Standard 4 First Draf Nov 30 2009tx

8/14/2019 Standard 4 First Draf Nov 30 2009tx

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First Draft

November 30, 2009

STANDARD 4: DIVERSITY

The unit designs, implements, and evaluates curriculum and experiences for candidates to

acquire and apply the knowledge, skills, and dispositions necessary to help all students learn.These experiences include working with diverse higher education and school faculty, diverse

candidates, and diverse students in P12 schools.

The Teacher Preparation Program (PPM-UPRAg) was developed to satisfy the educational needs

of the Puerto Rican society. The PPM-UPRAg offers a curriculum that prepares highly qualifiedteaching professionals in Elementary Education, English with Multimedia Technology at the

Elementary and Secondary Levels, and a major in Business Education in the Office Systems

Department. It is the only one offered in the public university system in the northwestern area of

the island. The PPM-UPRAg intends to develop reflective professional education leaderscommitted to the service of diverse learning communities in Puerto Rico. The programmatic

academic commitment is to educate teacher candidates in an integral way with equallyopportunities, in order to achieve teacher candidates that can successfully perform in diverselearner scenarios with no prejudice or discrimination. Diversity is integrated into the program

through its courses, curricular and extracurricular experiences, field experiences and clinical

practice.

Element 4.1 Design, Implementation, and Evaluation of Curriculum and Experiences

The unit clearly articulates the proficiencies that candidates are expected to develop during their

professional program. Curriculum and accompanying field experiences are designed to help

candidates understand the importance of diversity in teaching and learning. Candidates learn to

develop and teach lessons that incorporate diversity and develop a classroom and school climate

that values diversity. Candidates become aware of different teaching and learning styles shaped

by cultural influences and are able to adapt instruction and services appropriately for all

students, including students with exceptionalities. They demonstrate dispositions that value

fairness and learning by all students. Assessments of candidate proficiencies provide data on the

ability to help all students learn. Candidates assessment data are used to provide feedback to

candidates for improving their knowledge, skills, and dispositions.

4a.1. What proficiencies related to diversity are candidates expected to develop and

demonstrate? [3,130/3.500 characters]

Through its curriculum, the unit designs and provides a variety of experiences to develop

knowledge, skills and disposition in the teacher candidate, so they are qualify to teach a diverse

student populations in public or private schools in Puerto Rico. The commitment to diversityendorsed by the units faculty is established and defines by the following postulate (Diversity

Web, 2009):

The concept of diversity encompasses acceptance and respect. It means

understanding that each individual is unique, and recognizing our individual


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differences. These can be along the dimensions of race, ethnicity, gender, sexual

orientation, socio-economic status, age, physical abilities, religious beliefs,political beliefs, or other ideologies. It is the exploration of these differences in a

safe, positive, and nurturing environment. It is about understanding each other and

moving beyond simple tolerance to embracing and celebrating the rich

dimensions of diversity contained within each individual.

The conceptual framework of the unit develops knowledgeable, reflective and transformingeducators for today who inspire and foster their students learning. The principles of the PPM-

UPRAg are based on a humanistic-cognitive approach that lead the teacher candidates to develop

knowledge, skills, and dispositions necessary within the field of education for success in diversesettings. The integration of technology as a tool for learning is an essential base in the teaching

experience of the PPM-UPRAg candidates. Through the program, teacher candidates develop

their knowledge base concerning diversity and inclusion. Codes of behaviors that will guide the

candidates into a complex multicultural, socioeconomic and pluralistic society, allowing them toperform according to the ethics of the profession. A fundamental element of the PPM-UPRAg is

the development of sensible, collaborative, and empathetic candidates who provide a qualityeducation.

The PPM-UPRAg increased the number of hours of the student teaching experience to allow the

candidates additional time for immersion in the teaching process. The Student TeachingEvaluation Instrument measures the teacher candidates skills and knowledge to impact student

learning. Results demonstrate that the PPM-UPRAg teacher candidates have a positive impact on

students learning. They demonstrate their ability to plan and teach diverse students and in diverse

educational settings. The candidates proficiencies are well comprised within the instrument. Theprogram is achieving a level of performance that surpasses 90 percent according to the results of

the Student Teaching Evaluation Assessment (See Appendix 1).

The teacher candidates at the PPM-UPRAg apply the knowledge and skills necessary to help all

students learn. They impact the community with projects that address the needs of the school

community in particular. Candidates gather information throughout a research process that guidesthem to identify the needs that will make changes in the learning process of their students (Table

4.1.1, Elements Related to Diversity Contained in the Graduate Proficiency)

Table 4.1.1: Elements Related to Diversity Contained in the Graduate Proficiency

Element of Diversity Candidates Proficiencies Courses

Diversity of Ideas

#1. Knowledge of principles,concepts, and processes that

represent and integrate the structures

of the subject matter to serve indiverse educational settings.

#3. Ability to obtain, analyzes

critically, evaluate, and useinformation effectively for inquiry

Teacher formationcourses, the course Nature

and Needs of the

Exceptional Child Seminarand the course Assistive

Technology in Special

Education


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and decision making.

Language Diversity

#4. Mastery of language and

communications skills.

General knowledge

courses, all Methodologies

Courses, Clinical Practice,

Field Experiences, Natureand Needs of the

Exceptional Child Seminar

and the course AssistiveTechnology in Special

Education

Teaching Diversity

#2. Knowledge of the current

philosophies, and the social and

psychological al repercussions forcandidates in their teaching practice.

#5.Mastery of the methods,strategies, and techniques for an

effective teaching and learning

process.

#6. Knowledge and application of

the practices of planning and

development of educational tasks,and the assessment of learning in the

classroom.

#7.Knowledge and effective use oftechnology as a tool for the learning

process.

#9. Ability to interact effectively as

a facilitator of learning,

demonstrating professional behaviorand commitment to lifelong

learning.

General knowledge


Courses, Clinical Practice,Field Experiences, Nature

and Needs of the

Exceptional Child Seminarand the course Assistive

Technology in Special

Education, Growth andHuman Development I,

Growth and Human

Development II

General knowledge


Courses, Clinical Practice,Field Experiences, Natureand Needs of the

Exceptional Child Seminar

and the course AssistiveTechnology in Special

Education, Growth and

Human Development I,Growth and Human

Development II

Group Diversity

#8. Awareness of ethical, and

aesthetic values, and respect for

diversity to facilitate learning for allstudents.

Methodologies Courses,

Clinical Practice, Field

Experiences, Nature andNeeds of the Exceptional

Child Seminar and the

course AssistiveTechnology in Special

Education, Growth and

Human Development I,Growth and Human


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Development II

4a.2. What required coursework and experiences enable teacher candidates and candidates

for other school professional roles to develop:

awareness of the importance of diversity in teaching and learning; and

the knowledge, skills, and professional dispositions to adapt instruction and/or servicesfor diverse populations, including linguistically and culturally diverse students and

students with exceptionalities? [1,312/5,000 characters]

When considering the integration of diversity in the courses, the unit provides teacher candidates

the opportunity to accept and develop the necessary disposition to get involved and impact the

special need students in diverse communities. The unit integrates diversity into the courses and itscontent and also into the programs course of study. The institutional policy and co-curricular

obligations of the University of Puerto Rico are covered by federal laws such as Law 51.

Certificate 2004-05-10 of the UPRAg Academic Senate establishes that the faculty shouldprovide for activities in each class that will promote communication with diverse students.

Table 4.1.2 (See Exhibit 4a.2) shows the description of the courses directed towards thedevelopment and understanding the appreciation of diversity. Candidates participate in field

experiences that permit the development of the knowledge, skills, and dispositions to attend to

diversity As part of many courses of the unit, candidate professors implement diverse activities

to help the candidates learn from different perspectives with field experiences. Table 4.1.2 alsodescribes some of the activities that help to develop an appreciation for diversity among the

candidates.

Table 4.1.2 Courses that Evidence Appreciation for Diversity (Exhibit 4a.2)

4a.3. What key assessments provide evidence about candidates' proficiencies related todiversity? How are candidates performing on these assessments? [679/3,500 characters]

The unit faculty and teacher candidates demonstrate a high degree of commitment to the disabledpopulation and recognize that all individuals have the capacity to learn. All unit members,

including teacher candidates, value student diversity in the classroom and promote collaboration

between diverse learning communities. Many faculty members integrate technology and

multimedia into their teaching-learning process by means of blogs, Moodle, and email. Theseactivities also assist in developing diversity Table 4.1.3 lists and describes the courses that

evidence interaction among faculty and students together with the assessments that relate to

diversity (See Exhibit 4a.3).

Table 4.1.3 List of Courses and Evidence of Activities related to Diversity within them

(Exhibit 4a.3)

4.2 Experiences Working with Diverse Faculty


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4b.1. What opportunities do candidates (including candidates at off-campus sites and/or in

distance learning or alternate route programs) have to interact with higher education

and/or school-based faculty from diverse groups? [1,224/3,000 characters]

Candidates interact in classroom settings on campus and in schools with professional education

faculty, faculty from other units, and school faculty from diverse ethnic, racial, and gendergroups. Faculty with whom candidates work in professional education classes and clinical

practice have knowledge and experiences related to preparing candidates to work with studentsfrom diverse cultural backgrounds, including students with disabilities. The affirmation of the

value of diversity is shown through good-faith efforts made to increase and/or maintain faculty

diversity

The unit has a faculty of 38 professors with different and diverse characteristics in terms of

gender and academic preparation including many attending doctoral studies in diverse universities

in Puerto Rico and in the exterior. All members of the faculty have a masters degree in the areaof Education and a specialization in their respective areas of specialization. Many of the faculty

members also have a doctoral degree in their field.

Several members of the faculty are currently studying for doctorates in recognized universities

both in Puerto Rico and in the United States. Table 4.2 shows the diversity of the unit faculty in

the PPM-UPRAg.

Table 4.2: PPM-UPRAg faculty profileDepartment Total of Faculty Preparation Total of Faculty

studying doctorates

and number of credits

approved

University

Hyperlink to

faculty

curriculum vitaFull

Time

Part

TimeMasters Doctorate

Education and

PhysicalEducation

10

(83.3%)

2

(16.6%)

9

(75%)

2 Full time

1 Part time(25%)

Vctor Morales 46

credits

Nydia Ugarte XX

credits

Vivian N. Rivera 56

credits

Interamerican

University ofPuerto Rico

Northcentral

University, Az

NSU University

English 14

(93.3%)

1

(6.6%)

10

(66.7%)

5

(33.3%)

Office

Systems

7

(70%)

3

(30%)

3

(30%)

2

(20%)

Prof. Beatriz Guerrero

(54 credits)

Prof. Janet Romn (31

credits)

Prof. Mariely Galarza

(31 credits)

Prof. Mayra Santiago

(19 credits)

Prof. Erica Cruz

Nova

Southeastern

University,

North Miami

Beach, FL

Interamerican

University of

PR


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4b.2. What knowledge and experiences do faculty have related to preparing candidates to

work with students from diverse groups? [1,461/2,000 characters]

Exhibit 5_._ (Standard 5) shows information related to faculty qualifications. The PPM-UPRAg

faculty members have worked at all levels in different public and private schools, as teachers,principals, and special education specialists. This experience helps them to guide teacher

candidates in the development of knowledge, skills and dispositions in working with diverse

students.

Unit faculty members belong to a diversity of associations and organizations. Instructors in the

area of technology are members of groups such as Red Docente de Tecnologa Educativa(redtecnologiaeducativa.ning.com), and the Hispanic Educational Technology Services (HETS)Telecommunication System, The International Society for Technology in Education (ISTE), the

World Association for Online Education (WAOE), and the American Association for Computersin Education (AACE). In the specialty of English, faculty members belong to associations suchas Teachers of English to Speakers of Other Languages (both the Puerto Rico Chapter and the

International Association). In the specialty of Office Systems, members belong to organizations

such as Association of Business Education Professors (APEC) and International Association ofAdministrative Professionals (IAAP). Many faculty members also belong to associations such as

the Association of Supervision and Curriculum Development (Puerto Rico Chapter) and the

International Sorority of Women Educators Alpha Delta Kappa (ADK).

4c Experiences Working with Diverse Candidates

Candidates interact and work with candidates from diverse ethnic, racial, gender, and

socioeconomic groups in professional education courses on campus and in schools. Candidates

from diverse ethnic, racial, gender, and socioeconomic groups work together on committees and

education projects related to education and the content areas. The affirmation of the values of

diversity is shown through good-faith efforts made to increase or maintain candidate diversity.

4c.1. What opportunities do candidates (including candidates at off-campus sites and/or in

distance learning or alternate route programs) have to interact with candidates from

diverse groups? [844/3,000 characters]

The unit creates opportunities for teacher candidates to interact and work with a diversity of

faculty, teachers, peers, and students including those who require reasonable accommodation.

OPEI obtains and supplies data necessary for the PPM-UPRAg to plan for diverse candidates aswell as to make decisions that are the most appropriate for the teacher candidates to work with

this population.

Table 4c.1.1 shows the number of candidates who have been reported as requiring reasonable

accommodation. It should be mentioned that applying for these services is entirely voluntary on


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the part of the candidate for which reason the actual number of candidates who qualify for these

services is completely unknown. Compared to the number of students registered in the program,the number of candidates requesting reasonable accommodation is very small.

Table 4c.1.1: Demographic Profile of the PPM-UPRAg Candidate

Department

Gender

Total of Registered

Candidates

Candidates under the ReasonableAccommodation Plan

M FNumber

ReportedPercentage

Education

2008-2009 34 179 213 18 8.45 %

2007-2008 39 203 242 16 6.61 %

2006-2007 31 215 246 0 0 %

English

2008-2009 37 112 149 4 2.68 %

2007-2008 40 119 159 4 2.51 %

2006-2007 44 132 176 4 2.27 %

Office Systems

2008-2009 18 165 183 17 9.28 %

2007-2008 14 166 180 12 6.66 %

2006-2007 13 158 171 5 2.92 %

Table 4c.1.2 documents the number of incoming first year candidates who are first generation of

higher education studies in their families. According to the UPR Law of January 20, 1996, theteaching-learning process should develop the whole person, both intellectually and socially so as

to be able to integrate into the Puerto Rican Society.

Table 4c.1.2 Data about incoming first-generation candidates of the PPM-UPRAg

2008-09

Questionnaire Registered

Total FirstGeneration

Percentage Total FirstGeneratio

Total Candidates 452 133 29% 726 214

Candidates ELEM 20 6 30% 26 8

Candidates INGM-E 0 0 - 5 -

Candidates INGM-S 5 3 60% 8 5

Candidates SOFI-A 19 6 32% 38 12

Candidates SOFI-B 34 14 41% 42 17


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Table 4c.1 3 Data about PPM-UPRAg Incoming First Generation Candidates

2007-08Questionnaire Registered

Total First

Generation

Percentage Total First

Generatio

Total Candidates 400 134 34% 811 272

Candidates ELEM 17 6 35% 43 15

Candidates INGM-E 1 0 0% 4 0

Candidates INGM-S 8 1 13% 9 1

Candidates SOFI-A 31 13 42% 49 21

Candidates SOFI-B 44 15 34% 57 19

4d Experiences Working with Diverse Students in P12 Schools

4d.1. How does the unit ensure that candidates develop and practice knowledge, skills, and

professional dispositions related to diversity during their field experiences and clinical

practice? [489/2,500 characters]

During field experiences and the clinical practice, teacher candidates demonstrate theirdisposition and ability to work and interact with diverse populations, including their peers,

professors, cooperative teachers, supervisors, students and their parents. Teacher candidatesparticipate in diverse curricular and extracurricular experiences in which they display ethical

values and respect towards diversity and individual differences. The schools offer integrated

educational services to the student population eligible for Special Education Programs, inaccordance with the IDEA Law (105-17) and Public No child Left Behind Law (107110). The

diversity of school contexts available provides teacher candidates the opportunity to develop anddemonstrate mastery of competencies to facilitate learning of all students. Table 4.4 shows the

collaborating schools with a summary of their cooperating teachers qualifications including the

population of the special education program receiving educational services from our candidates.Table 4.4 also demonstrates diversity in gender, races, socioeconomic groups and cooperating

teacher preparation, among others. Candidates interact in diverse scenarios of differentsocioeconomic levels, gender, geographical areas and exceptionality. It evidences their

disposition, commitment and ability to work with diverse populations.

Field experiences or clinical practice in settings with exceptional populations and students fromdifferent ethnic, racial, gender, and socioeconomic groups are designed for candidates to developand practice their knowledge, skills, and dispositions for working with all students. Feedback

from peers and supervisors helps candidates reflect on their ability to help all students learn.

Exhibit 5___ shows the collaborating schools with their cooperating teachers qualificationssummary.

Exhibit 5:___ Cooperating teachers qualifications summary Teacher Preparation

Program


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First Draft

November 30, 2009

Edited by Prof. Vivian N. Rivera Rivera

Tables edited by Prof. Beatriz Guerrero- Cabn

Tables compilation by Prof. Vivian N. Rivera Rivera, Prof. Nydia Ugarte, Prof. Mary Moore,

Dr. Evelyn Prez, Dr. Michelle Crespo, Dr. Aida Ocasio

Statistical Compilation with OPEI collaboration by Dr. Evelyn Prez, Prof. Mary Moore,

Prof. Vivian N. Rivera Rivera

Translation by Dr. John Steele

All Rights Reserved 2009


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Standard 4 First Draf Nov 30 2009tx