recomienda
Seccioacuten __ y el nombre del documento
Si quieres puedes incluir una descripcioacuten
del documento
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10- Cuando continuacuteas editando y actualizando tu portafolio en la parte superior
derecha de tu pantalla hay una barra o botoacuten para
Settings - Aquiacute puedes editar la informacioacuten que estaacute en los diferentes componentes de
tu portafolio (tiacutetulo descripcioacuten entre otros)
Preview and Customize ndash Puedes editar el Layout y los colores del fondo Ademaacutes
puedes ver coacutemo tu Supervisor de Praacutectica veraacute tu portafolio cuando lo sometas
Done Editing ndash guarda los cambios (evidencias antildeadidas modificaciones entre otras)
realizados al portafolio y ubica tu uacuteltima versioacuten bajo My Portfolios
11- El Supervisor de Praacutectica Docente te informaraacute la regularidad que eacutel o ella
establece para las entregas parciales del portafolio Tambieacuten indicaraacute la fecha liacutemite
de acuerdo al calendario acadeacutemico para entregar el portafolio en su versioacuten final
12- Para enviar el portafolio parcial o final debes entrar nuevamente a esta pantalla y
seleccionar Crear o entregar el Portafolio de Praacutectica Docente
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13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
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15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
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Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
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Anejo 4
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Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 3
anterior y se destacoacute nuevamente las funcionalidades del portafolio que
permiten y propician una interactividad muy beneficiosa para los estudiantes
maestros y sus supervisores de praacutectica
Los estudiantes maestros reciben el apoyo de sus supervisores de praacutectica pero de ser necesario llevar a
cabo alguna actividad de seguimiento como la del 19 de abril se coordinaraacute
A continuacioacuten se presentan diferentes pantallas del portafolio en Bb que evidencian coacutemo se
desarrolla el mismo y se propicia la relacioacuten interactiva entre los participantes (estudiantes maestros y
supervisores de praacutectica docente) Este ejemplo fue creado como modelo a seguir en los tutoriales y se
utilizoacute el nombre geneacuterico de Juanita Cocodrila En la actualidad los estudiantes maestros estaacuten
desarrollando sus respectivos portafolios y solamente los pueden acceder cada uno de los estudiantes
maestros y sus supervisores de praacutectica cuando ellos enviacutean las entregas parciales del mismo
Pantalla inicial donde acceden los estudiantes maestros para comenzar sus trabajos
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 4
Estructura electroacutenica que encuentran los estudiantes maestros para desarrollar su portafolio
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 5
Los estudiantes maestros tienen un aacuterea llamada My Artifacts (Evidencias) que les sirve de repositorio
para todos los documentos y evidencias que presentaraacuten para sustentar su trabajo en la experiencia
de praacutectica docente
Cuando los estudiantes maestros comparten sus trabajos como entregas parciales los supervisores de
praacutectica los evaluacutean en el Grade Center de Bb y les ofrecen retrocomunicacioacuten
Ejemplo de coacutemo el supervisor de praacutectica integra su reaccioacuten
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 6
Cuando el estudiante entra al aacuterea de sus calificaciones puede ver las reacciones y recomendaciones de
su supervisor de praacutectica Si lo entregado necesita alguna modificacioacuten el estudiante maestro procede a
realizar la misma Se estaacute usando una calificacioacuten de cero (0) (porque Bb obliga a registrar una
puntuacioacuten) en las entregas parciales porque no es hasta recibir la versioacuten final que el supervisor de
praacutectica evaluaraacute el portafolio
Asiacute ve el estudiante la reaccioacuten del supervisor de praacutectica
Estas vistas de pantallas evidencian de forma muy resumida las funcionalidades que se han
integrado a la experiencia de praacutectica docente al utilizar el portafolio electroacutenico La reaccioacuten general de
los estudiantes ha sido muy positiva Reconocemos las diferencias que existen entre estudiantes en el
manejo de estructuras digitales auacuten asiacute la existencia de un tutorial y el apoyo de sus supervisores de
praacutectica apuntan a una experiencia enriquecedora
Luego de terminado el uso del portafolio durante este semestre realizaremos una reunioacuten de
evaluacioacuten con los supervisores de praacutectica y recopilaremos las reacciones de los estudiantes maestros
al haber utilizado esta herramienta digital De surgir alguacuten ajuste que debamos realizar asiacute lo haremos y
en agosto seguiremos trabajando con el enriquecimiento del proceso Entre los aspectos que hemos
pensado antildeadir para mejorar esta experiencia estaacute integrar la ruacutebrica de evaluacioacuten del portafolio en la
plataforma Bb Ademaacutes auscultaremos la viabilidad de integrar a los maestros cooperadores en el uso
del portafolio electroacutenico para registrar sus recomendaciones
Anejos
Anejo 1 ndash Secciones del Portafolio de Praacutectica Docente
Anejo 2 ndash Portafolio de Praacutectica Docente UMET Tutorial para los supervisores de praacutectica
Anejo 3 ndash Portafolio de Praacutectica Docente UMET Tutorial para los estudiantes maestros
Anejo 4 ndash Hojas de asistencia de actividades de capacitacioacuten
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 7
ANEJOS
paacutegina 8
Anejo 1
ESCUELA DE EDUCACION
SECCIONES PORTAFOLIO ELECTROacuteNICO
PRAacuteCTICA DOCENTE
I PRESENTACIOacuteN Objetivo del portafolio electroacutenico recopilar de forma digitalizada informacioacuten que
documente la ejecucioacuten de las competencias y actitudes adquiridas y demostradas por el
estudiante durante el semestre acadeacutemico en su proceso de Praacutectica Docente El estudiante
maestro incluiraacute los trabajos que representen lo mejor de su ejecucioacuten cuando aplique el
criterio
A Carta de presentacioacuten el estudiante maestro presentaraacute sus expectativas fortalezas limitaciones y logros en el curso y proceso de Praacutectica Docente Describiraacute metas a corto y a largo plazo en su vida estudiantil profesional y personal Esta carta de presentacioacuten debe reflejar el sentir del estudiante y sus actitudes hacia el curso
B Descripcioacuten del centro el estudiante maestro describiraacute el perfil del centro donde realiza su Praacutectica Docente zona rural o urbana tipo de programa educativo cantidad de estudiantes cantidad de adultos entre otros aspectos particulares del centro de praacutectica
C Programa de clases incluir el programa de clases (matriacutecula) del semestre donde evidencia estar matriculado en el curso de Praacutectica Docente
II DIMENSIOacuteN INSTRUCCIONAL DE LA PRAacuteCTICA DOCENTE A Planificacioacuten educativa digitalizar e incluir 5 planes con las correcciones del maestro
cooperador y 5 planes finales ya pasados en limpio con las correcciones incorporadas del maestro cooperador Todos los planes deben estar firmados por el maestro cooperador y el supervisor de praacutectica
1 Ejemplos de Planificacioacuten de clases Planes originales con correcciones Planes revisados finales
B Ejemplos de estrategias instruccionales realizadas por el estudiante-maestro (miacutenimo 5 evidencias) fotos de actividades que ilustren estrategias muestras de trabajos de los estudiantes entre otros
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C Ejemplos de actividadesestrategias de avaluacuteo realizadas por el estudiante-maestro (miacutenimo 5 evidencias) RegistroInformes de Progreso Acadeacutemico ejercicios de Avaluacuteo FormativoEjercicios de Evaluacioacuten del Aprendizaje fotos de teacutecnicas de assessment Observaciones entre otros acordes la especialidad del estudiante-maestro
III DIMENSIOacuteN DE RESPONSABILIDAD Y EacuteTICA PROFESIONAL EN LA PRAacuteCTICA DOCENTE
A Evidencias de la Libreta profesional digitalizar en incluir 5 evidencias de apuntes de la libreta profesional producto de reuniones profesionales correspondientes a cinco fechas diferentes
B Evidencias del Registro Anecdoacutetico digitalizar e incluir 5 evidencias que ejemplifiquen el uso del registro anecdoacutetico en las que no se comprometa el nombre de los estudiantes
C Evidencias de horas realizadas digitalizar e incluir las hojas de asistencia donde se evidencia las 200 horas requeridas en el Manual de Praacutectica Docente certificadas por el maestro cooperador
IV DIMENSIOacuteN EVALUATIVA DEL ESTUDIANTE-MAESTRO
A Evaluaciones del Supervisor de Praacutectica Docente digitalizar e incluir las 3 evaluaciones realizadas por el supervisor
B Evaluaciones del maestro cooperador digitalizar e incluir las 3 evaluaciones realizadas por el maestro cooperador
C Evaluacioacuten de consenso D Retroalimentacioacuten del estudiante al estudiante-maestro cuestionarios cortos
reflexiones entre otros E Retroalimentacioacuten y avaluacuteo formativo del maestro cooperador al estudiante-
practicante recomendaciones por escrito del maestro cooperador F Ejemplos de Reflexiones semanales del estudiante-maestro G Autoevaluacioacuten Final del estudiante-maestro descripcioacuten reflexiva y narrativa del
proceso de praacutectica docente
V DIMENSIOacuteN DE LIDERAZGO Y COLABORACIOacuteN A Ejemplos de actividades extracurriculares fotos reflexiones B Ejemplos de actividades con la comunidad fotos hojas de asistencia C Ejemplos de creacioacutendisentildeo de ambientes de aprendizaje fotos de arreglo del saloacuten
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VI CIERRE REFLEXIOacuteN FINAL
A Reflexioacuten final de la experiencia de Praacutectica Docente Redactar una reflexioacuten final que resuma su experiencia en la Praacutectica Docente Destacar sus fortalezas y aacutereas de oportunidad durante la Praacutectica Docente queacute aprendioacute queacute fue lo maacutes queacute le gustoacute lo menos que le gustoacute en queacute necesita mejorar
B Insumo de la experiencia del estudiante-maestro con maestro cooperador
VII AacuteREA LIBRE
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Anejo 2
Portafolio de Praacutectica Docente UMET Tutorial para supervisores de praacutectica Coacutemo acceder y evaluar los portafolios
Se incluye la informacioacuten que necesitas para acceder y evaluar la plantilla del portafolio Recuerda que debes utilizar tu cuenta
de
1 Accede a la paacutegina de UMET y desde el botoacuten de Facultad estaacute el enlace para entrar a
Blackboard
2- Escribe el username y el password de tu cuenta
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3- Presionas Courses y veraacutes los cursos que tienes asignados en este semestre Debes
seleccionar y entrar al curso de Praacutectica Docente
4- En el curso encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica
Docente podraacutes ver las alternativas que tienen tus estudiantes maestros para trabajar el
Portafolio de Praacutectica Docente
De igual manera aquiacute puedes ver las opciones que tendraacuten tus estudiantes para Editar sus
portafolios o cuando quieran antildeadir evidencias en My Artifacts
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5- Cuando los estudiantes practicantes sometan sus portafolios ustedes los podraacuten evaluar
accediendo al Grade Center Esta opcioacuten se accede desde la columna a la izquierda
Seleccionas el Full Grade Center
6- Veraacutes esta pantalla donde aparecen los estudiantes que tengas asignados en el curso de
Praacutectica Docente
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Para poder evaluar el portafolio debes seleccionar la alternativa de View Grade Details
En esta seccioacuten (View Grade Details) vemos los intentos o versiones que el estudiante ha
sometido
Puedes realizar varias acciones con cada intento o versioacuten
Calificar
Eliminar
Ignorar
Editar la calificacioacuten
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7- Cuando seleccionas calificar un intento o versioacuten llegas a esta pantalla
Aquiacute tienes disponible la versioacuten
que vas a evaluar Puedes abrir
cada uno de los documentos que el
estudiante subioacute a cada parte del
portafolio
Despueacutes de evaluar los documentos
presentados puedes darle recomendaciones a
tu estudiante presionando aquiacute
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8- Cada vez que evaluacutees las diferentes partes del portafolio repites el paso 7 y puedes
retrocomunicar a tu estudiante Cuando llegue el Portafolio (versioacuten final) ahiacute incluiraacutes la
puntuacioacuten final del mismo y comentarios si asiacute lo estimas pertinente
Se abre un espacio para tus comentarios Tienes
que indicar una puntuacioacuten Luego presionas
SUBMIT y el estudiante veraacute tu recomendacioacuten
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Anejo 3
Portafolio de Praacutectica Docente UMET Tutorial para estudiantes maestros Coacutemo acceder y utilizar la plantilla
del portafolio
Se incluye la informacioacuten que necesitas para encontrar y utilizar la plantilla del portafolio Cuando vayas a trabajar tu portafolio de praacutectica docente recuerda que debes utilizar tu cuenta de
Para efectos del adiestramiento navegaremos desde la cuenta que veraacutes maacutes abajo en esta paacutegina
1 Accede a la siguiente direccioacuten
httpssuagmblackboardcom
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2 Cuando accedas a trabajar tu portafolio con tu cuenta de estudiante presionas
Courses y veraacutes los cursos en los cuales estaacutes matriculado este semestre
3
3 Debes seleccionar y entrar al curso de Praacutectica Docente En el curso
encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica Docente
en la columna a la izquierda podraacutes acceder a las alternativas que tienes para
trabajar el Portafolio
De igual manera aquiacute tienes un botoacuten para cuando vayas a Editar tu portafolio o
cuando quieras antildeadir evidencias en My Artifacts Maacutes adelante se explicaraacute
detalladamente el uso de estos dos botones
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4 Cuando comienzas a realizar los trabajos para desarrollar el portafolio lo primero
que haces es presionar el botoacuten Crear o Entregar el Portafolio de Praacutectica Docente
veraacutes la siguiente pantalla seleccionas Create Portfolio
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5- En esta pantalla debes registrar la siguiente informacioacuten
En Description - Puedes antildeadir una breve descripcioacuten del Portafolio
En Available ndash lo dejas marcado para que tu Supervisor de Praacutectica pueda ver tu
portafolio
En Comments are private ndash lo marcas para que los comentarios de tu Supervisor
hacia ti permanezcan privados
Cuando hayas completado toda la informacioacuten solicitada presionas Submit para
crear el Portafolio y puedes comenzar a trabajar el mismo
6- Inmediatamente aparece una pantalla donde te ofrecen un Tour o que lo explores
solo Recomendamos que sigas tuacute solo utilizando este Tutorial Si tienes que salir de
la plataforma al volver a entrar presionas Editar el Portafolio de Praacutectica Docente y
continuacuteas trabajando tu portafolio
En el Title
Semestre acadeacutemico
CRN del curso de Praacutectica Docente
donde estaacutes matriculado
Coacutedigo del curso
Nombre del estudiante
Ejemplo
201802-34348-EDUC 440-Juanita Cocodrila
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7- Cada una de las partes del Portafolio tiene una estructura similar En las mismas te
permitiraacute antildeadir los documentos evidencias entre otros que se requieren para cada
componente
8- Como actividad previa a subir tus evidencias a las diferentes partes del portafolio de
Praacutectica Docente puedes subir las mismas al aacuterea de My Artifacts De esta manera
puedes comenzar a digitalizar tus evidencias e irlas guardando en tu espacio dentro de
Blackboard Luego las ordenas Ascending o Descending y esto te facilitaraacute distribuirlas
en las partes que correspondan en tu portafolio
En el aacuterea de Add Artifacts
incluiraacutes todas las evidencias
que apoyan tu trabajo durante
la experiencia de Praacutectica
Docente
Seleccionas Add Personal
Artifact
Botoacuten para ordenar tus
evidencias
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9- Para antildeadir tus evidencias a My Artifacts
Maacutes abajo en la misma paacutegina presionas Browse My Computer buscas el documento
presionas Open Una vez lo veas en tu paacutegina presionas Submit Ya estaacute integrado el
documento o pieza de evidencia a My Artifacts
Indicas el tiacutetulo del documento o evidencia
que quieres subir Se recomienda
Seccioacuten __ y el nombre del documento
Si quieres puedes incluir una descripcioacuten
del documento
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10- Cuando continuacuteas editando y actualizando tu portafolio en la parte superior
derecha de tu pantalla hay una barra o botoacuten para
Settings - Aquiacute puedes editar la informacioacuten que estaacute en los diferentes componentes de
tu portafolio (tiacutetulo descripcioacuten entre otros)
Preview and Customize ndash Puedes editar el Layout y los colores del fondo Ademaacutes
puedes ver coacutemo tu Supervisor de Praacutectica veraacute tu portafolio cuando lo sometas
Done Editing ndash guarda los cambios (evidencias antildeadidas modificaciones entre otras)
realizados al portafolio y ubica tu uacuteltima versioacuten bajo My Portfolios
11- El Supervisor de Praacutectica Docente te informaraacute la regularidad que eacutel o ella
establece para las entregas parciales del portafolio Tambieacuten indicaraacute la fecha liacutemite
de acuerdo al calendario acadeacutemico para entregar el portafolio en su versioacuten final
12- Para enviar el portafolio parcial o final debes entrar nuevamente a esta pantalla y
seleccionar Crear o entregar el Portafolio de Praacutectica Docente
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13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
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15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
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Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
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Anejo 4
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Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 4
Estructura electroacutenica que encuentran los estudiantes maestros para desarrollar su portafolio
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Los estudiantes maestros tienen un aacuterea llamada My Artifacts (Evidencias) que les sirve de repositorio
para todos los documentos y evidencias que presentaraacuten para sustentar su trabajo en la experiencia
de praacutectica docente
Cuando los estudiantes maestros comparten sus trabajos como entregas parciales los supervisores de
praacutectica los evaluacutean en el Grade Center de Bb y les ofrecen retrocomunicacioacuten
Ejemplo de coacutemo el supervisor de praacutectica integra su reaccioacuten
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Cuando el estudiante entra al aacuterea de sus calificaciones puede ver las reacciones y recomendaciones de
su supervisor de praacutectica Si lo entregado necesita alguna modificacioacuten el estudiante maestro procede a
realizar la misma Se estaacute usando una calificacioacuten de cero (0) (porque Bb obliga a registrar una
puntuacioacuten) en las entregas parciales porque no es hasta recibir la versioacuten final que el supervisor de
praacutectica evaluaraacute el portafolio
Asiacute ve el estudiante la reaccioacuten del supervisor de praacutectica
Estas vistas de pantallas evidencian de forma muy resumida las funcionalidades que se han
integrado a la experiencia de praacutectica docente al utilizar el portafolio electroacutenico La reaccioacuten general de
los estudiantes ha sido muy positiva Reconocemos las diferencias que existen entre estudiantes en el
manejo de estructuras digitales auacuten asiacute la existencia de un tutorial y el apoyo de sus supervisores de
praacutectica apuntan a una experiencia enriquecedora
Luego de terminado el uso del portafolio durante este semestre realizaremos una reunioacuten de
evaluacioacuten con los supervisores de praacutectica y recopilaremos las reacciones de los estudiantes maestros
al haber utilizado esta herramienta digital De surgir alguacuten ajuste que debamos realizar asiacute lo haremos y
en agosto seguiremos trabajando con el enriquecimiento del proceso Entre los aspectos que hemos
pensado antildeadir para mejorar esta experiencia estaacute integrar la ruacutebrica de evaluacioacuten del portafolio en la
plataforma Bb Ademaacutes auscultaremos la viabilidad de integrar a los maestros cooperadores en el uso
del portafolio electroacutenico para registrar sus recomendaciones
Anejos
Anejo 1 ndash Secciones del Portafolio de Praacutectica Docente
Anejo 2 ndash Portafolio de Praacutectica Docente UMET Tutorial para los supervisores de praacutectica
Anejo 3 ndash Portafolio de Praacutectica Docente UMET Tutorial para los estudiantes maestros
Anejo 4 ndash Hojas de asistencia de actividades de capacitacioacuten
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ANEJOS
paacutegina 8
Anejo 1
ESCUELA DE EDUCACION
SECCIONES PORTAFOLIO ELECTROacuteNICO
PRAacuteCTICA DOCENTE
I PRESENTACIOacuteN Objetivo del portafolio electroacutenico recopilar de forma digitalizada informacioacuten que
documente la ejecucioacuten de las competencias y actitudes adquiridas y demostradas por el
estudiante durante el semestre acadeacutemico en su proceso de Praacutectica Docente El estudiante
maestro incluiraacute los trabajos que representen lo mejor de su ejecucioacuten cuando aplique el
criterio
A Carta de presentacioacuten el estudiante maestro presentaraacute sus expectativas fortalezas limitaciones y logros en el curso y proceso de Praacutectica Docente Describiraacute metas a corto y a largo plazo en su vida estudiantil profesional y personal Esta carta de presentacioacuten debe reflejar el sentir del estudiante y sus actitudes hacia el curso
B Descripcioacuten del centro el estudiante maestro describiraacute el perfil del centro donde realiza su Praacutectica Docente zona rural o urbana tipo de programa educativo cantidad de estudiantes cantidad de adultos entre otros aspectos particulares del centro de praacutectica
C Programa de clases incluir el programa de clases (matriacutecula) del semestre donde evidencia estar matriculado en el curso de Praacutectica Docente
II DIMENSIOacuteN INSTRUCCIONAL DE LA PRAacuteCTICA DOCENTE A Planificacioacuten educativa digitalizar e incluir 5 planes con las correcciones del maestro
cooperador y 5 planes finales ya pasados en limpio con las correcciones incorporadas del maestro cooperador Todos los planes deben estar firmados por el maestro cooperador y el supervisor de praacutectica
1 Ejemplos de Planificacioacuten de clases Planes originales con correcciones Planes revisados finales
B Ejemplos de estrategias instruccionales realizadas por el estudiante-maestro (miacutenimo 5 evidencias) fotos de actividades que ilustren estrategias muestras de trabajos de los estudiantes entre otros
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C Ejemplos de actividadesestrategias de avaluacuteo realizadas por el estudiante-maestro (miacutenimo 5 evidencias) RegistroInformes de Progreso Acadeacutemico ejercicios de Avaluacuteo FormativoEjercicios de Evaluacioacuten del Aprendizaje fotos de teacutecnicas de assessment Observaciones entre otros acordes la especialidad del estudiante-maestro
III DIMENSIOacuteN DE RESPONSABILIDAD Y EacuteTICA PROFESIONAL EN LA PRAacuteCTICA DOCENTE
A Evidencias de la Libreta profesional digitalizar en incluir 5 evidencias de apuntes de la libreta profesional producto de reuniones profesionales correspondientes a cinco fechas diferentes
B Evidencias del Registro Anecdoacutetico digitalizar e incluir 5 evidencias que ejemplifiquen el uso del registro anecdoacutetico en las que no se comprometa el nombre de los estudiantes
C Evidencias de horas realizadas digitalizar e incluir las hojas de asistencia donde se evidencia las 200 horas requeridas en el Manual de Praacutectica Docente certificadas por el maestro cooperador
IV DIMENSIOacuteN EVALUATIVA DEL ESTUDIANTE-MAESTRO
A Evaluaciones del Supervisor de Praacutectica Docente digitalizar e incluir las 3 evaluaciones realizadas por el supervisor
B Evaluaciones del maestro cooperador digitalizar e incluir las 3 evaluaciones realizadas por el maestro cooperador
C Evaluacioacuten de consenso D Retroalimentacioacuten del estudiante al estudiante-maestro cuestionarios cortos
reflexiones entre otros E Retroalimentacioacuten y avaluacuteo formativo del maestro cooperador al estudiante-
practicante recomendaciones por escrito del maestro cooperador F Ejemplos de Reflexiones semanales del estudiante-maestro G Autoevaluacioacuten Final del estudiante-maestro descripcioacuten reflexiva y narrativa del
proceso de praacutectica docente
V DIMENSIOacuteN DE LIDERAZGO Y COLABORACIOacuteN A Ejemplos de actividades extracurriculares fotos reflexiones B Ejemplos de actividades con la comunidad fotos hojas de asistencia C Ejemplos de creacioacutendisentildeo de ambientes de aprendizaje fotos de arreglo del saloacuten
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VI CIERRE REFLEXIOacuteN FINAL
A Reflexioacuten final de la experiencia de Praacutectica Docente Redactar una reflexioacuten final que resuma su experiencia en la Praacutectica Docente Destacar sus fortalezas y aacutereas de oportunidad durante la Praacutectica Docente queacute aprendioacute queacute fue lo maacutes queacute le gustoacute lo menos que le gustoacute en queacute necesita mejorar
B Insumo de la experiencia del estudiante-maestro con maestro cooperador
VII AacuteREA LIBRE
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Anejo 2
Portafolio de Praacutectica Docente UMET Tutorial para supervisores de praacutectica Coacutemo acceder y evaluar los portafolios
Se incluye la informacioacuten que necesitas para acceder y evaluar la plantilla del portafolio Recuerda que debes utilizar tu cuenta
de
1 Accede a la paacutegina de UMET y desde el botoacuten de Facultad estaacute el enlace para entrar a
Blackboard
2- Escribe el username y el password de tu cuenta
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
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3- Presionas Courses y veraacutes los cursos que tienes asignados en este semestre Debes
seleccionar y entrar al curso de Praacutectica Docente
4- En el curso encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica
Docente podraacutes ver las alternativas que tienen tus estudiantes maestros para trabajar el
Portafolio de Praacutectica Docente
De igual manera aquiacute puedes ver las opciones que tendraacuten tus estudiantes para Editar sus
portafolios o cuando quieran antildeadir evidencias en My Artifacts
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5- Cuando los estudiantes practicantes sometan sus portafolios ustedes los podraacuten evaluar
accediendo al Grade Center Esta opcioacuten se accede desde la columna a la izquierda
Seleccionas el Full Grade Center
6- Veraacutes esta pantalla donde aparecen los estudiantes que tengas asignados en el curso de
Praacutectica Docente
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 14
Para poder evaluar el portafolio debes seleccionar la alternativa de View Grade Details
En esta seccioacuten (View Grade Details) vemos los intentos o versiones que el estudiante ha
sometido
Puedes realizar varias acciones con cada intento o versioacuten
Calificar
Eliminar
Ignorar
Editar la calificacioacuten
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7- Cuando seleccionas calificar un intento o versioacuten llegas a esta pantalla
Aquiacute tienes disponible la versioacuten
que vas a evaluar Puedes abrir
cada uno de los documentos que el
estudiante subioacute a cada parte del
portafolio
Despueacutes de evaluar los documentos
presentados puedes darle recomendaciones a
tu estudiante presionando aquiacute
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 16
8- Cada vez que evaluacutees las diferentes partes del portafolio repites el paso 7 y puedes
retrocomunicar a tu estudiante Cuando llegue el Portafolio (versioacuten final) ahiacute incluiraacutes la
puntuacioacuten final del mismo y comentarios si asiacute lo estimas pertinente
Se abre un espacio para tus comentarios Tienes
que indicar una puntuacioacuten Luego presionas
SUBMIT y el estudiante veraacute tu recomendacioacuten
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Anejo 3
Portafolio de Praacutectica Docente UMET Tutorial para estudiantes maestros Coacutemo acceder y utilizar la plantilla
del portafolio
Se incluye la informacioacuten que necesitas para encontrar y utilizar la plantilla del portafolio Cuando vayas a trabajar tu portafolio de praacutectica docente recuerda que debes utilizar tu cuenta de
Para efectos del adiestramiento navegaremos desde la cuenta que veraacutes maacutes abajo en esta paacutegina
1 Accede a la siguiente direccioacuten
httpssuagmblackboardcom
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2 Cuando accedas a trabajar tu portafolio con tu cuenta de estudiante presionas
Courses y veraacutes los cursos en los cuales estaacutes matriculado este semestre
3
3 Debes seleccionar y entrar al curso de Praacutectica Docente En el curso
encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica Docente
en la columna a la izquierda podraacutes acceder a las alternativas que tienes para
trabajar el Portafolio
De igual manera aquiacute tienes un botoacuten para cuando vayas a Editar tu portafolio o
cuando quieras antildeadir evidencias en My Artifacts Maacutes adelante se explicaraacute
detalladamente el uso de estos dos botones
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4 Cuando comienzas a realizar los trabajos para desarrollar el portafolio lo primero
que haces es presionar el botoacuten Crear o Entregar el Portafolio de Praacutectica Docente
veraacutes la siguiente pantalla seleccionas Create Portfolio
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5- En esta pantalla debes registrar la siguiente informacioacuten
En Description - Puedes antildeadir una breve descripcioacuten del Portafolio
En Available ndash lo dejas marcado para que tu Supervisor de Praacutectica pueda ver tu
portafolio
En Comments are private ndash lo marcas para que los comentarios de tu Supervisor
hacia ti permanezcan privados
Cuando hayas completado toda la informacioacuten solicitada presionas Submit para
crear el Portafolio y puedes comenzar a trabajar el mismo
6- Inmediatamente aparece una pantalla donde te ofrecen un Tour o que lo explores
solo Recomendamos que sigas tuacute solo utilizando este Tutorial Si tienes que salir de
la plataforma al volver a entrar presionas Editar el Portafolio de Praacutectica Docente y
continuacuteas trabajando tu portafolio
En el Title
Semestre acadeacutemico
CRN del curso de Praacutectica Docente
donde estaacutes matriculado
Coacutedigo del curso
Nombre del estudiante
Ejemplo
201802-34348-EDUC 440-Juanita Cocodrila
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7- Cada una de las partes del Portafolio tiene una estructura similar En las mismas te
permitiraacute antildeadir los documentos evidencias entre otros que se requieren para cada
componente
8- Como actividad previa a subir tus evidencias a las diferentes partes del portafolio de
Praacutectica Docente puedes subir las mismas al aacuterea de My Artifacts De esta manera
puedes comenzar a digitalizar tus evidencias e irlas guardando en tu espacio dentro de
Blackboard Luego las ordenas Ascending o Descending y esto te facilitaraacute distribuirlas
en las partes que correspondan en tu portafolio
En el aacuterea de Add Artifacts
incluiraacutes todas las evidencias
que apoyan tu trabajo durante
la experiencia de Praacutectica
Docente
Seleccionas Add Personal
Artifact
Botoacuten para ordenar tus
evidencias
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9- Para antildeadir tus evidencias a My Artifacts
Maacutes abajo en la misma paacutegina presionas Browse My Computer buscas el documento
presionas Open Una vez lo veas en tu paacutegina presionas Submit Ya estaacute integrado el
documento o pieza de evidencia a My Artifacts
Indicas el tiacutetulo del documento o evidencia
que quieres subir Se recomienda
Seccioacuten __ y el nombre del documento
Si quieres puedes incluir una descripcioacuten
del documento
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 23
10- Cuando continuacuteas editando y actualizando tu portafolio en la parte superior
derecha de tu pantalla hay una barra o botoacuten para
Settings - Aquiacute puedes editar la informacioacuten que estaacute en los diferentes componentes de
tu portafolio (tiacutetulo descripcioacuten entre otros)
Preview and Customize ndash Puedes editar el Layout y los colores del fondo Ademaacutes
puedes ver coacutemo tu Supervisor de Praacutectica veraacute tu portafolio cuando lo sometas
Done Editing ndash guarda los cambios (evidencias antildeadidas modificaciones entre otras)
realizados al portafolio y ubica tu uacuteltima versioacuten bajo My Portfolios
11- El Supervisor de Praacutectica Docente te informaraacute la regularidad que eacutel o ella
establece para las entregas parciales del portafolio Tambieacuten indicaraacute la fecha liacutemite
de acuerdo al calendario acadeacutemico para entregar el portafolio en su versioacuten final
12- Para enviar el portafolio parcial o final debes entrar nuevamente a esta pantalla y
seleccionar Crear o entregar el Portafolio de Praacutectica Docente
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 24
13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 25
15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
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paacutegina 26
Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 27
Anejo 4
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 28
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 29
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
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Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
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Los estudiantes maestros tienen un aacuterea llamada My Artifacts (Evidencias) que les sirve de repositorio
para todos los documentos y evidencias que presentaraacuten para sustentar su trabajo en la experiencia
de praacutectica docente
Cuando los estudiantes maestros comparten sus trabajos como entregas parciales los supervisores de
praacutectica los evaluacutean en el Grade Center de Bb y les ofrecen retrocomunicacioacuten
Ejemplo de coacutemo el supervisor de praacutectica integra su reaccioacuten
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Cuando el estudiante entra al aacuterea de sus calificaciones puede ver las reacciones y recomendaciones de
su supervisor de praacutectica Si lo entregado necesita alguna modificacioacuten el estudiante maestro procede a
realizar la misma Se estaacute usando una calificacioacuten de cero (0) (porque Bb obliga a registrar una
puntuacioacuten) en las entregas parciales porque no es hasta recibir la versioacuten final que el supervisor de
praacutectica evaluaraacute el portafolio
Asiacute ve el estudiante la reaccioacuten del supervisor de praacutectica
Estas vistas de pantallas evidencian de forma muy resumida las funcionalidades que se han
integrado a la experiencia de praacutectica docente al utilizar el portafolio electroacutenico La reaccioacuten general de
los estudiantes ha sido muy positiva Reconocemos las diferencias que existen entre estudiantes en el
manejo de estructuras digitales auacuten asiacute la existencia de un tutorial y el apoyo de sus supervisores de
praacutectica apuntan a una experiencia enriquecedora
Luego de terminado el uso del portafolio durante este semestre realizaremos una reunioacuten de
evaluacioacuten con los supervisores de praacutectica y recopilaremos las reacciones de los estudiantes maestros
al haber utilizado esta herramienta digital De surgir alguacuten ajuste que debamos realizar asiacute lo haremos y
en agosto seguiremos trabajando con el enriquecimiento del proceso Entre los aspectos que hemos
pensado antildeadir para mejorar esta experiencia estaacute integrar la ruacutebrica de evaluacioacuten del portafolio en la
plataforma Bb Ademaacutes auscultaremos la viabilidad de integrar a los maestros cooperadores en el uso
del portafolio electroacutenico para registrar sus recomendaciones
Anejos
Anejo 1 ndash Secciones del Portafolio de Praacutectica Docente
Anejo 2 ndash Portafolio de Praacutectica Docente UMET Tutorial para los supervisores de praacutectica
Anejo 3 ndash Portafolio de Praacutectica Docente UMET Tutorial para los estudiantes maestros
Anejo 4 ndash Hojas de asistencia de actividades de capacitacioacuten
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ANEJOS
paacutegina 8
Anejo 1
ESCUELA DE EDUCACION
SECCIONES PORTAFOLIO ELECTROacuteNICO
PRAacuteCTICA DOCENTE
I PRESENTACIOacuteN Objetivo del portafolio electroacutenico recopilar de forma digitalizada informacioacuten que
documente la ejecucioacuten de las competencias y actitudes adquiridas y demostradas por el
estudiante durante el semestre acadeacutemico en su proceso de Praacutectica Docente El estudiante
maestro incluiraacute los trabajos que representen lo mejor de su ejecucioacuten cuando aplique el
criterio
A Carta de presentacioacuten el estudiante maestro presentaraacute sus expectativas fortalezas limitaciones y logros en el curso y proceso de Praacutectica Docente Describiraacute metas a corto y a largo plazo en su vida estudiantil profesional y personal Esta carta de presentacioacuten debe reflejar el sentir del estudiante y sus actitudes hacia el curso
B Descripcioacuten del centro el estudiante maestro describiraacute el perfil del centro donde realiza su Praacutectica Docente zona rural o urbana tipo de programa educativo cantidad de estudiantes cantidad de adultos entre otros aspectos particulares del centro de praacutectica
C Programa de clases incluir el programa de clases (matriacutecula) del semestre donde evidencia estar matriculado en el curso de Praacutectica Docente
II DIMENSIOacuteN INSTRUCCIONAL DE LA PRAacuteCTICA DOCENTE A Planificacioacuten educativa digitalizar e incluir 5 planes con las correcciones del maestro
cooperador y 5 planes finales ya pasados en limpio con las correcciones incorporadas del maestro cooperador Todos los planes deben estar firmados por el maestro cooperador y el supervisor de praacutectica
1 Ejemplos de Planificacioacuten de clases Planes originales con correcciones Planes revisados finales
B Ejemplos de estrategias instruccionales realizadas por el estudiante-maestro (miacutenimo 5 evidencias) fotos de actividades que ilustren estrategias muestras de trabajos de los estudiantes entre otros
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C Ejemplos de actividadesestrategias de avaluacuteo realizadas por el estudiante-maestro (miacutenimo 5 evidencias) RegistroInformes de Progreso Acadeacutemico ejercicios de Avaluacuteo FormativoEjercicios de Evaluacioacuten del Aprendizaje fotos de teacutecnicas de assessment Observaciones entre otros acordes la especialidad del estudiante-maestro
III DIMENSIOacuteN DE RESPONSABILIDAD Y EacuteTICA PROFESIONAL EN LA PRAacuteCTICA DOCENTE
A Evidencias de la Libreta profesional digitalizar en incluir 5 evidencias de apuntes de la libreta profesional producto de reuniones profesionales correspondientes a cinco fechas diferentes
B Evidencias del Registro Anecdoacutetico digitalizar e incluir 5 evidencias que ejemplifiquen el uso del registro anecdoacutetico en las que no se comprometa el nombre de los estudiantes
C Evidencias de horas realizadas digitalizar e incluir las hojas de asistencia donde se evidencia las 200 horas requeridas en el Manual de Praacutectica Docente certificadas por el maestro cooperador
IV DIMENSIOacuteN EVALUATIVA DEL ESTUDIANTE-MAESTRO
A Evaluaciones del Supervisor de Praacutectica Docente digitalizar e incluir las 3 evaluaciones realizadas por el supervisor
B Evaluaciones del maestro cooperador digitalizar e incluir las 3 evaluaciones realizadas por el maestro cooperador
C Evaluacioacuten de consenso D Retroalimentacioacuten del estudiante al estudiante-maestro cuestionarios cortos
reflexiones entre otros E Retroalimentacioacuten y avaluacuteo formativo del maestro cooperador al estudiante-
practicante recomendaciones por escrito del maestro cooperador F Ejemplos de Reflexiones semanales del estudiante-maestro G Autoevaluacioacuten Final del estudiante-maestro descripcioacuten reflexiva y narrativa del
proceso de praacutectica docente
V DIMENSIOacuteN DE LIDERAZGO Y COLABORACIOacuteN A Ejemplos de actividades extracurriculares fotos reflexiones B Ejemplos de actividades con la comunidad fotos hojas de asistencia C Ejemplos de creacioacutendisentildeo de ambientes de aprendizaje fotos de arreglo del saloacuten
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VI CIERRE REFLEXIOacuteN FINAL
A Reflexioacuten final de la experiencia de Praacutectica Docente Redactar una reflexioacuten final que resuma su experiencia en la Praacutectica Docente Destacar sus fortalezas y aacutereas de oportunidad durante la Praacutectica Docente queacute aprendioacute queacute fue lo maacutes queacute le gustoacute lo menos que le gustoacute en queacute necesita mejorar
B Insumo de la experiencia del estudiante-maestro con maestro cooperador
VII AacuteREA LIBRE
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Anejo 2
Portafolio de Praacutectica Docente UMET Tutorial para supervisores de praacutectica Coacutemo acceder y evaluar los portafolios
Se incluye la informacioacuten que necesitas para acceder y evaluar la plantilla del portafolio Recuerda que debes utilizar tu cuenta
de
1 Accede a la paacutegina de UMET y desde el botoacuten de Facultad estaacute el enlace para entrar a
Blackboard
2- Escribe el username y el password de tu cuenta
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3- Presionas Courses y veraacutes los cursos que tienes asignados en este semestre Debes
seleccionar y entrar al curso de Praacutectica Docente
4- En el curso encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica
Docente podraacutes ver las alternativas que tienen tus estudiantes maestros para trabajar el
Portafolio de Praacutectica Docente
De igual manera aquiacute puedes ver las opciones que tendraacuten tus estudiantes para Editar sus
portafolios o cuando quieran antildeadir evidencias en My Artifacts
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5- Cuando los estudiantes practicantes sometan sus portafolios ustedes los podraacuten evaluar
accediendo al Grade Center Esta opcioacuten se accede desde la columna a la izquierda
Seleccionas el Full Grade Center
6- Veraacutes esta pantalla donde aparecen los estudiantes que tengas asignados en el curso de
Praacutectica Docente
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Para poder evaluar el portafolio debes seleccionar la alternativa de View Grade Details
En esta seccioacuten (View Grade Details) vemos los intentos o versiones que el estudiante ha
sometido
Puedes realizar varias acciones con cada intento o versioacuten
Calificar
Eliminar
Ignorar
Editar la calificacioacuten
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7- Cuando seleccionas calificar un intento o versioacuten llegas a esta pantalla
Aquiacute tienes disponible la versioacuten
que vas a evaluar Puedes abrir
cada uno de los documentos que el
estudiante subioacute a cada parte del
portafolio
Despueacutes de evaluar los documentos
presentados puedes darle recomendaciones a
tu estudiante presionando aquiacute
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8- Cada vez que evaluacutees las diferentes partes del portafolio repites el paso 7 y puedes
retrocomunicar a tu estudiante Cuando llegue el Portafolio (versioacuten final) ahiacute incluiraacutes la
puntuacioacuten final del mismo y comentarios si asiacute lo estimas pertinente
Se abre un espacio para tus comentarios Tienes
que indicar una puntuacioacuten Luego presionas
SUBMIT y el estudiante veraacute tu recomendacioacuten
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Anejo 3
Portafolio de Praacutectica Docente UMET Tutorial para estudiantes maestros Coacutemo acceder y utilizar la plantilla
del portafolio
Se incluye la informacioacuten que necesitas para encontrar y utilizar la plantilla del portafolio Cuando vayas a trabajar tu portafolio de praacutectica docente recuerda que debes utilizar tu cuenta de
Para efectos del adiestramiento navegaremos desde la cuenta que veraacutes maacutes abajo en esta paacutegina
1 Accede a la siguiente direccioacuten
httpssuagmblackboardcom
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2 Cuando accedas a trabajar tu portafolio con tu cuenta de estudiante presionas
Courses y veraacutes los cursos en los cuales estaacutes matriculado este semestre
3
3 Debes seleccionar y entrar al curso de Praacutectica Docente En el curso
encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica Docente
en la columna a la izquierda podraacutes acceder a las alternativas que tienes para
trabajar el Portafolio
De igual manera aquiacute tienes un botoacuten para cuando vayas a Editar tu portafolio o
cuando quieras antildeadir evidencias en My Artifacts Maacutes adelante se explicaraacute
detalladamente el uso de estos dos botones
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4 Cuando comienzas a realizar los trabajos para desarrollar el portafolio lo primero
que haces es presionar el botoacuten Crear o Entregar el Portafolio de Praacutectica Docente
veraacutes la siguiente pantalla seleccionas Create Portfolio
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5- En esta pantalla debes registrar la siguiente informacioacuten
En Description - Puedes antildeadir una breve descripcioacuten del Portafolio
En Available ndash lo dejas marcado para que tu Supervisor de Praacutectica pueda ver tu
portafolio
En Comments are private ndash lo marcas para que los comentarios de tu Supervisor
hacia ti permanezcan privados
Cuando hayas completado toda la informacioacuten solicitada presionas Submit para
crear el Portafolio y puedes comenzar a trabajar el mismo
6- Inmediatamente aparece una pantalla donde te ofrecen un Tour o que lo explores
solo Recomendamos que sigas tuacute solo utilizando este Tutorial Si tienes que salir de
la plataforma al volver a entrar presionas Editar el Portafolio de Praacutectica Docente y
continuacuteas trabajando tu portafolio
En el Title
Semestre acadeacutemico
CRN del curso de Praacutectica Docente
donde estaacutes matriculado
Coacutedigo del curso
Nombre del estudiante
Ejemplo
201802-34348-EDUC 440-Juanita Cocodrila
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7- Cada una de las partes del Portafolio tiene una estructura similar En las mismas te
permitiraacute antildeadir los documentos evidencias entre otros que se requieren para cada
componente
8- Como actividad previa a subir tus evidencias a las diferentes partes del portafolio de
Praacutectica Docente puedes subir las mismas al aacuterea de My Artifacts De esta manera
puedes comenzar a digitalizar tus evidencias e irlas guardando en tu espacio dentro de
Blackboard Luego las ordenas Ascending o Descending y esto te facilitaraacute distribuirlas
en las partes que correspondan en tu portafolio
En el aacuterea de Add Artifacts
incluiraacutes todas las evidencias
que apoyan tu trabajo durante
la experiencia de Praacutectica
Docente
Seleccionas Add Personal
Artifact
Botoacuten para ordenar tus
evidencias
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9- Para antildeadir tus evidencias a My Artifacts
Maacutes abajo en la misma paacutegina presionas Browse My Computer buscas el documento
presionas Open Una vez lo veas en tu paacutegina presionas Submit Ya estaacute integrado el
documento o pieza de evidencia a My Artifacts
Indicas el tiacutetulo del documento o evidencia
que quieres subir Se recomienda
Seccioacuten __ y el nombre del documento
Si quieres puedes incluir una descripcioacuten
del documento
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10- Cuando continuacuteas editando y actualizando tu portafolio en la parte superior
derecha de tu pantalla hay una barra o botoacuten para
Settings - Aquiacute puedes editar la informacioacuten que estaacute en los diferentes componentes de
tu portafolio (tiacutetulo descripcioacuten entre otros)
Preview and Customize ndash Puedes editar el Layout y los colores del fondo Ademaacutes
puedes ver coacutemo tu Supervisor de Praacutectica veraacute tu portafolio cuando lo sometas
Done Editing ndash guarda los cambios (evidencias antildeadidas modificaciones entre otras)
realizados al portafolio y ubica tu uacuteltima versioacuten bajo My Portfolios
11- El Supervisor de Praacutectica Docente te informaraacute la regularidad que eacutel o ella
establece para las entregas parciales del portafolio Tambieacuten indicaraacute la fecha liacutemite
de acuerdo al calendario acadeacutemico para entregar el portafolio en su versioacuten final
12- Para enviar el portafolio parcial o final debes entrar nuevamente a esta pantalla y
seleccionar Crear o entregar el Portafolio de Praacutectica Docente
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13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
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15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 26
Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 27
Anejo 4
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 28
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 29
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 30
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 6
Cuando el estudiante entra al aacuterea de sus calificaciones puede ver las reacciones y recomendaciones de
su supervisor de praacutectica Si lo entregado necesita alguna modificacioacuten el estudiante maestro procede a
realizar la misma Se estaacute usando una calificacioacuten de cero (0) (porque Bb obliga a registrar una
puntuacioacuten) en las entregas parciales porque no es hasta recibir la versioacuten final que el supervisor de
praacutectica evaluaraacute el portafolio
Asiacute ve el estudiante la reaccioacuten del supervisor de praacutectica
Estas vistas de pantallas evidencian de forma muy resumida las funcionalidades que se han
integrado a la experiencia de praacutectica docente al utilizar el portafolio electroacutenico La reaccioacuten general de
los estudiantes ha sido muy positiva Reconocemos las diferencias que existen entre estudiantes en el
manejo de estructuras digitales auacuten asiacute la existencia de un tutorial y el apoyo de sus supervisores de
praacutectica apuntan a una experiencia enriquecedora
Luego de terminado el uso del portafolio durante este semestre realizaremos una reunioacuten de
evaluacioacuten con los supervisores de praacutectica y recopilaremos las reacciones de los estudiantes maestros
al haber utilizado esta herramienta digital De surgir alguacuten ajuste que debamos realizar asiacute lo haremos y
en agosto seguiremos trabajando con el enriquecimiento del proceso Entre los aspectos que hemos
pensado antildeadir para mejorar esta experiencia estaacute integrar la ruacutebrica de evaluacioacuten del portafolio en la
plataforma Bb Ademaacutes auscultaremos la viabilidad de integrar a los maestros cooperadores en el uso
del portafolio electroacutenico para registrar sus recomendaciones
Anejos
Anejo 1 ndash Secciones del Portafolio de Praacutectica Docente
Anejo 2 ndash Portafolio de Praacutectica Docente UMET Tutorial para los supervisores de praacutectica
Anejo 3 ndash Portafolio de Praacutectica Docente UMET Tutorial para los estudiantes maestros
Anejo 4 ndash Hojas de asistencia de actividades de capacitacioacuten
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ANEJOS
paacutegina 8
Anejo 1
ESCUELA DE EDUCACION
SECCIONES PORTAFOLIO ELECTROacuteNICO
PRAacuteCTICA DOCENTE
I PRESENTACIOacuteN Objetivo del portafolio electroacutenico recopilar de forma digitalizada informacioacuten que
documente la ejecucioacuten de las competencias y actitudes adquiridas y demostradas por el
estudiante durante el semestre acadeacutemico en su proceso de Praacutectica Docente El estudiante
maestro incluiraacute los trabajos que representen lo mejor de su ejecucioacuten cuando aplique el
criterio
A Carta de presentacioacuten el estudiante maestro presentaraacute sus expectativas fortalezas limitaciones y logros en el curso y proceso de Praacutectica Docente Describiraacute metas a corto y a largo plazo en su vida estudiantil profesional y personal Esta carta de presentacioacuten debe reflejar el sentir del estudiante y sus actitudes hacia el curso
B Descripcioacuten del centro el estudiante maestro describiraacute el perfil del centro donde realiza su Praacutectica Docente zona rural o urbana tipo de programa educativo cantidad de estudiantes cantidad de adultos entre otros aspectos particulares del centro de praacutectica
C Programa de clases incluir el programa de clases (matriacutecula) del semestre donde evidencia estar matriculado en el curso de Praacutectica Docente
II DIMENSIOacuteN INSTRUCCIONAL DE LA PRAacuteCTICA DOCENTE A Planificacioacuten educativa digitalizar e incluir 5 planes con las correcciones del maestro
cooperador y 5 planes finales ya pasados en limpio con las correcciones incorporadas del maestro cooperador Todos los planes deben estar firmados por el maestro cooperador y el supervisor de praacutectica
1 Ejemplos de Planificacioacuten de clases Planes originales con correcciones Planes revisados finales
B Ejemplos de estrategias instruccionales realizadas por el estudiante-maestro (miacutenimo 5 evidencias) fotos de actividades que ilustren estrategias muestras de trabajos de los estudiantes entre otros
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C Ejemplos de actividadesestrategias de avaluacuteo realizadas por el estudiante-maestro (miacutenimo 5 evidencias) RegistroInformes de Progreso Acadeacutemico ejercicios de Avaluacuteo FormativoEjercicios de Evaluacioacuten del Aprendizaje fotos de teacutecnicas de assessment Observaciones entre otros acordes la especialidad del estudiante-maestro
III DIMENSIOacuteN DE RESPONSABILIDAD Y EacuteTICA PROFESIONAL EN LA PRAacuteCTICA DOCENTE
A Evidencias de la Libreta profesional digitalizar en incluir 5 evidencias de apuntes de la libreta profesional producto de reuniones profesionales correspondientes a cinco fechas diferentes
B Evidencias del Registro Anecdoacutetico digitalizar e incluir 5 evidencias que ejemplifiquen el uso del registro anecdoacutetico en las que no se comprometa el nombre de los estudiantes
C Evidencias de horas realizadas digitalizar e incluir las hojas de asistencia donde se evidencia las 200 horas requeridas en el Manual de Praacutectica Docente certificadas por el maestro cooperador
IV DIMENSIOacuteN EVALUATIVA DEL ESTUDIANTE-MAESTRO
A Evaluaciones del Supervisor de Praacutectica Docente digitalizar e incluir las 3 evaluaciones realizadas por el supervisor
B Evaluaciones del maestro cooperador digitalizar e incluir las 3 evaluaciones realizadas por el maestro cooperador
C Evaluacioacuten de consenso D Retroalimentacioacuten del estudiante al estudiante-maestro cuestionarios cortos
reflexiones entre otros E Retroalimentacioacuten y avaluacuteo formativo del maestro cooperador al estudiante-
practicante recomendaciones por escrito del maestro cooperador F Ejemplos de Reflexiones semanales del estudiante-maestro G Autoevaluacioacuten Final del estudiante-maestro descripcioacuten reflexiva y narrativa del
proceso de praacutectica docente
V DIMENSIOacuteN DE LIDERAZGO Y COLABORACIOacuteN A Ejemplos de actividades extracurriculares fotos reflexiones B Ejemplos de actividades con la comunidad fotos hojas de asistencia C Ejemplos de creacioacutendisentildeo de ambientes de aprendizaje fotos de arreglo del saloacuten
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VI CIERRE REFLEXIOacuteN FINAL
A Reflexioacuten final de la experiencia de Praacutectica Docente Redactar una reflexioacuten final que resuma su experiencia en la Praacutectica Docente Destacar sus fortalezas y aacutereas de oportunidad durante la Praacutectica Docente queacute aprendioacute queacute fue lo maacutes queacute le gustoacute lo menos que le gustoacute en queacute necesita mejorar
B Insumo de la experiencia del estudiante-maestro con maestro cooperador
VII AacuteREA LIBRE
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Anejo 2
Portafolio de Praacutectica Docente UMET Tutorial para supervisores de praacutectica Coacutemo acceder y evaluar los portafolios
Se incluye la informacioacuten que necesitas para acceder y evaluar la plantilla del portafolio Recuerda que debes utilizar tu cuenta
de
1 Accede a la paacutegina de UMET y desde el botoacuten de Facultad estaacute el enlace para entrar a
Blackboard
2- Escribe el username y el password de tu cuenta
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3- Presionas Courses y veraacutes los cursos que tienes asignados en este semestre Debes
seleccionar y entrar al curso de Praacutectica Docente
4- En el curso encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica
Docente podraacutes ver las alternativas que tienen tus estudiantes maestros para trabajar el
Portafolio de Praacutectica Docente
De igual manera aquiacute puedes ver las opciones que tendraacuten tus estudiantes para Editar sus
portafolios o cuando quieran antildeadir evidencias en My Artifacts
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5- Cuando los estudiantes practicantes sometan sus portafolios ustedes los podraacuten evaluar
accediendo al Grade Center Esta opcioacuten se accede desde la columna a la izquierda
Seleccionas el Full Grade Center
6- Veraacutes esta pantalla donde aparecen los estudiantes que tengas asignados en el curso de
Praacutectica Docente
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Para poder evaluar el portafolio debes seleccionar la alternativa de View Grade Details
En esta seccioacuten (View Grade Details) vemos los intentos o versiones que el estudiante ha
sometido
Puedes realizar varias acciones con cada intento o versioacuten
Calificar
Eliminar
Ignorar
Editar la calificacioacuten
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7- Cuando seleccionas calificar un intento o versioacuten llegas a esta pantalla
Aquiacute tienes disponible la versioacuten
que vas a evaluar Puedes abrir
cada uno de los documentos que el
estudiante subioacute a cada parte del
portafolio
Despueacutes de evaluar los documentos
presentados puedes darle recomendaciones a
tu estudiante presionando aquiacute
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8- Cada vez que evaluacutees las diferentes partes del portafolio repites el paso 7 y puedes
retrocomunicar a tu estudiante Cuando llegue el Portafolio (versioacuten final) ahiacute incluiraacutes la
puntuacioacuten final del mismo y comentarios si asiacute lo estimas pertinente
Se abre un espacio para tus comentarios Tienes
que indicar una puntuacioacuten Luego presionas
SUBMIT y el estudiante veraacute tu recomendacioacuten
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Anejo 3
Portafolio de Praacutectica Docente UMET Tutorial para estudiantes maestros Coacutemo acceder y utilizar la plantilla
del portafolio
Se incluye la informacioacuten que necesitas para encontrar y utilizar la plantilla del portafolio Cuando vayas a trabajar tu portafolio de praacutectica docente recuerda que debes utilizar tu cuenta de
Para efectos del adiestramiento navegaremos desde la cuenta que veraacutes maacutes abajo en esta paacutegina
1 Accede a la siguiente direccioacuten
httpssuagmblackboardcom
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2 Cuando accedas a trabajar tu portafolio con tu cuenta de estudiante presionas
Courses y veraacutes los cursos en los cuales estaacutes matriculado este semestre
3
3 Debes seleccionar y entrar al curso de Praacutectica Docente En el curso
encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica Docente
en la columna a la izquierda podraacutes acceder a las alternativas que tienes para
trabajar el Portafolio
De igual manera aquiacute tienes un botoacuten para cuando vayas a Editar tu portafolio o
cuando quieras antildeadir evidencias en My Artifacts Maacutes adelante se explicaraacute
detalladamente el uso de estos dos botones
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4 Cuando comienzas a realizar los trabajos para desarrollar el portafolio lo primero
que haces es presionar el botoacuten Crear o Entregar el Portafolio de Praacutectica Docente
veraacutes la siguiente pantalla seleccionas Create Portfolio
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5- En esta pantalla debes registrar la siguiente informacioacuten
En Description - Puedes antildeadir una breve descripcioacuten del Portafolio
En Available ndash lo dejas marcado para que tu Supervisor de Praacutectica pueda ver tu
portafolio
En Comments are private ndash lo marcas para que los comentarios de tu Supervisor
hacia ti permanezcan privados
Cuando hayas completado toda la informacioacuten solicitada presionas Submit para
crear el Portafolio y puedes comenzar a trabajar el mismo
6- Inmediatamente aparece una pantalla donde te ofrecen un Tour o que lo explores
solo Recomendamos que sigas tuacute solo utilizando este Tutorial Si tienes que salir de
la plataforma al volver a entrar presionas Editar el Portafolio de Praacutectica Docente y
continuacuteas trabajando tu portafolio
En el Title
Semestre acadeacutemico
CRN del curso de Praacutectica Docente
donde estaacutes matriculado
Coacutedigo del curso
Nombre del estudiante
Ejemplo
201802-34348-EDUC 440-Juanita Cocodrila
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7- Cada una de las partes del Portafolio tiene una estructura similar En las mismas te
permitiraacute antildeadir los documentos evidencias entre otros que se requieren para cada
componente
8- Como actividad previa a subir tus evidencias a las diferentes partes del portafolio de
Praacutectica Docente puedes subir las mismas al aacuterea de My Artifacts De esta manera
puedes comenzar a digitalizar tus evidencias e irlas guardando en tu espacio dentro de
Blackboard Luego las ordenas Ascending o Descending y esto te facilitaraacute distribuirlas
en las partes que correspondan en tu portafolio
En el aacuterea de Add Artifacts
incluiraacutes todas las evidencias
que apoyan tu trabajo durante
la experiencia de Praacutectica
Docente
Seleccionas Add Personal
Artifact
Botoacuten para ordenar tus
evidencias
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9- Para antildeadir tus evidencias a My Artifacts
Maacutes abajo en la misma paacutegina presionas Browse My Computer buscas el documento
presionas Open Una vez lo veas en tu paacutegina presionas Submit Ya estaacute integrado el
documento o pieza de evidencia a My Artifacts
Indicas el tiacutetulo del documento o evidencia
que quieres subir Se recomienda
Seccioacuten __ y el nombre del documento
Si quieres puedes incluir una descripcioacuten
del documento
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10- Cuando continuacuteas editando y actualizando tu portafolio en la parte superior
derecha de tu pantalla hay una barra o botoacuten para
Settings - Aquiacute puedes editar la informacioacuten que estaacute en los diferentes componentes de
tu portafolio (tiacutetulo descripcioacuten entre otros)
Preview and Customize ndash Puedes editar el Layout y los colores del fondo Ademaacutes
puedes ver coacutemo tu Supervisor de Praacutectica veraacute tu portafolio cuando lo sometas
Done Editing ndash guarda los cambios (evidencias antildeadidas modificaciones entre otras)
realizados al portafolio y ubica tu uacuteltima versioacuten bajo My Portfolios
11- El Supervisor de Praacutectica Docente te informaraacute la regularidad que eacutel o ella
establece para las entregas parciales del portafolio Tambieacuten indicaraacute la fecha liacutemite
de acuerdo al calendario acadeacutemico para entregar el portafolio en su versioacuten final
12- Para enviar el portafolio parcial o final debes entrar nuevamente a esta pantalla y
seleccionar Crear o entregar el Portafolio de Praacutectica Docente
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13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
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15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
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Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
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Anejo 4
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Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
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ANEJOS
paacutegina 8
Anejo 1
ESCUELA DE EDUCACION
SECCIONES PORTAFOLIO ELECTROacuteNICO
PRAacuteCTICA DOCENTE
I PRESENTACIOacuteN Objetivo del portafolio electroacutenico recopilar de forma digitalizada informacioacuten que
documente la ejecucioacuten de las competencias y actitudes adquiridas y demostradas por el
estudiante durante el semestre acadeacutemico en su proceso de Praacutectica Docente El estudiante
maestro incluiraacute los trabajos que representen lo mejor de su ejecucioacuten cuando aplique el
criterio
A Carta de presentacioacuten el estudiante maestro presentaraacute sus expectativas fortalezas limitaciones y logros en el curso y proceso de Praacutectica Docente Describiraacute metas a corto y a largo plazo en su vida estudiantil profesional y personal Esta carta de presentacioacuten debe reflejar el sentir del estudiante y sus actitudes hacia el curso
B Descripcioacuten del centro el estudiante maestro describiraacute el perfil del centro donde realiza su Praacutectica Docente zona rural o urbana tipo de programa educativo cantidad de estudiantes cantidad de adultos entre otros aspectos particulares del centro de praacutectica
C Programa de clases incluir el programa de clases (matriacutecula) del semestre donde evidencia estar matriculado en el curso de Praacutectica Docente
II DIMENSIOacuteN INSTRUCCIONAL DE LA PRAacuteCTICA DOCENTE A Planificacioacuten educativa digitalizar e incluir 5 planes con las correcciones del maestro
cooperador y 5 planes finales ya pasados en limpio con las correcciones incorporadas del maestro cooperador Todos los planes deben estar firmados por el maestro cooperador y el supervisor de praacutectica
1 Ejemplos de Planificacioacuten de clases Planes originales con correcciones Planes revisados finales
B Ejemplos de estrategias instruccionales realizadas por el estudiante-maestro (miacutenimo 5 evidencias) fotos de actividades que ilustren estrategias muestras de trabajos de los estudiantes entre otros
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C Ejemplos de actividadesestrategias de avaluacuteo realizadas por el estudiante-maestro (miacutenimo 5 evidencias) RegistroInformes de Progreso Acadeacutemico ejercicios de Avaluacuteo FormativoEjercicios de Evaluacioacuten del Aprendizaje fotos de teacutecnicas de assessment Observaciones entre otros acordes la especialidad del estudiante-maestro
III DIMENSIOacuteN DE RESPONSABILIDAD Y EacuteTICA PROFESIONAL EN LA PRAacuteCTICA DOCENTE
A Evidencias de la Libreta profesional digitalizar en incluir 5 evidencias de apuntes de la libreta profesional producto de reuniones profesionales correspondientes a cinco fechas diferentes
B Evidencias del Registro Anecdoacutetico digitalizar e incluir 5 evidencias que ejemplifiquen el uso del registro anecdoacutetico en las que no se comprometa el nombre de los estudiantes
C Evidencias de horas realizadas digitalizar e incluir las hojas de asistencia donde se evidencia las 200 horas requeridas en el Manual de Praacutectica Docente certificadas por el maestro cooperador
IV DIMENSIOacuteN EVALUATIVA DEL ESTUDIANTE-MAESTRO
A Evaluaciones del Supervisor de Praacutectica Docente digitalizar e incluir las 3 evaluaciones realizadas por el supervisor
B Evaluaciones del maestro cooperador digitalizar e incluir las 3 evaluaciones realizadas por el maestro cooperador
C Evaluacioacuten de consenso D Retroalimentacioacuten del estudiante al estudiante-maestro cuestionarios cortos
reflexiones entre otros E Retroalimentacioacuten y avaluacuteo formativo del maestro cooperador al estudiante-
practicante recomendaciones por escrito del maestro cooperador F Ejemplos de Reflexiones semanales del estudiante-maestro G Autoevaluacioacuten Final del estudiante-maestro descripcioacuten reflexiva y narrativa del
proceso de praacutectica docente
V DIMENSIOacuteN DE LIDERAZGO Y COLABORACIOacuteN A Ejemplos de actividades extracurriculares fotos reflexiones B Ejemplos de actividades con la comunidad fotos hojas de asistencia C Ejemplos de creacioacutendisentildeo de ambientes de aprendizaje fotos de arreglo del saloacuten
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VI CIERRE REFLEXIOacuteN FINAL
A Reflexioacuten final de la experiencia de Praacutectica Docente Redactar una reflexioacuten final que resuma su experiencia en la Praacutectica Docente Destacar sus fortalezas y aacutereas de oportunidad durante la Praacutectica Docente queacute aprendioacute queacute fue lo maacutes queacute le gustoacute lo menos que le gustoacute en queacute necesita mejorar
B Insumo de la experiencia del estudiante-maestro con maestro cooperador
VII AacuteREA LIBRE
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
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Anejo 2
Portafolio de Praacutectica Docente UMET Tutorial para supervisores de praacutectica Coacutemo acceder y evaluar los portafolios
Se incluye la informacioacuten que necesitas para acceder y evaluar la plantilla del portafolio Recuerda que debes utilizar tu cuenta
de
1 Accede a la paacutegina de UMET y desde el botoacuten de Facultad estaacute el enlace para entrar a
Blackboard
2- Escribe el username y el password de tu cuenta
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
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3- Presionas Courses y veraacutes los cursos que tienes asignados en este semestre Debes
seleccionar y entrar al curso de Praacutectica Docente
4- En el curso encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica
Docente podraacutes ver las alternativas que tienen tus estudiantes maestros para trabajar el
Portafolio de Praacutectica Docente
De igual manera aquiacute puedes ver las opciones que tendraacuten tus estudiantes para Editar sus
portafolios o cuando quieran antildeadir evidencias en My Artifacts
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5- Cuando los estudiantes practicantes sometan sus portafolios ustedes los podraacuten evaluar
accediendo al Grade Center Esta opcioacuten se accede desde la columna a la izquierda
Seleccionas el Full Grade Center
6- Veraacutes esta pantalla donde aparecen los estudiantes que tengas asignados en el curso de
Praacutectica Docente
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
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Para poder evaluar el portafolio debes seleccionar la alternativa de View Grade Details
En esta seccioacuten (View Grade Details) vemos los intentos o versiones que el estudiante ha
sometido
Puedes realizar varias acciones con cada intento o versioacuten
Calificar
Eliminar
Ignorar
Editar la calificacioacuten
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7- Cuando seleccionas calificar un intento o versioacuten llegas a esta pantalla
Aquiacute tienes disponible la versioacuten
que vas a evaluar Puedes abrir
cada uno de los documentos que el
estudiante subioacute a cada parte del
portafolio
Despueacutes de evaluar los documentos
presentados puedes darle recomendaciones a
tu estudiante presionando aquiacute
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8- Cada vez que evaluacutees las diferentes partes del portafolio repites el paso 7 y puedes
retrocomunicar a tu estudiante Cuando llegue el Portafolio (versioacuten final) ahiacute incluiraacutes la
puntuacioacuten final del mismo y comentarios si asiacute lo estimas pertinente
Se abre un espacio para tus comentarios Tienes
que indicar una puntuacioacuten Luego presionas
SUBMIT y el estudiante veraacute tu recomendacioacuten
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Anejo 3
Portafolio de Praacutectica Docente UMET Tutorial para estudiantes maestros Coacutemo acceder y utilizar la plantilla
del portafolio
Se incluye la informacioacuten que necesitas para encontrar y utilizar la plantilla del portafolio Cuando vayas a trabajar tu portafolio de praacutectica docente recuerda que debes utilizar tu cuenta de
Para efectos del adiestramiento navegaremos desde la cuenta que veraacutes maacutes abajo en esta paacutegina
1 Accede a la siguiente direccioacuten
httpssuagmblackboardcom
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 18
2 Cuando accedas a trabajar tu portafolio con tu cuenta de estudiante presionas
Courses y veraacutes los cursos en los cuales estaacutes matriculado este semestre
3
3 Debes seleccionar y entrar al curso de Praacutectica Docente En el curso
encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica Docente
en la columna a la izquierda podraacutes acceder a las alternativas que tienes para
trabajar el Portafolio
De igual manera aquiacute tienes un botoacuten para cuando vayas a Editar tu portafolio o
cuando quieras antildeadir evidencias en My Artifacts Maacutes adelante se explicaraacute
detalladamente el uso de estos dos botones
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 19
4 Cuando comienzas a realizar los trabajos para desarrollar el portafolio lo primero
que haces es presionar el botoacuten Crear o Entregar el Portafolio de Praacutectica Docente
veraacutes la siguiente pantalla seleccionas Create Portfolio
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 20
5- En esta pantalla debes registrar la siguiente informacioacuten
En Description - Puedes antildeadir una breve descripcioacuten del Portafolio
En Available ndash lo dejas marcado para que tu Supervisor de Praacutectica pueda ver tu
portafolio
En Comments are private ndash lo marcas para que los comentarios de tu Supervisor
hacia ti permanezcan privados
Cuando hayas completado toda la informacioacuten solicitada presionas Submit para
crear el Portafolio y puedes comenzar a trabajar el mismo
6- Inmediatamente aparece una pantalla donde te ofrecen un Tour o que lo explores
solo Recomendamos que sigas tuacute solo utilizando este Tutorial Si tienes que salir de
la plataforma al volver a entrar presionas Editar el Portafolio de Praacutectica Docente y
continuacuteas trabajando tu portafolio
En el Title
Semestre acadeacutemico
CRN del curso de Praacutectica Docente
donde estaacutes matriculado
Coacutedigo del curso
Nombre del estudiante
Ejemplo
201802-34348-EDUC 440-Juanita Cocodrila
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 21
7- Cada una de las partes del Portafolio tiene una estructura similar En las mismas te
permitiraacute antildeadir los documentos evidencias entre otros que se requieren para cada
componente
8- Como actividad previa a subir tus evidencias a las diferentes partes del portafolio de
Praacutectica Docente puedes subir las mismas al aacuterea de My Artifacts De esta manera
puedes comenzar a digitalizar tus evidencias e irlas guardando en tu espacio dentro de
Blackboard Luego las ordenas Ascending o Descending y esto te facilitaraacute distribuirlas
en las partes que correspondan en tu portafolio
En el aacuterea de Add Artifacts
incluiraacutes todas las evidencias
que apoyan tu trabajo durante
la experiencia de Praacutectica
Docente
Seleccionas Add Personal
Artifact
Botoacuten para ordenar tus
evidencias
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 22
9- Para antildeadir tus evidencias a My Artifacts
Maacutes abajo en la misma paacutegina presionas Browse My Computer buscas el documento
presionas Open Una vez lo veas en tu paacutegina presionas Submit Ya estaacute integrado el
documento o pieza de evidencia a My Artifacts
Indicas el tiacutetulo del documento o evidencia
que quieres subir Se recomienda
Seccioacuten __ y el nombre del documento
Si quieres puedes incluir una descripcioacuten
del documento
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 23
10- Cuando continuacuteas editando y actualizando tu portafolio en la parte superior
derecha de tu pantalla hay una barra o botoacuten para
Settings - Aquiacute puedes editar la informacioacuten que estaacute en los diferentes componentes de
tu portafolio (tiacutetulo descripcioacuten entre otros)
Preview and Customize ndash Puedes editar el Layout y los colores del fondo Ademaacutes
puedes ver coacutemo tu Supervisor de Praacutectica veraacute tu portafolio cuando lo sometas
Done Editing ndash guarda los cambios (evidencias antildeadidas modificaciones entre otras)
realizados al portafolio y ubica tu uacuteltima versioacuten bajo My Portfolios
11- El Supervisor de Praacutectica Docente te informaraacute la regularidad que eacutel o ella
establece para las entregas parciales del portafolio Tambieacuten indicaraacute la fecha liacutemite
de acuerdo al calendario acadeacutemico para entregar el portafolio en su versioacuten final
12- Para enviar el portafolio parcial o final debes entrar nuevamente a esta pantalla y
seleccionar Crear o entregar el Portafolio de Praacutectica Docente
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 24
13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 25
15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 26
Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 27
Anejo 4
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 28
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 29
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 30
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
paacutegina 8
Anejo 1
ESCUELA DE EDUCACION
SECCIONES PORTAFOLIO ELECTROacuteNICO
PRAacuteCTICA DOCENTE
I PRESENTACIOacuteN Objetivo del portafolio electroacutenico recopilar de forma digitalizada informacioacuten que
documente la ejecucioacuten de las competencias y actitudes adquiridas y demostradas por el
estudiante durante el semestre acadeacutemico en su proceso de Praacutectica Docente El estudiante
maestro incluiraacute los trabajos que representen lo mejor de su ejecucioacuten cuando aplique el
criterio
A Carta de presentacioacuten el estudiante maestro presentaraacute sus expectativas fortalezas limitaciones y logros en el curso y proceso de Praacutectica Docente Describiraacute metas a corto y a largo plazo en su vida estudiantil profesional y personal Esta carta de presentacioacuten debe reflejar el sentir del estudiante y sus actitudes hacia el curso
B Descripcioacuten del centro el estudiante maestro describiraacute el perfil del centro donde realiza su Praacutectica Docente zona rural o urbana tipo de programa educativo cantidad de estudiantes cantidad de adultos entre otros aspectos particulares del centro de praacutectica
C Programa de clases incluir el programa de clases (matriacutecula) del semestre donde evidencia estar matriculado en el curso de Praacutectica Docente
II DIMENSIOacuteN INSTRUCCIONAL DE LA PRAacuteCTICA DOCENTE A Planificacioacuten educativa digitalizar e incluir 5 planes con las correcciones del maestro
cooperador y 5 planes finales ya pasados en limpio con las correcciones incorporadas del maestro cooperador Todos los planes deben estar firmados por el maestro cooperador y el supervisor de praacutectica
1 Ejemplos de Planificacioacuten de clases Planes originales con correcciones Planes revisados finales
B Ejemplos de estrategias instruccionales realizadas por el estudiante-maestro (miacutenimo 5 evidencias) fotos de actividades que ilustren estrategias muestras de trabajos de los estudiantes entre otros
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C Ejemplos de actividadesestrategias de avaluacuteo realizadas por el estudiante-maestro (miacutenimo 5 evidencias) RegistroInformes de Progreso Acadeacutemico ejercicios de Avaluacuteo FormativoEjercicios de Evaluacioacuten del Aprendizaje fotos de teacutecnicas de assessment Observaciones entre otros acordes la especialidad del estudiante-maestro
III DIMENSIOacuteN DE RESPONSABILIDAD Y EacuteTICA PROFESIONAL EN LA PRAacuteCTICA DOCENTE
A Evidencias de la Libreta profesional digitalizar en incluir 5 evidencias de apuntes de la libreta profesional producto de reuniones profesionales correspondientes a cinco fechas diferentes
B Evidencias del Registro Anecdoacutetico digitalizar e incluir 5 evidencias que ejemplifiquen el uso del registro anecdoacutetico en las que no se comprometa el nombre de los estudiantes
C Evidencias de horas realizadas digitalizar e incluir las hojas de asistencia donde se evidencia las 200 horas requeridas en el Manual de Praacutectica Docente certificadas por el maestro cooperador
IV DIMENSIOacuteN EVALUATIVA DEL ESTUDIANTE-MAESTRO
A Evaluaciones del Supervisor de Praacutectica Docente digitalizar e incluir las 3 evaluaciones realizadas por el supervisor
B Evaluaciones del maestro cooperador digitalizar e incluir las 3 evaluaciones realizadas por el maestro cooperador
C Evaluacioacuten de consenso D Retroalimentacioacuten del estudiante al estudiante-maestro cuestionarios cortos
reflexiones entre otros E Retroalimentacioacuten y avaluacuteo formativo del maestro cooperador al estudiante-
practicante recomendaciones por escrito del maestro cooperador F Ejemplos de Reflexiones semanales del estudiante-maestro G Autoevaluacioacuten Final del estudiante-maestro descripcioacuten reflexiva y narrativa del
proceso de praacutectica docente
V DIMENSIOacuteN DE LIDERAZGO Y COLABORACIOacuteN A Ejemplos de actividades extracurriculares fotos reflexiones B Ejemplos de actividades con la comunidad fotos hojas de asistencia C Ejemplos de creacioacutendisentildeo de ambientes de aprendizaje fotos de arreglo del saloacuten
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VI CIERRE REFLEXIOacuteN FINAL
A Reflexioacuten final de la experiencia de Praacutectica Docente Redactar una reflexioacuten final que resuma su experiencia en la Praacutectica Docente Destacar sus fortalezas y aacutereas de oportunidad durante la Praacutectica Docente queacute aprendioacute queacute fue lo maacutes queacute le gustoacute lo menos que le gustoacute en queacute necesita mejorar
B Insumo de la experiencia del estudiante-maestro con maestro cooperador
VII AacuteREA LIBRE
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Anejo 2
Portafolio de Praacutectica Docente UMET Tutorial para supervisores de praacutectica Coacutemo acceder y evaluar los portafolios
Se incluye la informacioacuten que necesitas para acceder y evaluar la plantilla del portafolio Recuerda que debes utilizar tu cuenta
de
1 Accede a la paacutegina de UMET y desde el botoacuten de Facultad estaacute el enlace para entrar a
Blackboard
2- Escribe el username y el password de tu cuenta
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3- Presionas Courses y veraacutes los cursos que tienes asignados en este semestre Debes
seleccionar y entrar al curso de Praacutectica Docente
4- En el curso encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica
Docente podraacutes ver las alternativas que tienen tus estudiantes maestros para trabajar el
Portafolio de Praacutectica Docente
De igual manera aquiacute puedes ver las opciones que tendraacuten tus estudiantes para Editar sus
portafolios o cuando quieran antildeadir evidencias en My Artifacts
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5- Cuando los estudiantes practicantes sometan sus portafolios ustedes los podraacuten evaluar
accediendo al Grade Center Esta opcioacuten se accede desde la columna a la izquierda
Seleccionas el Full Grade Center
6- Veraacutes esta pantalla donde aparecen los estudiantes que tengas asignados en el curso de
Praacutectica Docente
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Para poder evaluar el portafolio debes seleccionar la alternativa de View Grade Details
En esta seccioacuten (View Grade Details) vemos los intentos o versiones que el estudiante ha
sometido
Puedes realizar varias acciones con cada intento o versioacuten
Calificar
Eliminar
Ignorar
Editar la calificacioacuten
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7- Cuando seleccionas calificar un intento o versioacuten llegas a esta pantalla
Aquiacute tienes disponible la versioacuten
que vas a evaluar Puedes abrir
cada uno de los documentos que el
estudiante subioacute a cada parte del
portafolio
Despueacutes de evaluar los documentos
presentados puedes darle recomendaciones a
tu estudiante presionando aquiacute
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8- Cada vez que evaluacutees las diferentes partes del portafolio repites el paso 7 y puedes
retrocomunicar a tu estudiante Cuando llegue el Portafolio (versioacuten final) ahiacute incluiraacutes la
puntuacioacuten final del mismo y comentarios si asiacute lo estimas pertinente
Se abre un espacio para tus comentarios Tienes
que indicar una puntuacioacuten Luego presionas
SUBMIT y el estudiante veraacute tu recomendacioacuten
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Anejo 3
Portafolio de Praacutectica Docente UMET Tutorial para estudiantes maestros Coacutemo acceder y utilizar la plantilla
del portafolio
Se incluye la informacioacuten que necesitas para encontrar y utilizar la plantilla del portafolio Cuando vayas a trabajar tu portafolio de praacutectica docente recuerda que debes utilizar tu cuenta de
Para efectos del adiestramiento navegaremos desde la cuenta que veraacutes maacutes abajo en esta paacutegina
1 Accede a la siguiente direccioacuten
httpssuagmblackboardcom
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2 Cuando accedas a trabajar tu portafolio con tu cuenta de estudiante presionas
Courses y veraacutes los cursos en los cuales estaacutes matriculado este semestre
3
3 Debes seleccionar y entrar al curso de Praacutectica Docente En el curso
encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica Docente
en la columna a la izquierda podraacutes acceder a las alternativas que tienes para
trabajar el Portafolio
De igual manera aquiacute tienes un botoacuten para cuando vayas a Editar tu portafolio o
cuando quieras antildeadir evidencias en My Artifacts Maacutes adelante se explicaraacute
detalladamente el uso de estos dos botones
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4 Cuando comienzas a realizar los trabajos para desarrollar el portafolio lo primero
que haces es presionar el botoacuten Crear o Entregar el Portafolio de Praacutectica Docente
veraacutes la siguiente pantalla seleccionas Create Portfolio
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5- En esta pantalla debes registrar la siguiente informacioacuten
En Description - Puedes antildeadir una breve descripcioacuten del Portafolio
En Available ndash lo dejas marcado para que tu Supervisor de Praacutectica pueda ver tu
portafolio
En Comments are private ndash lo marcas para que los comentarios de tu Supervisor
hacia ti permanezcan privados
Cuando hayas completado toda la informacioacuten solicitada presionas Submit para
crear el Portafolio y puedes comenzar a trabajar el mismo
6- Inmediatamente aparece una pantalla donde te ofrecen un Tour o que lo explores
solo Recomendamos que sigas tuacute solo utilizando este Tutorial Si tienes que salir de
la plataforma al volver a entrar presionas Editar el Portafolio de Praacutectica Docente y
continuacuteas trabajando tu portafolio
En el Title
Semestre acadeacutemico
CRN del curso de Praacutectica Docente
donde estaacutes matriculado
Coacutedigo del curso
Nombre del estudiante
Ejemplo
201802-34348-EDUC 440-Juanita Cocodrila
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7- Cada una de las partes del Portafolio tiene una estructura similar En las mismas te
permitiraacute antildeadir los documentos evidencias entre otros que se requieren para cada
componente
8- Como actividad previa a subir tus evidencias a las diferentes partes del portafolio de
Praacutectica Docente puedes subir las mismas al aacuterea de My Artifacts De esta manera
puedes comenzar a digitalizar tus evidencias e irlas guardando en tu espacio dentro de
Blackboard Luego las ordenas Ascending o Descending y esto te facilitaraacute distribuirlas
en las partes que correspondan en tu portafolio
En el aacuterea de Add Artifacts
incluiraacutes todas las evidencias
que apoyan tu trabajo durante
la experiencia de Praacutectica
Docente
Seleccionas Add Personal
Artifact
Botoacuten para ordenar tus
evidencias
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9- Para antildeadir tus evidencias a My Artifacts
Maacutes abajo en la misma paacutegina presionas Browse My Computer buscas el documento
presionas Open Una vez lo veas en tu paacutegina presionas Submit Ya estaacute integrado el
documento o pieza de evidencia a My Artifacts
Indicas el tiacutetulo del documento o evidencia
que quieres subir Se recomienda
Seccioacuten __ y el nombre del documento
Si quieres puedes incluir una descripcioacuten
del documento
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10- Cuando continuacuteas editando y actualizando tu portafolio en la parte superior
derecha de tu pantalla hay una barra o botoacuten para
Settings - Aquiacute puedes editar la informacioacuten que estaacute en los diferentes componentes de
tu portafolio (tiacutetulo descripcioacuten entre otros)
Preview and Customize ndash Puedes editar el Layout y los colores del fondo Ademaacutes
puedes ver coacutemo tu Supervisor de Praacutectica veraacute tu portafolio cuando lo sometas
Done Editing ndash guarda los cambios (evidencias antildeadidas modificaciones entre otras)
realizados al portafolio y ubica tu uacuteltima versioacuten bajo My Portfolios
11- El Supervisor de Praacutectica Docente te informaraacute la regularidad que eacutel o ella
establece para las entregas parciales del portafolio Tambieacuten indicaraacute la fecha liacutemite
de acuerdo al calendario acadeacutemico para entregar el portafolio en su versioacuten final
12- Para enviar el portafolio parcial o final debes entrar nuevamente a esta pantalla y
seleccionar Crear o entregar el Portafolio de Praacutectica Docente
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13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
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paacutegina 25
15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
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paacutegina 26
Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
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Anejo 4
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paacutegina 28
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paacutegina 29
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Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 9
C Ejemplos de actividadesestrategias de avaluacuteo realizadas por el estudiante-maestro (miacutenimo 5 evidencias) RegistroInformes de Progreso Acadeacutemico ejercicios de Avaluacuteo FormativoEjercicios de Evaluacioacuten del Aprendizaje fotos de teacutecnicas de assessment Observaciones entre otros acordes la especialidad del estudiante-maestro
III DIMENSIOacuteN DE RESPONSABILIDAD Y EacuteTICA PROFESIONAL EN LA PRAacuteCTICA DOCENTE
A Evidencias de la Libreta profesional digitalizar en incluir 5 evidencias de apuntes de la libreta profesional producto de reuniones profesionales correspondientes a cinco fechas diferentes
B Evidencias del Registro Anecdoacutetico digitalizar e incluir 5 evidencias que ejemplifiquen el uso del registro anecdoacutetico en las que no se comprometa el nombre de los estudiantes
C Evidencias de horas realizadas digitalizar e incluir las hojas de asistencia donde se evidencia las 200 horas requeridas en el Manual de Praacutectica Docente certificadas por el maestro cooperador
IV DIMENSIOacuteN EVALUATIVA DEL ESTUDIANTE-MAESTRO
A Evaluaciones del Supervisor de Praacutectica Docente digitalizar e incluir las 3 evaluaciones realizadas por el supervisor
B Evaluaciones del maestro cooperador digitalizar e incluir las 3 evaluaciones realizadas por el maestro cooperador
C Evaluacioacuten de consenso D Retroalimentacioacuten del estudiante al estudiante-maestro cuestionarios cortos
reflexiones entre otros E Retroalimentacioacuten y avaluacuteo formativo del maestro cooperador al estudiante-
practicante recomendaciones por escrito del maestro cooperador F Ejemplos de Reflexiones semanales del estudiante-maestro G Autoevaluacioacuten Final del estudiante-maestro descripcioacuten reflexiva y narrativa del
proceso de praacutectica docente
V DIMENSIOacuteN DE LIDERAZGO Y COLABORACIOacuteN A Ejemplos de actividades extracurriculares fotos reflexiones B Ejemplos de actividades con la comunidad fotos hojas de asistencia C Ejemplos de creacioacutendisentildeo de ambientes de aprendizaje fotos de arreglo del saloacuten
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 10
VI CIERRE REFLEXIOacuteN FINAL
A Reflexioacuten final de la experiencia de Praacutectica Docente Redactar una reflexioacuten final que resuma su experiencia en la Praacutectica Docente Destacar sus fortalezas y aacutereas de oportunidad durante la Praacutectica Docente queacute aprendioacute queacute fue lo maacutes queacute le gustoacute lo menos que le gustoacute en queacute necesita mejorar
B Insumo de la experiencia del estudiante-maestro con maestro cooperador
VII AacuteREA LIBRE
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 11
Anejo 2
Portafolio de Praacutectica Docente UMET Tutorial para supervisores de praacutectica Coacutemo acceder y evaluar los portafolios
Se incluye la informacioacuten que necesitas para acceder y evaluar la plantilla del portafolio Recuerda que debes utilizar tu cuenta
de
1 Accede a la paacutegina de UMET y desde el botoacuten de Facultad estaacute el enlace para entrar a
Blackboard
2- Escribe el username y el password de tu cuenta
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 12
3- Presionas Courses y veraacutes los cursos que tienes asignados en este semestre Debes
seleccionar y entrar al curso de Praacutectica Docente
4- En el curso encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica
Docente podraacutes ver las alternativas que tienen tus estudiantes maestros para trabajar el
Portafolio de Praacutectica Docente
De igual manera aquiacute puedes ver las opciones que tendraacuten tus estudiantes para Editar sus
portafolios o cuando quieran antildeadir evidencias en My Artifacts
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5- Cuando los estudiantes practicantes sometan sus portafolios ustedes los podraacuten evaluar
accediendo al Grade Center Esta opcioacuten se accede desde la columna a la izquierda
Seleccionas el Full Grade Center
6- Veraacutes esta pantalla donde aparecen los estudiantes que tengas asignados en el curso de
Praacutectica Docente
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Para poder evaluar el portafolio debes seleccionar la alternativa de View Grade Details
En esta seccioacuten (View Grade Details) vemos los intentos o versiones que el estudiante ha
sometido
Puedes realizar varias acciones con cada intento o versioacuten
Calificar
Eliminar
Ignorar
Editar la calificacioacuten
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7- Cuando seleccionas calificar un intento o versioacuten llegas a esta pantalla
Aquiacute tienes disponible la versioacuten
que vas a evaluar Puedes abrir
cada uno de los documentos que el
estudiante subioacute a cada parte del
portafolio
Despueacutes de evaluar los documentos
presentados puedes darle recomendaciones a
tu estudiante presionando aquiacute
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8- Cada vez que evaluacutees las diferentes partes del portafolio repites el paso 7 y puedes
retrocomunicar a tu estudiante Cuando llegue el Portafolio (versioacuten final) ahiacute incluiraacutes la
puntuacioacuten final del mismo y comentarios si asiacute lo estimas pertinente
Se abre un espacio para tus comentarios Tienes
que indicar una puntuacioacuten Luego presionas
SUBMIT y el estudiante veraacute tu recomendacioacuten
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paacutegina 17
Anejo 3
Portafolio de Praacutectica Docente UMET Tutorial para estudiantes maestros Coacutemo acceder y utilizar la plantilla
del portafolio
Se incluye la informacioacuten que necesitas para encontrar y utilizar la plantilla del portafolio Cuando vayas a trabajar tu portafolio de praacutectica docente recuerda que debes utilizar tu cuenta de
Para efectos del adiestramiento navegaremos desde la cuenta que veraacutes maacutes abajo en esta paacutegina
1 Accede a la siguiente direccioacuten
httpssuagmblackboardcom
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paacutegina 18
2 Cuando accedas a trabajar tu portafolio con tu cuenta de estudiante presionas
Courses y veraacutes los cursos en los cuales estaacutes matriculado este semestre
3
3 Debes seleccionar y entrar al curso de Praacutectica Docente En el curso
encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica Docente
en la columna a la izquierda podraacutes acceder a las alternativas que tienes para
trabajar el Portafolio
De igual manera aquiacute tienes un botoacuten para cuando vayas a Editar tu portafolio o
cuando quieras antildeadir evidencias en My Artifacts Maacutes adelante se explicaraacute
detalladamente el uso de estos dos botones
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paacutegina 19
4 Cuando comienzas a realizar los trabajos para desarrollar el portafolio lo primero
que haces es presionar el botoacuten Crear o Entregar el Portafolio de Praacutectica Docente
veraacutes la siguiente pantalla seleccionas Create Portfolio
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paacutegina 20
5- En esta pantalla debes registrar la siguiente informacioacuten
En Description - Puedes antildeadir una breve descripcioacuten del Portafolio
En Available ndash lo dejas marcado para que tu Supervisor de Praacutectica pueda ver tu
portafolio
En Comments are private ndash lo marcas para que los comentarios de tu Supervisor
hacia ti permanezcan privados
Cuando hayas completado toda la informacioacuten solicitada presionas Submit para
crear el Portafolio y puedes comenzar a trabajar el mismo
6- Inmediatamente aparece una pantalla donde te ofrecen un Tour o que lo explores
solo Recomendamos que sigas tuacute solo utilizando este Tutorial Si tienes que salir de
la plataforma al volver a entrar presionas Editar el Portafolio de Praacutectica Docente y
continuacuteas trabajando tu portafolio
En el Title
Semestre acadeacutemico
CRN del curso de Praacutectica Docente
donde estaacutes matriculado
Coacutedigo del curso
Nombre del estudiante
Ejemplo
201802-34348-EDUC 440-Juanita Cocodrila
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paacutegina 21
7- Cada una de las partes del Portafolio tiene una estructura similar En las mismas te
permitiraacute antildeadir los documentos evidencias entre otros que se requieren para cada
componente
8- Como actividad previa a subir tus evidencias a las diferentes partes del portafolio de
Praacutectica Docente puedes subir las mismas al aacuterea de My Artifacts De esta manera
puedes comenzar a digitalizar tus evidencias e irlas guardando en tu espacio dentro de
Blackboard Luego las ordenas Ascending o Descending y esto te facilitaraacute distribuirlas
en las partes que correspondan en tu portafolio
En el aacuterea de Add Artifacts
incluiraacutes todas las evidencias
que apoyan tu trabajo durante
la experiencia de Praacutectica
Docente
Seleccionas Add Personal
Artifact
Botoacuten para ordenar tus
evidencias
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paacutegina 22
9- Para antildeadir tus evidencias a My Artifacts
Maacutes abajo en la misma paacutegina presionas Browse My Computer buscas el documento
presionas Open Una vez lo veas en tu paacutegina presionas Submit Ya estaacute integrado el
documento o pieza de evidencia a My Artifacts
Indicas el tiacutetulo del documento o evidencia
que quieres subir Se recomienda
Seccioacuten __ y el nombre del documento
Si quieres puedes incluir una descripcioacuten
del documento
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 23
10- Cuando continuacuteas editando y actualizando tu portafolio en la parte superior
derecha de tu pantalla hay una barra o botoacuten para
Settings - Aquiacute puedes editar la informacioacuten que estaacute en los diferentes componentes de
tu portafolio (tiacutetulo descripcioacuten entre otros)
Preview and Customize ndash Puedes editar el Layout y los colores del fondo Ademaacutes
puedes ver coacutemo tu Supervisor de Praacutectica veraacute tu portafolio cuando lo sometas
Done Editing ndash guarda los cambios (evidencias antildeadidas modificaciones entre otras)
realizados al portafolio y ubica tu uacuteltima versioacuten bajo My Portfolios
11- El Supervisor de Praacutectica Docente te informaraacute la regularidad que eacutel o ella
establece para las entregas parciales del portafolio Tambieacuten indicaraacute la fecha liacutemite
de acuerdo al calendario acadeacutemico para entregar el portafolio en su versioacuten final
12- Para enviar el portafolio parcial o final debes entrar nuevamente a esta pantalla y
seleccionar Crear o entregar el Portafolio de Praacutectica Docente
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 24
13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
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paacutegina 25
15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
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paacutegina 26
Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 27
Anejo 4
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 28
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 29
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 30
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paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
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VI CIERRE REFLEXIOacuteN FINAL
A Reflexioacuten final de la experiencia de Praacutectica Docente Redactar una reflexioacuten final que resuma su experiencia en la Praacutectica Docente Destacar sus fortalezas y aacutereas de oportunidad durante la Praacutectica Docente queacute aprendioacute queacute fue lo maacutes queacute le gustoacute lo menos que le gustoacute en queacute necesita mejorar
B Insumo de la experiencia del estudiante-maestro con maestro cooperador
VII AacuteREA LIBRE
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Anejo 2
Portafolio de Praacutectica Docente UMET Tutorial para supervisores de praacutectica Coacutemo acceder y evaluar los portafolios
Se incluye la informacioacuten que necesitas para acceder y evaluar la plantilla del portafolio Recuerda que debes utilizar tu cuenta
de
1 Accede a la paacutegina de UMET y desde el botoacuten de Facultad estaacute el enlace para entrar a
Blackboard
2- Escribe el username y el password de tu cuenta
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3- Presionas Courses y veraacutes los cursos que tienes asignados en este semestre Debes
seleccionar y entrar al curso de Praacutectica Docente
4- En el curso encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica
Docente podraacutes ver las alternativas que tienen tus estudiantes maestros para trabajar el
Portafolio de Praacutectica Docente
De igual manera aquiacute puedes ver las opciones que tendraacuten tus estudiantes para Editar sus
portafolios o cuando quieran antildeadir evidencias en My Artifacts
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5- Cuando los estudiantes practicantes sometan sus portafolios ustedes los podraacuten evaluar
accediendo al Grade Center Esta opcioacuten se accede desde la columna a la izquierda
Seleccionas el Full Grade Center
6- Veraacutes esta pantalla donde aparecen los estudiantes que tengas asignados en el curso de
Praacutectica Docente
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Para poder evaluar el portafolio debes seleccionar la alternativa de View Grade Details
En esta seccioacuten (View Grade Details) vemos los intentos o versiones que el estudiante ha
sometido
Puedes realizar varias acciones con cada intento o versioacuten
Calificar
Eliminar
Ignorar
Editar la calificacioacuten
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7- Cuando seleccionas calificar un intento o versioacuten llegas a esta pantalla
Aquiacute tienes disponible la versioacuten
que vas a evaluar Puedes abrir
cada uno de los documentos que el
estudiante subioacute a cada parte del
portafolio
Despueacutes de evaluar los documentos
presentados puedes darle recomendaciones a
tu estudiante presionando aquiacute
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8- Cada vez que evaluacutees las diferentes partes del portafolio repites el paso 7 y puedes
retrocomunicar a tu estudiante Cuando llegue el Portafolio (versioacuten final) ahiacute incluiraacutes la
puntuacioacuten final del mismo y comentarios si asiacute lo estimas pertinente
Se abre un espacio para tus comentarios Tienes
que indicar una puntuacioacuten Luego presionas
SUBMIT y el estudiante veraacute tu recomendacioacuten
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Anejo 3
Portafolio de Praacutectica Docente UMET Tutorial para estudiantes maestros Coacutemo acceder y utilizar la plantilla
del portafolio
Se incluye la informacioacuten que necesitas para encontrar y utilizar la plantilla del portafolio Cuando vayas a trabajar tu portafolio de praacutectica docente recuerda que debes utilizar tu cuenta de
Para efectos del adiestramiento navegaremos desde la cuenta que veraacutes maacutes abajo en esta paacutegina
1 Accede a la siguiente direccioacuten
httpssuagmblackboardcom
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2 Cuando accedas a trabajar tu portafolio con tu cuenta de estudiante presionas
Courses y veraacutes los cursos en los cuales estaacutes matriculado este semestre
3
3 Debes seleccionar y entrar al curso de Praacutectica Docente En el curso
encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica Docente
en la columna a la izquierda podraacutes acceder a las alternativas que tienes para
trabajar el Portafolio
De igual manera aquiacute tienes un botoacuten para cuando vayas a Editar tu portafolio o
cuando quieras antildeadir evidencias en My Artifacts Maacutes adelante se explicaraacute
detalladamente el uso de estos dos botones
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4 Cuando comienzas a realizar los trabajos para desarrollar el portafolio lo primero
que haces es presionar el botoacuten Crear o Entregar el Portafolio de Praacutectica Docente
veraacutes la siguiente pantalla seleccionas Create Portfolio
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5- En esta pantalla debes registrar la siguiente informacioacuten
En Description - Puedes antildeadir una breve descripcioacuten del Portafolio
En Available ndash lo dejas marcado para que tu Supervisor de Praacutectica pueda ver tu
portafolio
En Comments are private ndash lo marcas para que los comentarios de tu Supervisor
hacia ti permanezcan privados
Cuando hayas completado toda la informacioacuten solicitada presionas Submit para
crear el Portafolio y puedes comenzar a trabajar el mismo
6- Inmediatamente aparece una pantalla donde te ofrecen un Tour o que lo explores
solo Recomendamos que sigas tuacute solo utilizando este Tutorial Si tienes que salir de
la plataforma al volver a entrar presionas Editar el Portafolio de Praacutectica Docente y
continuacuteas trabajando tu portafolio
En el Title
Semestre acadeacutemico
CRN del curso de Praacutectica Docente
donde estaacutes matriculado
Coacutedigo del curso
Nombre del estudiante
Ejemplo
201802-34348-EDUC 440-Juanita Cocodrila
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7- Cada una de las partes del Portafolio tiene una estructura similar En las mismas te
permitiraacute antildeadir los documentos evidencias entre otros que se requieren para cada
componente
8- Como actividad previa a subir tus evidencias a las diferentes partes del portafolio de
Praacutectica Docente puedes subir las mismas al aacuterea de My Artifacts De esta manera
puedes comenzar a digitalizar tus evidencias e irlas guardando en tu espacio dentro de
Blackboard Luego las ordenas Ascending o Descending y esto te facilitaraacute distribuirlas
en las partes que correspondan en tu portafolio
En el aacuterea de Add Artifacts
incluiraacutes todas las evidencias
que apoyan tu trabajo durante
la experiencia de Praacutectica
Docente
Seleccionas Add Personal
Artifact
Botoacuten para ordenar tus
evidencias
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9- Para antildeadir tus evidencias a My Artifacts
Maacutes abajo en la misma paacutegina presionas Browse My Computer buscas el documento
presionas Open Una vez lo veas en tu paacutegina presionas Submit Ya estaacute integrado el
documento o pieza de evidencia a My Artifacts
Indicas el tiacutetulo del documento o evidencia
que quieres subir Se recomienda
Seccioacuten __ y el nombre del documento
Si quieres puedes incluir una descripcioacuten
del documento
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10- Cuando continuacuteas editando y actualizando tu portafolio en la parte superior
derecha de tu pantalla hay una barra o botoacuten para
Settings - Aquiacute puedes editar la informacioacuten que estaacute en los diferentes componentes de
tu portafolio (tiacutetulo descripcioacuten entre otros)
Preview and Customize ndash Puedes editar el Layout y los colores del fondo Ademaacutes
puedes ver coacutemo tu Supervisor de Praacutectica veraacute tu portafolio cuando lo sometas
Done Editing ndash guarda los cambios (evidencias antildeadidas modificaciones entre otras)
realizados al portafolio y ubica tu uacuteltima versioacuten bajo My Portfolios
11- El Supervisor de Praacutectica Docente te informaraacute la regularidad que eacutel o ella
establece para las entregas parciales del portafolio Tambieacuten indicaraacute la fecha liacutemite
de acuerdo al calendario acadeacutemico para entregar el portafolio en su versioacuten final
12- Para enviar el portafolio parcial o final debes entrar nuevamente a esta pantalla y
seleccionar Crear o entregar el Portafolio de Praacutectica Docente
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13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
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15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
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Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
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Anejo 4
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Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 11
Anejo 2
Portafolio de Praacutectica Docente UMET Tutorial para supervisores de praacutectica Coacutemo acceder y evaluar los portafolios
Se incluye la informacioacuten que necesitas para acceder y evaluar la plantilla del portafolio Recuerda que debes utilizar tu cuenta
de
1 Accede a la paacutegina de UMET y desde el botoacuten de Facultad estaacute el enlace para entrar a
Blackboard
2- Escribe el username y el password de tu cuenta
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 12
3- Presionas Courses y veraacutes los cursos que tienes asignados en este semestre Debes
seleccionar y entrar al curso de Praacutectica Docente
4- En el curso encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica
Docente podraacutes ver las alternativas que tienen tus estudiantes maestros para trabajar el
Portafolio de Praacutectica Docente
De igual manera aquiacute puedes ver las opciones que tendraacuten tus estudiantes para Editar sus
portafolios o cuando quieran antildeadir evidencias en My Artifacts
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 13
5- Cuando los estudiantes practicantes sometan sus portafolios ustedes los podraacuten evaluar
accediendo al Grade Center Esta opcioacuten se accede desde la columna a la izquierda
Seleccionas el Full Grade Center
6- Veraacutes esta pantalla donde aparecen los estudiantes que tengas asignados en el curso de
Praacutectica Docente
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 14
Para poder evaluar el portafolio debes seleccionar la alternativa de View Grade Details
En esta seccioacuten (View Grade Details) vemos los intentos o versiones que el estudiante ha
sometido
Puedes realizar varias acciones con cada intento o versioacuten
Calificar
Eliminar
Ignorar
Editar la calificacioacuten
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 15
7- Cuando seleccionas calificar un intento o versioacuten llegas a esta pantalla
Aquiacute tienes disponible la versioacuten
que vas a evaluar Puedes abrir
cada uno de los documentos que el
estudiante subioacute a cada parte del
portafolio
Despueacutes de evaluar los documentos
presentados puedes darle recomendaciones a
tu estudiante presionando aquiacute
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 16
8- Cada vez que evaluacutees las diferentes partes del portafolio repites el paso 7 y puedes
retrocomunicar a tu estudiante Cuando llegue el Portafolio (versioacuten final) ahiacute incluiraacutes la
puntuacioacuten final del mismo y comentarios si asiacute lo estimas pertinente
Se abre un espacio para tus comentarios Tienes
que indicar una puntuacioacuten Luego presionas
SUBMIT y el estudiante veraacute tu recomendacioacuten
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 17
Anejo 3
Portafolio de Praacutectica Docente UMET Tutorial para estudiantes maestros Coacutemo acceder y utilizar la plantilla
del portafolio
Se incluye la informacioacuten que necesitas para encontrar y utilizar la plantilla del portafolio Cuando vayas a trabajar tu portafolio de praacutectica docente recuerda que debes utilizar tu cuenta de
Para efectos del adiestramiento navegaremos desde la cuenta que veraacutes maacutes abajo en esta paacutegina
1 Accede a la siguiente direccioacuten
httpssuagmblackboardcom
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 18
2 Cuando accedas a trabajar tu portafolio con tu cuenta de estudiante presionas
Courses y veraacutes los cursos en los cuales estaacutes matriculado este semestre
3
3 Debes seleccionar y entrar al curso de Praacutectica Docente En el curso
encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica Docente
en la columna a la izquierda podraacutes acceder a las alternativas que tienes para
trabajar el Portafolio
De igual manera aquiacute tienes un botoacuten para cuando vayas a Editar tu portafolio o
cuando quieras antildeadir evidencias en My Artifacts Maacutes adelante se explicaraacute
detalladamente el uso de estos dos botones
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 19
4 Cuando comienzas a realizar los trabajos para desarrollar el portafolio lo primero
que haces es presionar el botoacuten Crear o Entregar el Portafolio de Praacutectica Docente
veraacutes la siguiente pantalla seleccionas Create Portfolio
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 20
5- En esta pantalla debes registrar la siguiente informacioacuten
En Description - Puedes antildeadir una breve descripcioacuten del Portafolio
En Available ndash lo dejas marcado para que tu Supervisor de Praacutectica pueda ver tu
portafolio
En Comments are private ndash lo marcas para que los comentarios de tu Supervisor
hacia ti permanezcan privados
Cuando hayas completado toda la informacioacuten solicitada presionas Submit para
crear el Portafolio y puedes comenzar a trabajar el mismo
6- Inmediatamente aparece una pantalla donde te ofrecen un Tour o que lo explores
solo Recomendamos que sigas tuacute solo utilizando este Tutorial Si tienes que salir de
la plataforma al volver a entrar presionas Editar el Portafolio de Praacutectica Docente y
continuacuteas trabajando tu portafolio
En el Title
Semestre acadeacutemico
CRN del curso de Praacutectica Docente
donde estaacutes matriculado
Coacutedigo del curso
Nombre del estudiante
Ejemplo
201802-34348-EDUC 440-Juanita Cocodrila
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 21
7- Cada una de las partes del Portafolio tiene una estructura similar En las mismas te
permitiraacute antildeadir los documentos evidencias entre otros que se requieren para cada
componente
8- Como actividad previa a subir tus evidencias a las diferentes partes del portafolio de
Praacutectica Docente puedes subir las mismas al aacuterea de My Artifacts De esta manera
puedes comenzar a digitalizar tus evidencias e irlas guardando en tu espacio dentro de
Blackboard Luego las ordenas Ascending o Descending y esto te facilitaraacute distribuirlas
en las partes que correspondan en tu portafolio
En el aacuterea de Add Artifacts
incluiraacutes todas las evidencias
que apoyan tu trabajo durante
la experiencia de Praacutectica
Docente
Seleccionas Add Personal
Artifact
Botoacuten para ordenar tus
evidencias
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 22
9- Para antildeadir tus evidencias a My Artifacts
Maacutes abajo en la misma paacutegina presionas Browse My Computer buscas el documento
presionas Open Una vez lo veas en tu paacutegina presionas Submit Ya estaacute integrado el
documento o pieza de evidencia a My Artifacts
Indicas el tiacutetulo del documento o evidencia
que quieres subir Se recomienda
Seccioacuten __ y el nombre del documento
Si quieres puedes incluir una descripcioacuten
del documento
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 23
10- Cuando continuacuteas editando y actualizando tu portafolio en la parte superior
derecha de tu pantalla hay una barra o botoacuten para
Settings - Aquiacute puedes editar la informacioacuten que estaacute en los diferentes componentes de
tu portafolio (tiacutetulo descripcioacuten entre otros)
Preview and Customize ndash Puedes editar el Layout y los colores del fondo Ademaacutes
puedes ver coacutemo tu Supervisor de Praacutectica veraacute tu portafolio cuando lo sometas
Done Editing ndash guarda los cambios (evidencias antildeadidas modificaciones entre otras)
realizados al portafolio y ubica tu uacuteltima versioacuten bajo My Portfolios
11- El Supervisor de Praacutectica Docente te informaraacute la regularidad que eacutel o ella
establece para las entregas parciales del portafolio Tambieacuten indicaraacute la fecha liacutemite
de acuerdo al calendario acadeacutemico para entregar el portafolio en su versioacuten final
12- Para enviar el portafolio parcial o final debes entrar nuevamente a esta pantalla y
seleccionar Crear o entregar el Portafolio de Praacutectica Docente
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 24
13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 25
15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 26
Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 27
Anejo 4
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 28
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 29
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 30
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
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3- Presionas Courses y veraacutes los cursos que tienes asignados en este semestre Debes
seleccionar y entrar al curso de Praacutectica Docente
4- En el curso encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica
Docente podraacutes ver las alternativas que tienen tus estudiantes maestros para trabajar el
Portafolio de Praacutectica Docente
De igual manera aquiacute puedes ver las opciones que tendraacuten tus estudiantes para Editar sus
portafolios o cuando quieran antildeadir evidencias en My Artifacts
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
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5- Cuando los estudiantes practicantes sometan sus portafolios ustedes los podraacuten evaluar
accediendo al Grade Center Esta opcioacuten se accede desde la columna a la izquierda
Seleccionas el Full Grade Center
6- Veraacutes esta pantalla donde aparecen los estudiantes que tengas asignados en el curso de
Praacutectica Docente
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 14
Para poder evaluar el portafolio debes seleccionar la alternativa de View Grade Details
En esta seccioacuten (View Grade Details) vemos los intentos o versiones que el estudiante ha
sometido
Puedes realizar varias acciones con cada intento o versioacuten
Calificar
Eliminar
Ignorar
Editar la calificacioacuten
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
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7- Cuando seleccionas calificar un intento o versioacuten llegas a esta pantalla
Aquiacute tienes disponible la versioacuten
que vas a evaluar Puedes abrir
cada uno de los documentos que el
estudiante subioacute a cada parte del
portafolio
Despueacutes de evaluar los documentos
presentados puedes darle recomendaciones a
tu estudiante presionando aquiacute
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8- Cada vez que evaluacutees las diferentes partes del portafolio repites el paso 7 y puedes
retrocomunicar a tu estudiante Cuando llegue el Portafolio (versioacuten final) ahiacute incluiraacutes la
puntuacioacuten final del mismo y comentarios si asiacute lo estimas pertinente
Se abre un espacio para tus comentarios Tienes
que indicar una puntuacioacuten Luego presionas
SUBMIT y el estudiante veraacute tu recomendacioacuten
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 17
Anejo 3
Portafolio de Praacutectica Docente UMET Tutorial para estudiantes maestros Coacutemo acceder y utilizar la plantilla
del portafolio
Se incluye la informacioacuten que necesitas para encontrar y utilizar la plantilla del portafolio Cuando vayas a trabajar tu portafolio de praacutectica docente recuerda que debes utilizar tu cuenta de
Para efectos del adiestramiento navegaremos desde la cuenta que veraacutes maacutes abajo en esta paacutegina
1 Accede a la siguiente direccioacuten
httpssuagmblackboardcom
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 18
2 Cuando accedas a trabajar tu portafolio con tu cuenta de estudiante presionas
Courses y veraacutes los cursos en los cuales estaacutes matriculado este semestre
3
3 Debes seleccionar y entrar al curso de Praacutectica Docente En el curso
encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica Docente
en la columna a la izquierda podraacutes acceder a las alternativas que tienes para
trabajar el Portafolio
De igual manera aquiacute tienes un botoacuten para cuando vayas a Editar tu portafolio o
cuando quieras antildeadir evidencias en My Artifacts Maacutes adelante se explicaraacute
detalladamente el uso de estos dos botones
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 19
4 Cuando comienzas a realizar los trabajos para desarrollar el portafolio lo primero
que haces es presionar el botoacuten Crear o Entregar el Portafolio de Praacutectica Docente
veraacutes la siguiente pantalla seleccionas Create Portfolio
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 20
5- En esta pantalla debes registrar la siguiente informacioacuten
En Description - Puedes antildeadir una breve descripcioacuten del Portafolio
En Available ndash lo dejas marcado para que tu Supervisor de Praacutectica pueda ver tu
portafolio
En Comments are private ndash lo marcas para que los comentarios de tu Supervisor
hacia ti permanezcan privados
Cuando hayas completado toda la informacioacuten solicitada presionas Submit para
crear el Portafolio y puedes comenzar a trabajar el mismo
6- Inmediatamente aparece una pantalla donde te ofrecen un Tour o que lo explores
solo Recomendamos que sigas tuacute solo utilizando este Tutorial Si tienes que salir de
la plataforma al volver a entrar presionas Editar el Portafolio de Praacutectica Docente y
continuacuteas trabajando tu portafolio
En el Title
Semestre acadeacutemico
CRN del curso de Praacutectica Docente
donde estaacutes matriculado
Coacutedigo del curso
Nombre del estudiante
Ejemplo
201802-34348-EDUC 440-Juanita Cocodrila
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7- Cada una de las partes del Portafolio tiene una estructura similar En las mismas te
permitiraacute antildeadir los documentos evidencias entre otros que se requieren para cada
componente
8- Como actividad previa a subir tus evidencias a las diferentes partes del portafolio de
Praacutectica Docente puedes subir las mismas al aacuterea de My Artifacts De esta manera
puedes comenzar a digitalizar tus evidencias e irlas guardando en tu espacio dentro de
Blackboard Luego las ordenas Ascending o Descending y esto te facilitaraacute distribuirlas
en las partes que correspondan en tu portafolio
En el aacuterea de Add Artifacts
incluiraacutes todas las evidencias
que apoyan tu trabajo durante
la experiencia de Praacutectica
Docente
Seleccionas Add Personal
Artifact
Botoacuten para ordenar tus
evidencias
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9- Para antildeadir tus evidencias a My Artifacts
Maacutes abajo en la misma paacutegina presionas Browse My Computer buscas el documento
presionas Open Una vez lo veas en tu paacutegina presionas Submit Ya estaacute integrado el
documento o pieza de evidencia a My Artifacts
Indicas el tiacutetulo del documento o evidencia
que quieres subir Se recomienda
Seccioacuten __ y el nombre del documento
Si quieres puedes incluir una descripcioacuten
del documento
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 23
10- Cuando continuacuteas editando y actualizando tu portafolio en la parte superior
derecha de tu pantalla hay una barra o botoacuten para
Settings - Aquiacute puedes editar la informacioacuten que estaacute en los diferentes componentes de
tu portafolio (tiacutetulo descripcioacuten entre otros)
Preview and Customize ndash Puedes editar el Layout y los colores del fondo Ademaacutes
puedes ver coacutemo tu Supervisor de Praacutectica veraacute tu portafolio cuando lo sometas
Done Editing ndash guarda los cambios (evidencias antildeadidas modificaciones entre otras)
realizados al portafolio y ubica tu uacuteltima versioacuten bajo My Portfolios
11- El Supervisor de Praacutectica Docente te informaraacute la regularidad que eacutel o ella
establece para las entregas parciales del portafolio Tambieacuten indicaraacute la fecha liacutemite
de acuerdo al calendario acadeacutemico para entregar el portafolio en su versioacuten final
12- Para enviar el portafolio parcial o final debes entrar nuevamente a esta pantalla y
seleccionar Crear o entregar el Portafolio de Praacutectica Docente
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 24
13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
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15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 26
Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 27
Anejo 4
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 28
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 29
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 30
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
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5- Cuando los estudiantes practicantes sometan sus portafolios ustedes los podraacuten evaluar
accediendo al Grade Center Esta opcioacuten se accede desde la columna a la izquierda
Seleccionas el Full Grade Center
6- Veraacutes esta pantalla donde aparecen los estudiantes que tengas asignados en el curso de
Praacutectica Docente
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Para poder evaluar el portafolio debes seleccionar la alternativa de View Grade Details
En esta seccioacuten (View Grade Details) vemos los intentos o versiones que el estudiante ha
sometido
Puedes realizar varias acciones con cada intento o versioacuten
Calificar
Eliminar
Ignorar
Editar la calificacioacuten
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7- Cuando seleccionas calificar un intento o versioacuten llegas a esta pantalla
Aquiacute tienes disponible la versioacuten
que vas a evaluar Puedes abrir
cada uno de los documentos que el
estudiante subioacute a cada parte del
portafolio
Despueacutes de evaluar los documentos
presentados puedes darle recomendaciones a
tu estudiante presionando aquiacute
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8- Cada vez que evaluacutees las diferentes partes del portafolio repites el paso 7 y puedes
retrocomunicar a tu estudiante Cuando llegue el Portafolio (versioacuten final) ahiacute incluiraacutes la
puntuacioacuten final del mismo y comentarios si asiacute lo estimas pertinente
Se abre un espacio para tus comentarios Tienes
que indicar una puntuacioacuten Luego presionas
SUBMIT y el estudiante veraacute tu recomendacioacuten
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Anejo 3
Portafolio de Praacutectica Docente UMET Tutorial para estudiantes maestros Coacutemo acceder y utilizar la plantilla
del portafolio
Se incluye la informacioacuten que necesitas para encontrar y utilizar la plantilla del portafolio Cuando vayas a trabajar tu portafolio de praacutectica docente recuerda que debes utilizar tu cuenta de
Para efectos del adiestramiento navegaremos desde la cuenta que veraacutes maacutes abajo en esta paacutegina
1 Accede a la siguiente direccioacuten
httpssuagmblackboardcom
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2 Cuando accedas a trabajar tu portafolio con tu cuenta de estudiante presionas
Courses y veraacutes los cursos en los cuales estaacutes matriculado este semestre
3
3 Debes seleccionar y entrar al curso de Praacutectica Docente En el curso
encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica Docente
en la columna a la izquierda podraacutes acceder a las alternativas que tienes para
trabajar el Portafolio
De igual manera aquiacute tienes un botoacuten para cuando vayas a Editar tu portafolio o
cuando quieras antildeadir evidencias en My Artifacts Maacutes adelante se explicaraacute
detalladamente el uso de estos dos botones
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4 Cuando comienzas a realizar los trabajos para desarrollar el portafolio lo primero
que haces es presionar el botoacuten Crear o Entregar el Portafolio de Praacutectica Docente
veraacutes la siguiente pantalla seleccionas Create Portfolio
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5- En esta pantalla debes registrar la siguiente informacioacuten
En Description - Puedes antildeadir una breve descripcioacuten del Portafolio
En Available ndash lo dejas marcado para que tu Supervisor de Praacutectica pueda ver tu
portafolio
En Comments are private ndash lo marcas para que los comentarios de tu Supervisor
hacia ti permanezcan privados
Cuando hayas completado toda la informacioacuten solicitada presionas Submit para
crear el Portafolio y puedes comenzar a trabajar el mismo
6- Inmediatamente aparece una pantalla donde te ofrecen un Tour o que lo explores
solo Recomendamos que sigas tuacute solo utilizando este Tutorial Si tienes que salir de
la plataforma al volver a entrar presionas Editar el Portafolio de Praacutectica Docente y
continuacuteas trabajando tu portafolio
En el Title
Semestre acadeacutemico
CRN del curso de Praacutectica Docente
donde estaacutes matriculado
Coacutedigo del curso
Nombre del estudiante
Ejemplo
201802-34348-EDUC 440-Juanita Cocodrila
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7- Cada una de las partes del Portafolio tiene una estructura similar En las mismas te
permitiraacute antildeadir los documentos evidencias entre otros que se requieren para cada
componente
8- Como actividad previa a subir tus evidencias a las diferentes partes del portafolio de
Praacutectica Docente puedes subir las mismas al aacuterea de My Artifacts De esta manera
puedes comenzar a digitalizar tus evidencias e irlas guardando en tu espacio dentro de
Blackboard Luego las ordenas Ascending o Descending y esto te facilitaraacute distribuirlas
en las partes que correspondan en tu portafolio
En el aacuterea de Add Artifacts
incluiraacutes todas las evidencias
que apoyan tu trabajo durante
la experiencia de Praacutectica
Docente
Seleccionas Add Personal
Artifact
Botoacuten para ordenar tus
evidencias
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9- Para antildeadir tus evidencias a My Artifacts
Maacutes abajo en la misma paacutegina presionas Browse My Computer buscas el documento
presionas Open Una vez lo veas en tu paacutegina presionas Submit Ya estaacute integrado el
documento o pieza de evidencia a My Artifacts
Indicas el tiacutetulo del documento o evidencia
que quieres subir Se recomienda
Seccioacuten __ y el nombre del documento
Si quieres puedes incluir una descripcioacuten
del documento
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10- Cuando continuacuteas editando y actualizando tu portafolio en la parte superior
derecha de tu pantalla hay una barra o botoacuten para
Settings - Aquiacute puedes editar la informacioacuten que estaacute en los diferentes componentes de
tu portafolio (tiacutetulo descripcioacuten entre otros)
Preview and Customize ndash Puedes editar el Layout y los colores del fondo Ademaacutes
puedes ver coacutemo tu Supervisor de Praacutectica veraacute tu portafolio cuando lo sometas
Done Editing ndash guarda los cambios (evidencias antildeadidas modificaciones entre otras)
realizados al portafolio y ubica tu uacuteltima versioacuten bajo My Portfolios
11- El Supervisor de Praacutectica Docente te informaraacute la regularidad que eacutel o ella
establece para las entregas parciales del portafolio Tambieacuten indicaraacute la fecha liacutemite
de acuerdo al calendario acadeacutemico para entregar el portafolio en su versioacuten final
12- Para enviar el portafolio parcial o final debes entrar nuevamente a esta pantalla y
seleccionar Crear o entregar el Portafolio de Praacutectica Docente
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13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
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15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
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Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
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Anejo 4
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paacutegina 29
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 30
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 14
Para poder evaluar el portafolio debes seleccionar la alternativa de View Grade Details
En esta seccioacuten (View Grade Details) vemos los intentos o versiones que el estudiante ha
sometido
Puedes realizar varias acciones con cada intento o versioacuten
Calificar
Eliminar
Ignorar
Editar la calificacioacuten
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 15
7- Cuando seleccionas calificar un intento o versioacuten llegas a esta pantalla
Aquiacute tienes disponible la versioacuten
que vas a evaluar Puedes abrir
cada uno de los documentos que el
estudiante subioacute a cada parte del
portafolio
Despueacutes de evaluar los documentos
presentados puedes darle recomendaciones a
tu estudiante presionando aquiacute
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 16
8- Cada vez que evaluacutees las diferentes partes del portafolio repites el paso 7 y puedes
retrocomunicar a tu estudiante Cuando llegue el Portafolio (versioacuten final) ahiacute incluiraacutes la
puntuacioacuten final del mismo y comentarios si asiacute lo estimas pertinente
Se abre un espacio para tus comentarios Tienes
que indicar una puntuacioacuten Luego presionas
SUBMIT y el estudiante veraacute tu recomendacioacuten
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 17
Anejo 3
Portafolio de Praacutectica Docente UMET Tutorial para estudiantes maestros Coacutemo acceder y utilizar la plantilla
del portafolio
Se incluye la informacioacuten que necesitas para encontrar y utilizar la plantilla del portafolio Cuando vayas a trabajar tu portafolio de praacutectica docente recuerda que debes utilizar tu cuenta de
Para efectos del adiestramiento navegaremos desde la cuenta que veraacutes maacutes abajo en esta paacutegina
1 Accede a la siguiente direccioacuten
httpssuagmblackboardcom
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 18
2 Cuando accedas a trabajar tu portafolio con tu cuenta de estudiante presionas
Courses y veraacutes los cursos en los cuales estaacutes matriculado este semestre
3
3 Debes seleccionar y entrar al curso de Praacutectica Docente En el curso
encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica Docente
en la columna a la izquierda podraacutes acceder a las alternativas que tienes para
trabajar el Portafolio
De igual manera aquiacute tienes un botoacuten para cuando vayas a Editar tu portafolio o
cuando quieras antildeadir evidencias en My Artifacts Maacutes adelante se explicaraacute
detalladamente el uso de estos dos botones
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 19
4 Cuando comienzas a realizar los trabajos para desarrollar el portafolio lo primero
que haces es presionar el botoacuten Crear o Entregar el Portafolio de Praacutectica Docente
veraacutes la siguiente pantalla seleccionas Create Portfolio
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 20
5- En esta pantalla debes registrar la siguiente informacioacuten
En Description - Puedes antildeadir una breve descripcioacuten del Portafolio
En Available ndash lo dejas marcado para que tu Supervisor de Praacutectica pueda ver tu
portafolio
En Comments are private ndash lo marcas para que los comentarios de tu Supervisor
hacia ti permanezcan privados
Cuando hayas completado toda la informacioacuten solicitada presionas Submit para
crear el Portafolio y puedes comenzar a trabajar el mismo
6- Inmediatamente aparece una pantalla donde te ofrecen un Tour o que lo explores
solo Recomendamos que sigas tuacute solo utilizando este Tutorial Si tienes que salir de
la plataforma al volver a entrar presionas Editar el Portafolio de Praacutectica Docente y
continuacuteas trabajando tu portafolio
En el Title
Semestre acadeacutemico
CRN del curso de Praacutectica Docente
donde estaacutes matriculado
Coacutedigo del curso
Nombre del estudiante
Ejemplo
201802-34348-EDUC 440-Juanita Cocodrila
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 21
7- Cada una de las partes del Portafolio tiene una estructura similar En las mismas te
permitiraacute antildeadir los documentos evidencias entre otros que se requieren para cada
componente
8- Como actividad previa a subir tus evidencias a las diferentes partes del portafolio de
Praacutectica Docente puedes subir las mismas al aacuterea de My Artifacts De esta manera
puedes comenzar a digitalizar tus evidencias e irlas guardando en tu espacio dentro de
Blackboard Luego las ordenas Ascending o Descending y esto te facilitaraacute distribuirlas
en las partes que correspondan en tu portafolio
En el aacuterea de Add Artifacts
incluiraacutes todas las evidencias
que apoyan tu trabajo durante
la experiencia de Praacutectica
Docente
Seleccionas Add Personal
Artifact
Botoacuten para ordenar tus
evidencias
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 22
9- Para antildeadir tus evidencias a My Artifacts
Maacutes abajo en la misma paacutegina presionas Browse My Computer buscas el documento
presionas Open Una vez lo veas en tu paacutegina presionas Submit Ya estaacute integrado el
documento o pieza de evidencia a My Artifacts
Indicas el tiacutetulo del documento o evidencia
que quieres subir Se recomienda
Seccioacuten __ y el nombre del documento
Si quieres puedes incluir una descripcioacuten
del documento
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 23
10- Cuando continuacuteas editando y actualizando tu portafolio en la parte superior
derecha de tu pantalla hay una barra o botoacuten para
Settings - Aquiacute puedes editar la informacioacuten que estaacute en los diferentes componentes de
tu portafolio (tiacutetulo descripcioacuten entre otros)
Preview and Customize ndash Puedes editar el Layout y los colores del fondo Ademaacutes
puedes ver coacutemo tu Supervisor de Praacutectica veraacute tu portafolio cuando lo sometas
Done Editing ndash guarda los cambios (evidencias antildeadidas modificaciones entre otras)
realizados al portafolio y ubica tu uacuteltima versioacuten bajo My Portfolios
11- El Supervisor de Praacutectica Docente te informaraacute la regularidad que eacutel o ella
establece para las entregas parciales del portafolio Tambieacuten indicaraacute la fecha liacutemite
de acuerdo al calendario acadeacutemico para entregar el portafolio en su versioacuten final
12- Para enviar el portafolio parcial o final debes entrar nuevamente a esta pantalla y
seleccionar Crear o entregar el Portafolio de Praacutectica Docente
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 24
13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 25
15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 26
Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 27
Anejo 4
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 28
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 29
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 30
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
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7- Cuando seleccionas calificar un intento o versioacuten llegas a esta pantalla
Aquiacute tienes disponible la versioacuten
que vas a evaluar Puedes abrir
cada uno de los documentos que el
estudiante subioacute a cada parte del
portafolio
Despueacutes de evaluar los documentos
presentados puedes darle recomendaciones a
tu estudiante presionando aquiacute
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8- Cada vez que evaluacutees las diferentes partes del portafolio repites el paso 7 y puedes
retrocomunicar a tu estudiante Cuando llegue el Portafolio (versioacuten final) ahiacute incluiraacutes la
puntuacioacuten final del mismo y comentarios si asiacute lo estimas pertinente
Se abre un espacio para tus comentarios Tienes
que indicar una puntuacioacuten Luego presionas
SUBMIT y el estudiante veraacute tu recomendacioacuten
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Anejo 3
Portafolio de Praacutectica Docente UMET Tutorial para estudiantes maestros Coacutemo acceder y utilizar la plantilla
del portafolio
Se incluye la informacioacuten que necesitas para encontrar y utilizar la plantilla del portafolio Cuando vayas a trabajar tu portafolio de praacutectica docente recuerda que debes utilizar tu cuenta de
Para efectos del adiestramiento navegaremos desde la cuenta que veraacutes maacutes abajo en esta paacutegina
1 Accede a la siguiente direccioacuten
httpssuagmblackboardcom
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paacutegina 18
2 Cuando accedas a trabajar tu portafolio con tu cuenta de estudiante presionas
Courses y veraacutes los cursos en los cuales estaacutes matriculado este semestre
3
3 Debes seleccionar y entrar al curso de Praacutectica Docente En el curso
encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica Docente
en la columna a la izquierda podraacutes acceder a las alternativas que tienes para
trabajar el Portafolio
De igual manera aquiacute tienes un botoacuten para cuando vayas a Editar tu portafolio o
cuando quieras antildeadir evidencias en My Artifacts Maacutes adelante se explicaraacute
detalladamente el uso de estos dos botones
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4 Cuando comienzas a realizar los trabajos para desarrollar el portafolio lo primero
que haces es presionar el botoacuten Crear o Entregar el Portafolio de Praacutectica Docente
veraacutes la siguiente pantalla seleccionas Create Portfolio
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5- En esta pantalla debes registrar la siguiente informacioacuten
En Description - Puedes antildeadir una breve descripcioacuten del Portafolio
En Available ndash lo dejas marcado para que tu Supervisor de Praacutectica pueda ver tu
portafolio
En Comments are private ndash lo marcas para que los comentarios de tu Supervisor
hacia ti permanezcan privados
Cuando hayas completado toda la informacioacuten solicitada presionas Submit para
crear el Portafolio y puedes comenzar a trabajar el mismo
6- Inmediatamente aparece una pantalla donde te ofrecen un Tour o que lo explores
solo Recomendamos que sigas tuacute solo utilizando este Tutorial Si tienes que salir de
la plataforma al volver a entrar presionas Editar el Portafolio de Praacutectica Docente y
continuacuteas trabajando tu portafolio
En el Title
Semestre acadeacutemico
CRN del curso de Praacutectica Docente
donde estaacutes matriculado
Coacutedigo del curso
Nombre del estudiante
Ejemplo
201802-34348-EDUC 440-Juanita Cocodrila
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7- Cada una de las partes del Portafolio tiene una estructura similar En las mismas te
permitiraacute antildeadir los documentos evidencias entre otros que se requieren para cada
componente
8- Como actividad previa a subir tus evidencias a las diferentes partes del portafolio de
Praacutectica Docente puedes subir las mismas al aacuterea de My Artifacts De esta manera
puedes comenzar a digitalizar tus evidencias e irlas guardando en tu espacio dentro de
Blackboard Luego las ordenas Ascending o Descending y esto te facilitaraacute distribuirlas
en las partes que correspondan en tu portafolio
En el aacuterea de Add Artifacts
incluiraacutes todas las evidencias
que apoyan tu trabajo durante
la experiencia de Praacutectica
Docente
Seleccionas Add Personal
Artifact
Botoacuten para ordenar tus
evidencias
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9- Para antildeadir tus evidencias a My Artifacts
Maacutes abajo en la misma paacutegina presionas Browse My Computer buscas el documento
presionas Open Una vez lo veas en tu paacutegina presionas Submit Ya estaacute integrado el
documento o pieza de evidencia a My Artifacts
Indicas el tiacutetulo del documento o evidencia
que quieres subir Se recomienda
Seccioacuten __ y el nombre del documento
Si quieres puedes incluir una descripcioacuten
del documento
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10- Cuando continuacuteas editando y actualizando tu portafolio en la parte superior
derecha de tu pantalla hay una barra o botoacuten para
Settings - Aquiacute puedes editar la informacioacuten que estaacute en los diferentes componentes de
tu portafolio (tiacutetulo descripcioacuten entre otros)
Preview and Customize ndash Puedes editar el Layout y los colores del fondo Ademaacutes
puedes ver coacutemo tu Supervisor de Praacutectica veraacute tu portafolio cuando lo sometas
Done Editing ndash guarda los cambios (evidencias antildeadidas modificaciones entre otras)
realizados al portafolio y ubica tu uacuteltima versioacuten bajo My Portfolios
11- El Supervisor de Praacutectica Docente te informaraacute la regularidad que eacutel o ella
establece para las entregas parciales del portafolio Tambieacuten indicaraacute la fecha liacutemite
de acuerdo al calendario acadeacutemico para entregar el portafolio en su versioacuten final
12- Para enviar el portafolio parcial o final debes entrar nuevamente a esta pantalla y
seleccionar Crear o entregar el Portafolio de Praacutectica Docente
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13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 25
15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
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Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
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Anejo 4
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paacutegina 28
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paacutegina 29
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 30
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
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8- Cada vez que evaluacutees las diferentes partes del portafolio repites el paso 7 y puedes
retrocomunicar a tu estudiante Cuando llegue el Portafolio (versioacuten final) ahiacute incluiraacutes la
puntuacioacuten final del mismo y comentarios si asiacute lo estimas pertinente
Se abre un espacio para tus comentarios Tienes
que indicar una puntuacioacuten Luego presionas
SUBMIT y el estudiante veraacute tu recomendacioacuten
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Anejo 3
Portafolio de Praacutectica Docente UMET Tutorial para estudiantes maestros Coacutemo acceder y utilizar la plantilla
del portafolio
Se incluye la informacioacuten que necesitas para encontrar y utilizar la plantilla del portafolio Cuando vayas a trabajar tu portafolio de praacutectica docente recuerda que debes utilizar tu cuenta de
Para efectos del adiestramiento navegaremos desde la cuenta que veraacutes maacutes abajo en esta paacutegina
1 Accede a la siguiente direccioacuten
httpssuagmblackboardcom
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2 Cuando accedas a trabajar tu portafolio con tu cuenta de estudiante presionas
Courses y veraacutes los cursos en los cuales estaacutes matriculado este semestre
3
3 Debes seleccionar y entrar al curso de Praacutectica Docente En el curso
encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica Docente
en la columna a la izquierda podraacutes acceder a las alternativas que tienes para
trabajar el Portafolio
De igual manera aquiacute tienes un botoacuten para cuando vayas a Editar tu portafolio o
cuando quieras antildeadir evidencias en My Artifacts Maacutes adelante se explicaraacute
detalladamente el uso de estos dos botones
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4 Cuando comienzas a realizar los trabajos para desarrollar el portafolio lo primero
que haces es presionar el botoacuten Crear o Entregar el Portafolio de Praacutectica Docente
veraacutes la siguiente pantalla seleccionas Create Portfolio
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5- En esta pantalla debes registrar la siguiente informacioacuten
En Description - Puedes antildeadir una breve descripcioacuten del Portafolio
En Available ndash lo dejas marcado para que tu Supervisor de Praacutectica pueda ver tu
portafolio
En Comments are private ndash lo marcas para que los comentarios de tu Supervisor
hacia ti permanezcan privados
Cuando hayas completado toda la informacioacuten solicitada presionas Submit para
crear el Portafolio y puedes comenzar a trabajar el mismo
6- Inmediatamente aparece una pantalla donde te ofrecen un Tour o que lo explores
solo Recomendamos que sigas tuacute solo utilizando este Tutorial Si tienes que salir de
la plataforma al volver a entrar presionas Editar el Portafolio de Praacutectica Docente y
continuacuteas trabajando tu portafolio
En el Title
Semestre acadeacutemico
CRN del curso de Praacutectica Docente
donde estaacutes matriculado
Coacutedigo del curso
Nombre del estudiante
Ejemplo
201802-34348-EDUC 440-Juanita Cocodrila
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7- Cada una de las partes del Portafolio tiene una estructura similar En las mismas te
permitiraacute antildeadir los documentos evidencias entre otros que se requieren para cada
componente
8- Como actividad previa a subir tus evidencias a las diferentes partes del portafolio de
Praacutectica Docente puedes subir las mismas al aacuterea de My Artifacts De esta manera
puedes comenzar a digitalizar tus evidencias e irlas guardando en tu espacio dentro de
Blackboard Luego las ordenas Ascending o Descending y esto te facilitaraacute distribuirlas
en las partes que correspondan en tu portafolio
En el aacuterea de Add Artifacts
incluiraacutes todas las evidencias
que apoyan tu trabajo durante
la experiencia de Praacutectica
Docente
Seleccionas Add Personal
Artifact
Botoacuten para ordenar tus
evidencias
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9- Para antildeadir tus evidencias a My Artifacts
Maacutes abajo en la misma paacutegina presionas Browse My Computer buscas el documento
presionas Open Una vez lo veas en tu paacutegina presionas Submit Ya estaacute integrado el
documento o pieza de evidencia a My Artifacts
Indicas el tiacutetulo del documento o evidencia
que quieres subir Se recomienda
Seccioacuten __ y el nombre del documento
Si quieres puedes incluir una descripcioacuten
del documento
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10- Cuando continuacuteas editando y actualizando tu portafolio en la parte superior
derecha de tu pantalla hay una barra o botoacuten para
Settings - Aquiacute puedes editar la informacioacuten que estaacute en los diferentes componentes de
tu portafolio (tiacutetulo descripcioacuten entre otros)
Preview and Customize ndash Puedes editar el Layout y los colores del fondo Ademaacutes
puedes ver coacutemo tu Supervisor de Praacutectica veraacute tu portafolio cuando lo sometas
Done Editing ndash guarda los cambios (evidencias antildeadidas modificaciones entre otras)
realizados al portafolio y ubica tu uacuteltima versioacuten bajo My Portfolios
11- El Supervisor de Praacutectica Docente te informaraacute la regularidad que eacutel o ella
establece para las entregas parciales del portafolio Tambieacuten indicaraacute la fecha liacutemite
de acuerdo al calendario acadeacutemico para entregar el portafolio en su versioacuten final
12- Para enviar el portafolio parcial o final debes entrar nuevamente a esta pantalla y
seleccionar Crear o entregar el Portafolio de Praacutectica Docente
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paacutegina 24
13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 25
15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
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Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
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Anejo 4
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paacutegina 28
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paacutegina 29
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paacutegina 30
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Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 17
Anejo 3
Portafolio de Praacutectica Docente UMET Tutorial para estudiantes maestros Coacutemo acceder y utilizar la plantilla
del portafolio
Se incluye la informacioacuten que necesitas para encontrar y utilizar la plantilla del portafolio Cuando vayas a trabajar tu portafolio de praacutectica docente recuerda que debes utilizar tu cuenta de
Para efectos del adiestramiento navegaremos desde la cuenta que veraacutes maacutes abajo en esta paacutegina
1 Accede a la siguiente direccioacuten
httpssuagmblackboardcom
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 18
2 Cuando accedas a trabajar tu portafolio con tu cuenta de estudiante presionas
Courses y veraacutes los cursos en los cuales estaacutes matriculado este semestre
3
3 Debes seleccionar y entrar al curso de Praacutectica Docente En el curso
encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica Docente
en la columna a la izquierda podraacutes acceder a las alternativas que tienes para
trabajar el Portafolio
De igual manera aquiacute tienes un botoacuten para cuando vayas a Editar tu portafolio o
cuando quieras antildeadir evidencias en My Artifacts Maacutes adelante se explicaraacute
detalladamente el uso de estos dos botones
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 19
4 Cuando comienzas a realizar los trabajos para desarrollar el portafolio lo primero
que haces es presionar el botoacuten Crear o Entregar el Portafolio de Praacutectica Docente
veraacutes la siguiente pantalla seleccionas Create Portfolio
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 20
5- En esta pantalla debes registrar la siguiente informacioacuten
En Description - Puedes antildeadir una breve descripcioacuten del Portafolio
En Available ndash lo dejas marcado para que tu Supervisor de Praacutectica pueda ver tu
portafolio
En Comments are private ndash lo marcas para que los comentarios de tu Supervisor
hacia ti permanezcan privados
Cuando hayas completado toda la informacioacuten solicitada presionas Submit para
crear el Portafolio y puedes comenzar a trabajar el mismo
6- Inmediatamente aparece una pantalla donde te ofrecen un Tour o que lo explores
solo Recomendamos que sigas tuacute solo utilizando este Tutorial Si tienes que salir de
la plataforma al volver a entrar presionas Editar el Portafolio de Praacutectica Docente y
continuacuteas trabajando tu portafolio
En el Title
Semestre acadeacutemico
CRN del curso de Praacutectica Docente
donde estaacutes matriculado
Coacutedigo del curso
Nombre del estudiante
Ejemplo
201802-34348-EDUC 440-Juanita Cocodrila
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 21
7- Cada una de las partes del Portafolio tiene una estructura similar En las mismas te
permitiraacute antildeadir los documentos evidencias entre otros que se requieren para cada
componente
8- Como actividad previa a subir tus evidencias a las diferentes partes del portafolio de
Praacutectica Docente puedes subir las mismas al aacuterea de My Artifacts De esta manera
puedes comenzar a digitalizar tus evidencias e irlas guardando en tu espacio dentro de
Blackboard Luego las ordenas Ascending o Descending y esto te facilitaraacute distribuirlas
en las partes que correspondan en tu portafolio
En el aacuterea de Add Artifacts
incluiraacutes todas las evidencias
que apoyan tu trabajo durante
la experiencia de Praacutectica
Docente
Seleccionas Add Personal
Artifact
Botoacuten para ordenar tus
evidencias
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 22
9- Para antildeadir tus evidencias a My Artifacts
Maacutes abajo en la misma paacutegina presionas Browse My Computer buscas el documento
presionas Open Una vez lo veas en tu paacutegina presionas Submit Ya estaacute integrado el
documento o pieza de evidencia a My Artifacts
Indicas el tiacutetulo del documento o evidencia
que quieres subir Se recomienda
Seccioacuten __ y el nombre del documento
Si quieres puedes incluir una descripcioacuten
del documento
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 23
10- Cuando continuacuteas editando y actualizando tu portafolio en la parte superior
derecha de tu pantalla hay una barra o botoacuten para
Settings - Aquiacute puedes editar la informacioacuten que estaacute en los diferentes componentes de
tu portafolio (tiacutetulo descripcioacuten entre otros)
Preview and Customize ndash Puedes editar el Layout y los colores del fondo Ademaacutes
puedes ver coacutemo tu Supervisor de Praacutectica veraacute tu portafolio cuando lo sometas
Done Editing ndash guarda los cambios (evidencias antildeadidas modificaciones entre otras)
realizados al portafolio y ubica tu uacuteltima versioacuten bajo My Portfolios
11- El Supervisor de Praacutectica Docente te informaraacute la regularidad que eacutel o ella
establece para las entregas parciales del portafolio Tambieacuten indicaraacute la fecha liacutemite
de acuerdo al calendario acadeacutemico para entregar el portafolio en su versioacuten final
12- Para enviar el portafolio parcial o final debes entrar nuevamente a esta pantalla y
seleccionar Crear o entregar el Portafolio de Praacutectica Docente
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 24
13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 25
15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 26
Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 27
Anejo 4
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 28
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 29
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 30
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 18
2 Cuando accedas a trabajar tu portafolio con tu cuenta de estudiante presionas
Courses y veraacutes los cursos en los cuales estaacutes matriculado este semestre
3
3 Debes seleccionar y entrar al curso de Praacutectica Docente En el curso
encontraraacutes esta pantalla al presionar el botoacuten Portafolio de Praacutectica Docente
en la columna a la izquierda podraacutes acceder a las alternativas que tienes para
trabajar el Portafolio
De igual manera aquiacute tienes un botoacuten para cuando vayas a Editar tu portafolio o
cuando quieras antildeadir evidencias en My Artifacts Maacutes adelante se explicaraacute
detalladamente el uso de estos dos botones
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4 Cuando comienzas a realizar los trabajos para desarrollar el portafolio lo primero
que haces es presionar el botoacuten Crear o Entregar el Portafolio de Praacutectica Docente
veraacutes la siguiente pantalla seleccionas Create Portfolio
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5- En esta pantalla debes registrar la siguiente informacioacuten
En Description - Puedes antildeadir una breve descripcioacuten del Portafolio
En Available ndash lo dejas marcado para que tu Supervisor de Praacutectica pueda ver tu
portafolio
En Comments are private ndash lo marcas para que los comentarios de tu Supervisor
hacia ti permanezcan privados
Cuando hayas completado toda la informacioacuten solicitada presionas Submit para
crear el Portafolio y puedes comenzar a trabajar el mismo
6- Inmediatamente aparece una pantalla donde te ofrecen un Tour o que lo explores
solo Recomendamos que sigas tuacute solo utilizando este Tutorial Si tienes que salir de
la plataforma al volver a entrar presionas Editar el Portafolio de Praacutectica Docente y
continuacuteas trabajando tu portafolio
En el Title
Semestre acadeacutemico
CRN del curso de Praacutectica Docente
donde estaacutes matriculado
Coacutedigo del curso
Nombre del estudiante
Ejemplo
201802-34348-EDUC 440-Juanita Cocodrila
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
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7- Cada una de las partes del Portafolio tiene una estructura similar En las mismas te
permitiraacute antildeadir los documentos evidencias entre otros que se requieren para cada
componente
8- Como actividad previa a subir tus evidencias a las diferentes partes del portafolio de
Praacutectica Docente puedes subir las mismas al aacuterea de My Artifacts De esta manera
puedes comenzar a digitalizar tus evidencias e irlas guardando en tu espacio dentro de
Blackboard Luego las ordenas Ascending o Descending y esto te facilitaraacute distribuirlas
en las partes que correspondan en tu portafolio
En el aacuterea de Add Artifacts
incluiraacutes todas las evidencias
que apoyan tu trabajo durante
la experiencia de Praacutectica
Docente
Seleccionas Add Personal
Artifact
Botoacuten para ordenar tus
evidencias
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9- Para antildeadir tus evidencias a My Artifacts
Maacutes abajo en la misma paacutegina presionas Browse My Computer buscas el documento
presionas Open Una vez lo veas en tu paacutegina presionas Submit Ya estaacute integrado el
documento o pieza de evidencia a My Artifacts
Indicas el tiacutetulo del documento o evidencia
que quieres subir Se recomienda
Seccioacuten __ y el nombre del documento
Si quieres puedes incluir una descripcioacuten
del documento
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
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10- Cuando continuacuteas editando y actualizando tu portafolio en la parte superior
derecha de tu pantalla hay una barra o botoacuten para
Settings - Aquiacute puedes editar la informacioacuten que estaacute en los diferentes componentes de
tu portafolio (tiacutetulo descripcioacuten entre otros)
Preview and Customize ndash Puedes editar el Layout y los colores del fondo Ademaacutes
puedes ver coacutemo tu Supervisor de Praacutectica veraacute tu portafolio cuando lo sometas
Done Editing ndash guarda los cambios (evidencias antildeadidas modificaciones entre otras)
realizados al portafolio y ubica tu uacuteltima versioacuten bajo My Portfolios
11- El Supervisor de Praacutectica Docente te informaraacute la regularidad que eacutel o ella
establece para las entregas parciales del portafolio Tambieacuten indicaraacute la fecha liacutemite
de acuerdo al calendario acadeacutemico para entregar el portafolio en su versioacuten final
12- Para enviar el portafolio parcial o final debes entrar nuevamente a esta pantalla y
seleccionar Crear o entregar el Portafolio de Praacutectica Docente
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 24
13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 25
15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
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paacutegina 26
Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
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paacutegina 27
Anejo 4
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Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
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Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
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paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 19
4 Cuando comienzas a realizar los trabajos para desarrollar el portafolio lo primero
que haces es presionar el botoacuten Crear o Entregar el Portafolio de Praacutectica Docente
veraacutes la siguiente pantalla seleccionas Create Portfolio
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 20
5- En esta pantalla debes registrar la siguiente informacioacuten
En Description - Puedes antildeadir una breve descripcioacuten del Portafolio
En Available ndash lo dejas marcado para que tu Supervisor de Praacutectica pueda ver tu
portafolio
En Comments are private ndash lo marcas para que los comentarios de tu Supervisor
hacia ti permanezcan privados
Cuando hayas completado toda la informacioacuten solicitada presionas Submit para
crear el Portafolio y puedes comenzar a trabajar el mismo
6- Inmediatamente aparece una pantalla donde te ofrecen un Tour o que lo explores
solo Recomendamos que sigas tuacute solo utilizando este Tutorial Si tienes que salir de
la plataforma al volver a entrar presionas Editar el Portafolio de Praacutectica Docente y
continuacuteas trabajando tu portafolio
En el Title
Semestre acadeacutemico
CRN del curso de Praacutectica Docente
donde estaacutes matriculado
Coacutedigo del curso
Nombre del estudiante
Ejemplo
201802-34348-EDUC 440-Juanita Cocodrila
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 21
7- Cada una de las partes del Portafolio tiene una estructura similar En las mismas te
permitiraacute antildeadir los documentos evidencias entre otros que se requieren para cada
componente
8- Como actividad previa a subir tus evidencias a las diferentes partes del portafolio de
Praacutectica Docente puedes subir las mismas al aacuterea de My Artifacts De esta manera
puedes comenzar a digitalizar tus evidencias e irlas guardando en tu espacio dentro de
Blackboard Luego las ordenas Ascending o Descending y esto te facilitaraacute distribuirlas
en las partes que correspondan en tu portafolio
En el aacuterea de Add Artifacts
incluiraacutes todas las evidencias
que apoyan tu trabajo durante
la experiencia de Praacutectica
Docente
Seleccionas Add Personal
Artifact
Botoacuten para ordenar tus
evidencias
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 22
9- Para antildeadir tus evidencias a My Artifacts
Maacutes abajo en la misma paacutegina presionas Browse My Computer buscas el documento
presionas Open Una vez lo veas en tu paacutegina presionas Submit Ya estaacute integrado el
documento o pieza de evidencia a My Artifacts
Indicas el tiacutetulo del documento o evidencia
que quieres subir Se recomienda
Seccioacuten __ y el nombre del documento
Si quieres puedes incluir una descripcioacuten
del documento
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 23
10- Cuando continuacuteas editando y actualizando tu portafolio en la parte superior
derecha de tu pantalla hay una barra o botoacuten para
Settings - Aquiacute puedes editar la informacioacuten que estaacute en los diferentes componentes de
tu portafolio (tiacutetulo descripcioacuten entre otros)
Preview and Customize ndash Puedes editar el Layout y los colores del fondo Ademaacutes
puedes ver coacutemo tu Supervisor de Praacutectica veraacute tu portafolio cuando lo sometas
Done Editing ndash guarda los cambios (evidencias antildeadidas modificaciones entre otras)
realizados al portafolio y ubica tu uacuteltima versioacuten bajo My Portfolios
11- El Supervisor de Praacutectica Docente te informaraacute la regularidad que eacutel o ella
establece para las entregas parciales del portafolio Tambieacuten indicaraacute la fecha liacutemite
de acuerdo al calendario acadeacutemico para entregar el portafolio en su versioacuten final
12- Para enviar el portafolio parcial o final debes entrar nuevamente a esta pantalla y
seleccionar Crear o entregar el Portafolio de Praacutectica Docente
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 24
13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 25
15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 26
Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 27
Anejo 4
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 28
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 29
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 30
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 20
5- En esta pantalla debes registrar la siguiente informacioacuten
En Description - Puedes antildeadir una breve descripcioacuten del Portafolio
En Available ndash lo dejas marcado para que tu Supervisor de Praacutectica pueda ver tu
portafolio
En Comments are private ndash lo marcas para que los comentarios de tu Supervisor
hacia ti permanezcan privados
Cuando hayas completado toda la informacioacuten solicitada presionas Submit para
crear el Portafolio y puedes comenzar a trabajar el mismo
6- Inmediatamente aparece una pantalla donde te ofrecen un Tour o que lo explores
solo Recomendamos que sigas tuacute solo utilizando este Tutorial Si tienes que salir de
la plataforma al volver a entrar presionas Editar el Portafolio de Praacutectica Docente y
continuacuteas trabajando tu portafolio
En el Title
Semestre acadeacutemico
CRN del curso de Praacutectica Docente
donde estaacutes matriculado
Coacutedigo del curso
Nombre del estudiante
Ejemplo
201802-34348-EDUC 440-Juanita Cocodrila
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 21
7- Cada una de las partes del Portafolio tiene una estructura similar En las mismas te
permitiraacute antildeadir los documentos evidencias entre otros que se requieren para cada
componente
8- Como actividad previa a subir tus evidencias a las diferentes partes del portafolio de
Praacutectica Docente puedes subir las mismas al aacuterea de My Artifacts De esta manera
puedes comenzar a digitalizar tus evidencias e irlas guardando en tu espacio dentro de
Blackboard Luego las ordenas Ascending o Descending y esto te facilitaraacute distribuirlas
en las partes que correspondan en tu portafolio
En el aacuterea de Add Artifacts
incluiraacutes todas las evidencias
que apoyan tu trabajo durante
la experiencia de Praacutectica
Docente
Seleccionas Add Personal
Artifact
Botoacuten para ordenar tus
evidencias
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 22
9- Para antildeadir tus evidencias a My Artifacts
Maacutes abajo en la misma paacutegina presionas Browse My Computer buscas el documento
presionas Open Una vez lo veas en tu paacutegina presionas Submit Ya estaacute integrado el
documento o pieza de evidencia a My Artifacts
Indicas el tiacutetulo del documento o evidencia
que quieres subir Se recomienda
Seccioacuten __ y el nombre del documento
Si quieres puedes incluir una descripcioacuten
del documento
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 23
10- Cuando continuacuteas editando y actualizando tu portafolio en la parte superior
derecha de tu pantalla hay una barra o botoacuten para
Settings - Aquiacute puedes editar la informacioacuten que estaacute en los diferentes componentes de
tu portafolio (tiacutetulo descripcioacuten entre otros)
Preview and Customize ndash Puedes editar el Layout y los colores del fondo Ademaacutes
puedes ver coacutemo tu Supervisor de Praacutectica veraacute tu portafolio cuando lo sometas
Done Editing ndash guarda los cambios (evidencias antildeadidas modificaciones entre otras)
realizados al portafolio y ubica tu uacuteltima versioacuten bajo My Portfolios
11- El Supervisor de Praacutectica Docente te informaraacute la regularidad que eacutel o ella
establece para las entregas parciales del portafolio Tambieacuten indicaraacute la fecha liacutemite
de acuerdo al calendario acadeacutemico para entregar el portafolio en su versioacuten final
12- Para enviar el portafolio parcial o final debes entrar nuevamente a esta pantalla y
seleccionar Crear o entregar el Portafolio de Praacutectica Docente
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 24
13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 25
15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 26
Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 27
Anejo 4
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 28
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 29
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 30
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 21
7- Cada una de las partes del Portafolio tiene una estructura similar En las mismas te
permitiraacute antildeadir los documentos evidencias entre otros que se requieren para cada
componente
8- Como actividad previa a subir tus evidencias a las diferentes partes del portafolio de
Praacutectica Docente puedes subir las mismas al aacuterea de My Artifacts De esta manera
puedes comenzar a digitalizar tus evidencias e irlas guardando en tu espacio dentro de
Blackboard Luego las ordenas Ascending o Descending y esto te facilitaraacute distribuirlas
en las partes que correspondan en tu portafolio
En el aacuterea de Add Artifacts
incluiraacutes todas las evidencias
que apoyan tu trabajo durante
la experiencia de Praacutectica
Docente
Seleccionas Add Personal
Artifact
Botoacuten para ordenar tus
evidencias
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 22
9- Para antildeadir tus evidencias a My Artifacts
Maacutes abajo en la misma paacutegina presionas Browse My Computer buscas el documento
presionas Open Una vez lo veas en tu paacutegina presionas Submit Ya estaacute integrado el
documento o pieza de evidencia a My Artifacts
Indicas el tiacutetulo del documento o evidencia
que quieres subir Se recomienda
Seccioacuten __ y el nombre del documento
Si quieres puedes incluir una descripcioacuten
del documento
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 23
10- Cuando continuacuteas editando y actualizando tu portafolio en la parte superior
derecha de tu pantalla hay una barra o botoacuten para
Settings - Aquiacute puedes editar la informacioacuten que estaacute en los diferentes componentes de
tu portafolio (tiacutetulo descripcioacuten entre otros)
Preview and Customize ndash Puedes editar el Layout y los colores del fondo Ademaacutes
puedes ver coacutemo tu Supervisor de Praacutectica veraacute tu portafolio cuando lo sometas
Done Editing ndash guarda los cambios (evidencias antildeadidas modificaciones entre otras)
realizados al portafolio y ubica tu uacuteltima versioacuten bajo My Portfolios
11- El Supervisor de Praacutectica Docente te informaraacute la regularidad que eacutel o ella
establece para las entregas parciales del portafolio Tambieacuten indicaraacute la fecha liacutemite
de acuerdo al calendario acadeacutemico para entregar el portafolio en su versioacuten final
12- Para enviar el portafolio parcial o final debes entrar nuevamente a esta pantalla y
seleccionar Crear o entregar el Portafolio de Praacutectica Docente
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 24
13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 25
15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 26
Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 27
Anejo 4
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 28
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 29
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 30
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 22
9- Para antildeadir tus evidencias a My Artifacts
Maacutes abajo en la misma paacutegina presionas Browse My Computer buscas el documento
presionas Open Una vez lo veas en tu paacutegina presionas Submit Ya estaacute integrado el
documento o pieza de evidencia a My Artifacts
Indicas el tiacutetulo del documento o evidencia
que quieres subir Se recomienda
Seccioacuten __ y el nombre del documento
Si quieres puedes incluir una descripcioacuten
del documento
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 23
10- Cuando continuacuteas editando y actualizando tu portafolio en la parte superior
derecha de tu pantalla hay una barra o botoacuten para
Settings - Aquiacute puedes editar la informacioacuten que estaacute en los diferentes componentes de
tu portafolio (tiacutetulo descripcioacuten entre otros)
Preview and Customize ndash Puedes editar el Layout y los colores del fondo Ademaacutes
puedes ver coacutemo tu Supervisor de Praacutectica veraacute tu portafolio cuando lo sometas
Done Editing ndash guarda los cambios (evidencias antildeadidas modificaciones entre otras)
realizados al portafolio y ubica tu uacuteltima versioacuten bajo My Portfolios
11- El Supervisor de Praacutectica Docente te informaraacute la regularidad que eacutel o ella
establece para las entregas parciales del portafolio Tambieacuten indicaraacute la fecha liacutemite
de acuerdo al calendario acadeacutemico para entregar el portafolio en su versioacuten final
12- Para enviar el portafolio parcial o final debes entrar nuevamente a esta pantalla y
seleccionar Crear o entregar el Portafolio de Praacutectica Docente
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 24
13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 25
15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 26
Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 27
Anejo 4
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 28
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 29
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 30
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 23
10- Cuando continuacuteas editando y actualizando tu portafolio en la parte superior
derecha de tu pantalla hay una barra o botoacuten para
Settings - Aquiacute puedes editar la informacioacuten que estaacute en los diferentes componentes de
tu portafolio (tiacutetulo descripcioacuten entre otros)
Preview and Customize ndash Puedes editar el Layout y los colores del fondo Ademaacutes
puedes ver coacutemo tu Supervisor de Praacutectica veraacute tu portafolio cuando lo sometas
Done Editing ndash guarda los cambios (evidencias antildeadidas modificaciones entre otras)
realizados al portafolio y ubica tu uacuteltima versioacuten bajo My Portfolios
11- El Supervisor de Praacutectica Docente te informaraacute la regularidad que eacutel o ella
establece para las entregas parciales del portafolio Tambieacuten indicaraacute la fecha liacutemite
de acuerdo al calendario acadeacutemico para entregar el portafolio en su versioacuten final
12- Para enviar el portafolio parcial o final debes entrar nuevamente a esta pantalla y
seleccionar Crear o entregar el Portafolio de Praacutectica Docente
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 24
13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 25
15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 26
Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 27
Anejo 4
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 28
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 29
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 30
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 24
13- Si es la primera vez que vas a enviar tu Portafolio debes seleccionar Select
Portfolio
14- Llegas a la siguiente pantalla donde presionaraacutes al lado del nombre de tu portafolio
y luego presionas Submit
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 25
15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 26
Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 27
Anejo 4
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 28
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 29
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 30
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 25
15- Al presionar Submit te lleva a la siguiente pantalla
Cuando el Supervisor(a) de Praacutectica reciba tu Portafolio podraacute darte recomendaciones
sobre tu trabajo hasta ese momento Si es la entrega final ya completaste esta tarea
de tu curso de Praacutectica Docente
16- Cada vez que quieras enviar una nueva versioacuten del Portafolio o la versioacuten FINAL
debes repetir el paso 12 Como ya habiacuteas enviado una versioacuten del Portafolio
apareceraacute la siguiente pantalla
Para que te permita enviar esta nueva versioacuten debes presionar el botoacuten Start New
Aquiacute puedes ver que tu
Portafolio estaacute ya listo para ser
enviado a tu Supervisor(a) de
Praacutectica Presionas Submit y el
Portafolio llegaraacute a la persona
que quieres que llegue
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 26
Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 27
Anejo 4
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 28
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 29
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 30
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 26
Al hacerlo te permite repetir los pasos 13 14 y 15 y tu nueva versioacuten del Portafolio
llegaraacute a tu Supervisor(a) de Praacutectica
17- Cuando quieres ver si tu Supervisor(a) de Praacutectica evaluoacute lo que sometiste vas a la
columna del menuacute de tu curso y buscas bajo Mis Calificaciones y ahiacute Mis Notas en
Blackboard
Puedes ver tus trabajos evaluados la puntuacioacuten y si se incluyoacute alguacuten comentario
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 27
Anejo 4
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 28
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 29
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 30
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 27
Anejo 4
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 28
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 29
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 30
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 28
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 29
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 30
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 29
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 30
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 30
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Informe sobre el Portafolio Electroacutenico de Praacutectica Docente en la plataforma Blackboard Dra Mildred Arbona Caballero Catedraacutetica
paacutegina 31
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Section 4 Display of Annual Reporting Measures
Any change that means the EPP no longer satisfies accreditation standards or requirements
36 Change in regional accreditation status
No Change Not Applicable
37 Change in state program approval
No Change Not Applicable
Annual Reporting Measures (CAEP Component 54 | A54)
Impact Measures (CAEP Standard 4) Outcome Measures
1 Impact on P-12 learning and development(Component 41)
5 Graduation Rates (initial amp advanced levels)
2 Indicators of teaching effectiveness(Component 42)
6 Ability of completers to meet licensing (certification) and any additional state requirements Title II (initial amp advanced levels)
3 Satisfaction of employers and employment milestones(Component 43 | A41)
7 Ability of completers to be hired ineducation positions for which they have prepared (initial amp advanced levels)
4 Satisfaction of completers(Component 44 | A42)
8 Student loan default rates and other consumer information (initial amp advanced levels)
41 Provide a link or links that demonstrate data relevant to each of the Annual Reporting Measures are public-friendly and prominently displayed on the educator preparation providers website
1Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 41 see (1) Assessment of Student Learning Implementation Plan and Protocols Approved by Academic Board and Adm Council (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (Results of Assessment of Learning 201801) (3) Example of Students Math Refreshment Exercises 2017-2018 During this semester of January-May 2018 two faculty members are collecting the instruments used by the faculty in the classrooom and in the schools in order to compare and analize them
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
2Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 42 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) (2) Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018docx
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
3Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Component 43 see El Estudio de Egresados y Patronos 2010 (2010 Employers and Completers
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Description of data accessible via link
Study) is the last Institutional Study of its kind Results and data concerning the School of Educationundergraduate programs are embedded in figures and tables across the PDF documentThe response rate for the 2013 Survey was too low UMET TPP will revised previous instruments to survey graduates teachers and schools administrators Questions relating to how well they believe our program prepared them for their first year of teaching and their observations of new graduates performance will be included The surveys objective is to help UMET TPP determine whether the program is effective at giving students the knowledge and skills they need to perform well in schools New validated data will be available on January 2019
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
4Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Component 44 see Estudio de satisfaccioacuten para estudiantes de praacutectica docente de 2015 - 16 (2015 Satisfaction study for students in Clinical Practice) Results shows strong satisfaction in teaching and clinical practice and experiences and moderate satisfaction in administrative servces
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
5Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 5 see (1) Completion Rates for Major Grades Cohort 2010-2011 The Table shows the figures after six years and 150 of credits (2) Educacion UMET Graduation Data 2018
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
6Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 6 see (1) Resultados prueba comprensiva de PPM SUAGM abril 2017 (April 2017 Comprehensive Test) (2) Resultados pruebas comprensivas de PPM SUAGM diciembre 2017 (December 2017 Comprehensve Test) (3)Title II Program Report 2016-17 (4) Title II Program Report 2016-17 Alternative (5) SuThes e reports
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
7Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
For Outcomes Measures 7 see (1) Summary Pass Rates 2016-2017 The 93 passing rate evidenced the ability of completers to meet licensingand PR requirements (2) Resumen hallazgos avaluacuteo 2018-01 educacioacuten subgraduado (2018 School of Education undergraduate results from
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Description of data accessible via link
assessment of learning) A new assessment instrument to assess Clinical Practice with the supervisors will be constructed and validated during the next semester The assessment instrument objective is to examine the effectiveness of our pre service teachers in terms of his (hers) impact in students and teaching process in the classroom
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
8Link httpumetsuagmeduescuela_educacion_2018_epp_annual_report
Description of data accessible via link
For Outcomes Measures 8 see Letter form the Federal Student Aid The latest available national data on student loan default rates from UMET cohorts is from 2010-2013 The 2013 uncorrected dataadjustment for FY 2003 3 year rate is 97 revised is 95 More consumer information is available athttpumetsuagmeduestudiante_consumidor
Tag the Annual Reporting Measure(s) represented in the link above to the appropriate preparation level(s) (initial andor advanced as offered by the EPP) and corresponding measure number
Level Annual Reporting Measure 1 2 3 4 5 6 7 8
Initial-Licensure Programs
Advanced-Level Programs
42 Summarize data and trends from the data linked above reflecting on the prompts below
The devastated effects of Hurricanes Maria and Irma during the last year in Puerto Rico is having consequences in many academic institutional processes causing a significant delay in the development validation and administration of instruments and in the subsequent implementation stages The commitment in the compliance of all academic institutional processes that include changes in the academic calendars was formally notified to CAEP on a letter from Chancellor Dr Carlos Padiacuten Bibiloni sent to Dr Christopher A Koch on October 18 2017 (See Attachment CAEP letter of notification revised the academic calendars) Also Middle States Commission for Higher Education (MSA) and The Puerto Rico Council on Education were notified (CEPR) You can access this letter at the following link httpumetsuagmeduescuela_educacion_2018_epp_annual_report Despite of this situation and as of today all aspects are normalizing and the Institution is continuing its leadership in Puerto Rico higher education community UMET Teacher Preparation Program (TPP) have many areas of improvement As a recently two yearaccredited program by TEAC we are in the transition process to CAEP Standards That is in a study and implementation stage which will allows us to improve the development of documents instruments procedures and rules and regulations aligned with the CAEP Standards Nevertheless the evaluation of the Annual Reporting Measures during the last two years evidence our growth and commitment In the above Impact Measures and Outcomes Measures annex documents there are key findings that evidence Programs impact and TPP continuos improvement Also it shows that there are some areas that are in need to be develop and strengthen such as a more accurate evidence-based assessment data acquisition more specifically for the employers and schools component This assessment data acquisition from employers (mostly public schools) is strongly related to the Commonwealth of Puerto Rico rules and regulations which in many cases limits the action range of intervention for the TPP UMET TPP is eager and committed to work closely with the DEPR in order to diminish this gap In the same way were aware that to monitor UMET TPP performance as a teacher preparation program we need to get more information from stakeholders including our students graduates and administrators at schools districts and regions that hire our graduates To get this feedback TPP is using and will develop several different survey instruments administered by internal and external officesOther areas are in an ongoing process The following summarize UMET TPP data and trends derived from the links above reflecting on the prompts (Section 4) On 2018-2019 a new Institutional Assessment Policy will be approved after an institutional wide discussion among the university community There are many areas that evidence TPP performance and continuous improvement such as (1) The programs completers performance at Puerto Ricos Examination Board prepared by The College Board(Summary Pass Rate of 93) (2) the revision of rules norms manuals and evaluation forms made by the Division of Practice andClinical Experience (3) the initial steps of collaboration with other US universities and counties (such as Texas Women UniversityCollege of Teacher Preparation and Metropolitan School District Lawrence Township County Indiana) (4) the agreement of UMET with the Department of Education of Puerto Rico (that opens vast opportunities to make important educational initiatives and growth) (5) the approval of a Title V Project that allows the development of a unique TPP in Science and Math (6) the results
What has the provider learned from reviewing its Annual Reporting Measures over the past three years
Discuss any emerging long-term expected or unexpected trends Discuss any programmaticprovider-wide changes being planned as a result of these dataAre benchmarks available for comparisonAre measures widely shared How With whom
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Section 5 Areas for Improvement Weaknesses andor Stipulations
Summarize EPP activities and the outcomes of those activities as they relate to correcting the areas cited in the lastAccreditation ActionDecision Report
and continuation of the academic bridge between doctoral students with the TTP students (emphasizing research methods) (7) the first steps to integrate curriculum topics such as neuroscience and research (8) the final stage process in the implementation of the Electronic Portfolio with students in Clinical Practice (9) the dissemination of key data and information concerning the performance of the TPP and the completers (10) the streghthening of the TPP students Association named Asociacion de Futuros Educadores (AFE) (11) the Deans role at the Ana G Meacutendez University System (AGMUS) Special Commission for the Improvement of the Teacher Preparation Program (12) the students response and contributions to the needs of low income communities after Hurricane Mariacutea and other university level offices (13) the strengthening of capstone courses bringing realsituations and immersing the students in problem-solving exercises among others Also UMET TPP is in touch with the impact that will have the new Commonwealth of Puerto Rico Education Organic Law of 2018 recently enacted This legislation seeks to change P-12 educational levels (LEA Districts and Schools) establish a new educational framework establish new modalities and educational models and structures for the Island (such as charter schools) allows an on going teacher evaluation performance and identify a lot of schools that will be closed (due to low enrollment) in the next year Of greatest importance is that there is a general concern about the demographic patterns in the Island that projects an important population decrease in the next years due to a diminishing Birth Rate and a shift of the migration pattern to some parts of the United States mainly Florida as a result of Mariacuteas devastation These population trends will cause a decrease in enrollment for certain TPP specialties and the possibility of closing some programs not only at UMET TPP but also in other programs in Puerto Rico As part of the participation of TPP faculty and administrators in the public discussion of these themes and trends TPP have participated as a community representatives or as a member in many meetings and committees As a result of these new and unexpected dimensions UMET TPP is moving in a comprehensive manner towards the following (1) revision of all its TPP curricula including Clinical Experiences and Practice (2) development of new majors according to Puerto Rico and international needs (3) initiating first stage to evaluate and implement online courses using hybrid method (4) building academic and administrative bridges between TPP and advanced levels programs (5) building collaborations with other universities and the private sector in order to benchmark create adapt and assess (6) identifying external funds for TPP overall improvement (7) innovating by using available technology and resources for retention mentoring and students learning and achievements(7) maintaining a good communication process with stakeholders and community among other As part of these efforts and in order to disseminate and share with the stakeholders and community at large relevant information about our programs and its performances and improvements TPP strengthened and up to date its Web Page (httpumetsuagmeduescuela_educacion) Last thoughts are related with the question Can Puerto Rico deliver a high quality education for all its children after Maria Our answer is yes UMET TPP is committed to prepare not only good teachers to exercise in their classrooms but citizens capable of response and help at this historical moment and in the future
TEAC Weakness 15 Evidence of valid interpretations of the assessments
There is no systematic process to determine validity of the UMET-developed assessments
The UMET Office of Planning Research and Assessment (OPAI Spanish acronym) is the administrative unit responsible for the assessment process institutional wide Due to its nature the School of Education and its Teacher Preparation Program at Universidad Metropolitana(UMET TPP) is the flag-ship in the systematization of Student Learning Outcomes (SLO) protocols forits entire undergraduate and graduate programs a leader in the implementation of STS-ARM on-line platform and the use of assessment results to close the loop to improve teaching and learning In Puerto Rico the Teacher Certification Exam referred as to Pruebas de Certificacion de Maestros (PCMAS by its Spanish acronym) tests TPP in basic general education skills and knowledge and mastery of professional content Results are analytical in nature and facilitate the identification of academic program accomplishments as well as areas in which students need improvement To prepare students to this Test and to develop the necessary competencies for the future teachers faculty is immerse in holistic measures which include discipline-based exercises and rubrics capstone courses capstone projects research projects and portfolios The faculty-selected measures make up the essence and the core elements of the UMET TPP in terms of knowledge skills and values Subjectknowledge is evidenced by a standardized test called SUAGM Comprehensive Test for the Teacher Preparation Program (formed Institutional Assessment System for Aspiring Teachers (SIAAM) texted in Inquiry Brief 2014) The recently results (2017-18) evidenced a satisfactory student learning assessment in all criteria From a maximum of 400 the results are (Content Knowledge-322 Critical Thinking-319 Writing-306 Technology competencies-316) In terms of validity of results in assessment the most significant figure stems from the Commonwealth of Puerto Rico Pruebas de Certificacioacuten de Maestros (PCMAS) passing rates the official board for teacher qualification in the Island UMET TPP Programrsquos completers passing rates for the latest available data 2016-2017 were at the same level as Puerto Rico for the first time in ten years that is 93 of approval This is a fourteen percent (14) increase compared with previous test on 2015-16 (79) In the SUAGM Comprehensive test for the Teacher Preparation Program the student performance was proficiency in the teacher professional competencies (April 2017-76 and December 2017-81) This figure show a five percent (5) increased in institutional test For more additional evidence of valid interpretations of the results please see attached linkhttpumetsuagmeduescuela_educacion_pruebas_certificacion_maestros (note links and documents are in Spanish) Although there were a lot of Island wide technological limitations during several months in Puerto Rico resulting from Hurricanes Mariacutea and Irma latests data and figures shows that UMET program completers are above expected level of student-learning growth These natural phenomena caused difficulties for the administration of the Exit Questionnaire for Teaching Internship
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
Section 6 Continuous ImprovementCAEP Standard 5
The provider maintains a quality assurance system comprised of valid data from multiple measures including evidence of candidates and completers positive impact on P-12 student learning and development The provider supports continuous improvement that is sustained and evidence-based and that evaluates the effectiveness of its completers The provider uses the results of inquiry and data collection to establish priorities enhance program elements and capacity and test innovations to improve completers impact on P-12 student learning and development
CAEP Standard 5 Component 53The provider regularly and systematically assesses performance against its goals and relevant standards tracks results over time tests innovations and the effects of selection criteria on subsequent progress and completion and uses results to improve program elements and processes
61 Summarize any data-driven EPP-wide or programmatic modifications innovations or changes planned worked on or completed in the last academic year This is an opportunity to share targeted continuous improvement efforts your EPP is proud of Focus on one to three major efforts the EPP made and the relationship among data examined changes and studying the results of those changes
Describe how the EPP regularly and systematically assessed its performance against its goals or the CAEP standards What innovations or changes did the EPP implement as a result of that review How are progress and results tracked How will the EPP know the degree to which changes are improvements
Students and the Employers and Alumni Survey in present year Nevertheless UMET is still on an ongoing process for documenting the student and employers satisfaction for the Teacher Preparation Program Important results from the surveysprocess will be available in the next year
TEAC Weakness 23 Influential quality control system
There is not a unified systematic process for data collection and analysis of the assessments in the curriculum in the programrsquos quality control system
In the spring of 2013 a new online assessment data collection and reporting system was created and implemented as an additional module of UMETrsquos Student Tracking System (STS) This module is known as the Assessment Related Module (ARM) The strategic decision made impacted assessment policy and processes through technology securing for UMET a qualitative jump into better organized and sustainable assessment processes data reporting data analysis and easy-to-manage assessment results to make informed decisions at the courses programs and academic unit levels to systematically close the assessment loop At the end of each academic term full-time and part-time faculty is responsible for documenting student learning using the On-line Assessment Related Module (ARM) The ARM has replaced the previous Excel data collection mechanism in place at UMET since 2009 The ARM is dynamically connected to UMETrsquos studentsrsquo central database providingfaculty the following features 1) pre-configured reporting forms for all courses offered in a given academic term 2) the systemretrieves onto the reporting form the list of students enrolled on each coursesection so that faculty dont have to add studentsmanually as before with Excel forms 3) the ARM retrieves from the Banner database information on student classes and student active programs attached to studentsrsquo IDrsquos 4) a browser for the faculty to up-load into the system evidence of assessments administered 5) access to other studentsrsquo information attached to studentsrsquo IDrsquos for more complex analysis like grades retention status support services early alert complete academic history and multiple reports on studentsrsquo learning At the end of each academic term OPAI staff runs General Education (GE) and Discipline-Specific (DS) reports by levels 1 ndash 5 as described in UMET Learning Assessment Policy (2013) Additional methods by which our faculty found the evidence that supported or failed to support the three claims of candidate learning (competent caring and qualified educators) were quantitative and qualitative in nature relating to the UMET Teacher Education Program (internal evidence) and those corresponding to external regulatory agencies (PRDE) These methods provide evidence that our Teacher Education Program meets a valid assessment of student learning according to CAEP standards The evidence is a product of the analysis of the following data Alumni Questionnaire the overall averages of students the SUAGM Comprehensive test for the Teacher Preparation Program the Teacher Certification Tests (PCMAS) Teacher Candidate Questionnaire Exit Questionnaire of Teaching Internship Students Alumni Questionnaire (VPAAEI) and Institutional Learning Assessment Instrument The effective use of technology such as ARM improves assessment in many levels because both basic and complex analyses can be produced at a much faster rate In turn each level can produce a set of recommendations to address the assessment results Recommendations then may be carried out at the faculty program school or Institutional level with major decisions presented to the Academic Board and Administrative Council for their evaluation and prompt action including budget allocations if necessary Actually UMET is analizying a new approach to student learning assessment focused in competencies for improvement the program quality control system A new policy isalready revised by the faculty and its in discussion at the UMET Academic Board The approval is projected on Academic Year in 2018-19
The following questions were created from the March 2016 handbook for initial-level programs sufficiency criteria for standard 5 component 53 and may be helpful in cataloguing continuous improvement
What quality assurance system data did the provider review
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
UMET TPP is on an ongoing improvement derived from data and information gather from internal and external sources (see Section 4-Display of Annual Reporting Measures Attachments for 41 42 43 44 5 6 7 and 8) For this report we used data gathering from two main internal sources that is (1) The Ana G Mendez University SystemUMET Banner System From here we access data to review aspects from faculty students and general administrative processes Also (2) from UMETrsquos Student Tracking System (STS) Assessment Related Module (ARM) This module is use by the Office of Planning Assessment and Investigation (OPAI) to collect learning assessment from faculty members of all Institutions Schools mainly learning at classroom-level Also we use external data gathering from The Office of College Board (Summary Pass Rates) the AGMUS SystemicCommission for the Improvement of TPP Examination Board (Comprehensive Test) and the US Title II (Performance on Teacher Preparation) among others In this year there are some significant strengths innovations and changes at the EPPs These will be assess on an ongoing basis Major improvement has been done in the Teacher Practicum program The Manual which guide functions rules and responsibilities for faculty students and clinical supervisors was revised and approved by the Faculty There isa more coordinated effort to facilitate several workshops to improve the professional relation between teachers and students Another important modification is related to General Education and Pedagogical Content at capstone courses EDUC 435 amp EDUC 436 New content has been integrated such as writing and reading skills math and statistics neuroscience research methods analysis of pedagogical situations and relation between theory and practice (see Attachment EDUC 436 Syllabi August 2017 seeAttachment Pedagogical Situation Faculty Example) Also this year the implementation and use of electronic portfolio in capstone courses and Practium are important elements of innovations (see Attachment Report-Blackboard Electronic Portfolio in Clinical Practice 2017-2018) We can relate the results of these initiatives with the results of SUAGM Comprehensive Test and with the Summary Pass Rates which last year were at its best The EPPs is projecting an overall EPP Assessment Model revision including new instruments and metrics and the inclusion of different assessment instances at the curriculum Also we are planning a broad scope curriculum revision starting Academic Year 2018-19 The revision will include a new institutional competency-based approach including the alignment of professional content with the Commonwealth of Puerto Rico Department Education new rules derived from a new Organic Law On last September 2017 UMET received approval of key funds to the Teacher Preparation Program under Title V-Hispanic Serving Institutions Grants Program The funds are allocated for five years to develop a newSecondary Level TPP program in Sciences and Mathematics both areas of need in the Island and in the US The funds will support not only curriculum development recruitment and enrollment of high quality and diverse candidates but also the habilitation of a new Faculty Students and In service Support Center (see Attachment-2017 Title V HSI Grants Awards) Due to Hurricane Maria an unexpected migration to Continental US of the population and the demografic patterns there is a significantdecreased of candidates (from high school and others cohorts) who wants to pursue careers as teachers Since before Mariacutea large numbers of Puerto Rico residents had been migrating the Island in search of better social and economical opportunities UMETs EPP choose to move strongly in terms of recruitment and retention of our pre-service teachers and candidates pool Due to the extreme collaboration and commitment of the Faculty TPP after Hurricane Maria achieved a 90 plus retention rate Furthermore TPP is initiating strong collaborative partnership with the Department of Education of Puerto Rico other US universities (such as Texas Women University) Inland and National School Districts (such as Lawrence Township in Indiana) and private sector entities There is a close collaboration with the Office of the Vice-President of Academic Affairs of SUAGM This VP is the President of the Systemic Commission for the Improvement of the Teacher Preparation Programs (TPP) Members of thisentity includes not only the Deans of Education but also the Deans of Science and Humanities the Vice chancellors for Academic Affairs and the Vicechancellors for Assessment and Evaluation This entity guide and establish policy concerning the performance and strengthening of the TPP
Tag the standard(s) or component(s) to which the data or changes apply
15 Model and apply technology standards21 Partners co-construct mutually beneficial P-12 partnerships31 Recruits and supports high-quality and diverse candidate poolA31 Admission of Diverse Candidates who Meet Employment Needs
Upload data results or documentation of data-driven changes
What patterns across preparation programs (both strengths and weaknesses) did the provider identify How did the provider use dataevidence for continuous improvement How did the provider test innovations What specific examples show that changes and program modifications can be linked back to evidencedata How did the provider document explicit investigation of selection criteria used for Standard 3 in relation to
candidate progress and completion How did the provider document that data-driven changes are ongoing and based on systematic assessment of
performance andor that innovations result in overall positive trends of improvement for EPPs their candidates and P-12 students
The following thoughts are derived from the September 2017 handbook for advanced-level programsHow was stakeholders feedback and input sought and incorporated into the evaluation research and decision-makingactivities
Pedagogical_SituationFaculty_Example_pdf
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
62 Would the provider be willing to share highlights new initiatives assessments research scholarship or service activities during a CAEP Conference or in other CAEP Communications
Yes No
63 Optional CommentsOn behalf of Chancellor Dr Carlos Padiacuten Bibiloni the Faculty of the School of Education and its Teacher Preparation Program and the administrative staff we would like to thanks CAEP officials for given us this great opportunity to inform about the status of our TPP We are eager to hear your recommendations for improvementBest regards
Section 7 TransitionIn the transition from legacy standards and principles to the CAEP standards CAEP wishes to support a successful transition to CAEP Accreditation The EPP Annual Report offers an opportunity for rigorous and thoughtful reflection regarding progress in demonstrating evidence toward CAEP Accreditation To this end CAEP asks for the following information so that CAEP can identify areas of priority in providing guidance to EPPs
71 Assess and identify gaps (if any) in the EPPrsquos evidence relating to the CAEP standards and the progress made on addressing those gaps This is an opportunity to share the EPPrsquos assessment of its evidence It may help to use the Readiness for Accreditation Self-Assessment Checklist the CAEP Accreditation Handbook (for initial level programs) or the CAEP Handbook Guidance on Self-Study Reports for Accreditation at the Advanced Level
If there are no identified gaps click the box next to No identified gaps and proceed to question 72 No identified gaps
If there are identified gaps please summarize the gaps and any steps planned or taken toward the gap(s) to be fully prepared by your CAEP site visit in the text box below and tag the standard or component to which the text appliesUMET TPP TEACCAEP (2016) accreditation is a recently one We are in the process to implement the site visitorsrecommendation to move on including the necessary professional development for faculty and administrators This will end in the proper identification and improvement of possible gaps before our next CAEP visit on 2023
Tag the standard(s) or component(s) to which the text applies
Not finished yet
72 I certify to the best of my knowledge that the EPP continues to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Yes No
73 If no please describe any changes that mean that the EPP does not continue to meet legacy NCATE Standards or TEAC Quality Principles as applicable
Section 8 Preparers Authorization
EDUC_436__Syllabi_August_2017pdf
2017_TITLE_V_HSI_GRANTS_AWARDSpdf
REPORTBLACKBOARD_ELECTRONIC_PORTFOLIO_IN_CLINICAL_PRACTICE_20172018docxpdf
Preparers authorization By checking the box below I indicate that I am authorized by the EPP to complete the 2018 EPP Annual Report
I am authorized to complete this report
Report Preparers Information
Name Dr Joseacute R Cintroacuten-Cabrera
Position Dean
Phone (787) 766-1717 ext 6419
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu
I understand that all the information that is provided to CAEP from EPPs seeking initial accreditation continuing accreditation or having completed the accreditation process is considered the property of CAEP and may be used for training research and data review CAEP reserves the right to compile and issue data derived from accreditation documents
CAEP Accreditation Policy
Policy 601 Annual Report
An EPP must submit an Annual Report to maintain accreditation or accreditation-eligibility The report is opened for dataentry each year in January EPPs are given 90 days from the date of system availability to complete the report
CAEP is required to collect and apply the data from the Annual Report to
1 Monitor whether the EPP continues to meet the CAEP Standards between site visits2 Review and analyze stipulations and any AFIs submitted with evidence that they were addressed3 Monitor reports of substantive changes4 Collect headcount completer data including for distance learning programs5 Monitor how the EPP publicly reports candidate performance data and other consumer information on its website
CAEP accreditation staff conduct annual analysis of AFIs andor stipulations and the decisions of the Accreditation Council to assess consistency
Failure to submit an Annual Report will result in referral to the Accreditation Council for review Adverse action may result
Policy 805 Misleading or Incorrect Statements
The EPP is responsible for the adequacy and accuracy of all information submitted by the EPP for accreditation purposes including program reviews self-study reports formative feedback reports and addendums and site visit report responses and information made available to prospective candidates and the public In particular information displayed by the EPP pertaining to its accreditation and Title II decision term consumer information or candidate performance (eg standardized test results job placement rates and licensing examination rates) must be accurate and current
When CAEP becomes aware that an accredited EPP has misrepresented any action taken by CAEP with respect to the EPP andor its accreditation or uses accreditation reports or materials in a false or misleading manner the EPP will be contacted and directed to issue a corrective communication Failure to correct misleading or inaccurate statements can lead to adverse action
Acknowledge
E-mail jrcintronsuagmedu