ACEI


STANDARDS
Candidates know, understand, and use the major concepts, principles, theories, and research related to development of children and young adolescentsto construct learning opportunitiesthatsupport individualstudents’ development, acquisition of knowledge, and motivation.
Candidates demonstrate a high level of competence in use of English language arts and they know, understand, and use conceptsfrom reading, language and child development, to teach reading, writing,speaking, viewing, listening, and thinking skills and to help students successfully apply their developing skillsto many differentsituations, materials, and ideas;
Candidates know, understand, and use fundamental concepts of physical, life, and earth/space sciences. Candidates can design and implement age-appropriate inquiry lessonsto teach science, to build student understanding for personal and social applications, and to convey the nature ofscience;
Candidates know, understand, and use the major concepts and proceduresthat define number and operations, algebra, geometry, measurement, and data analysis and probability. In doing so they consistently engage problem solving, reasoning and proof, communication, connections, and representation;
Candidates know, understand, and use the major concepts and modes of inquiry from the socialstudies—the integrated study of history, geography, the socialsciences, and otherrelated areas—to promote elementary students’ abilitiesto make informed decisions as citizens of a culturally diverse democratic society and interdependent world;
Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts(dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students;
Candidates know, understand, and use the major concepts in the subject matter of health education to create opportunitiesforstudent development and practice ofskillsthat contribute to good health;
—Candidates know, understand, and use—as appropriate to their own understanding and skills—human movement and physical activity as central elementsto foster active, healthy life styles and enhanced quality of life for elementary students.
Candidates plan and implement instruction based on knowledge ofstudents, learning theory, connections acrossthe curriculum, curricular goals, and community;
Candidates understand how elementary students differ in their development and approachesto learning, and create instructional opportunitiesthat are adapted to diverse students;
Candidates know, understand, and use—as appropriate to their own understanding and skills—the content, functions, and achievements of the performing arts(dance, music, theater) and the visual arts as primary media for communication, inquiry, and engagement among elementary students;
Candidates use their knowledge and understanding of individual and group motivation and behavior among students at the K-6 level to foster active engagement in learning,self motivation, and positive social interaction and to create supportive learning environments;
Candidates use their knowledge and understanding of effective verbal, nonverbal, and media communication techniquesto foster active inquiry, collaboration, and supportive interaction in the elementary classroom.
Candidates know, understand, and use formal and informal assessmentstrategiesto plan, evaluate and strengthen instruction that will promote continuousintellectual,social, emotional, and physical development of each elementary student.
Candidates are aware of and reflect on their practice in light ofresearch on teaching, professional ethics, and resources available for professional learning; they continually evaluate the effects of their professional decisions and actions on students, families and other professionalsin the learning community and actively seek out opportunitiesto grow professionally.
Candidates know the importance of establishing and maintaining a positive collaborative relationship with families,school colleagues, and agenciesin the larger community to promote the intellectual,social, emotional, physical growth and well-being of children.
KEY ASSESSMENTS

Teacher Preparation Program UPRB Unit-Level Pass Rate on Teacher Certification Test and Comparison With StateWide Pass Rate Data


Year 2012 2011 2010 2009
# TEST TAKERS

(UPRB Preschool/Elementary and
Adapted Physical Education)
81 103 76 101
UPRB
Pass rate
Statewide
Pass rate
UPRB
Pass rate
Statewide
Pass rate
UPRB
Pass rate
Statewide
Pass rate
UPRB
Pass rate
Statewide
Pass rate
Part A: Fundamental Knoledge and
Communication Competencies

Minimum Passing Rate since 2007: Part B - 92
91% 87% 96% 86% 89% 85% 95% 88%
Part B: Professional Competencies -
Elementary Level

Minimum Passing Rate since 2007: Part B - 89
96% 91% 89% 88% 85% 85% 95% 90%
SUMMARY PASS-RATE 89% 81% 86% 77% 82% 79% 92% 82%

NAEYC

Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child.
Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning
Candidates prepared in early childhood degree programs understand that child observation, documentation, and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment. They know about and use systematic observations, documentation, and other effective assessment strategies in a responsible way, in partnership with families and other professionals, to positively influence the development of every child.
Candidates prepared in early childhood degree programs understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages, characteristics, and the settings within which teaching and learning occur. They understand and use positive relationships and supportive interactions as the foundation for their work with young children and families. Candidates know, understand, and use a wide array of developmentally appropriate approaches, instructional strategies, and tools to connect with children and families and positively influence each child’s development and learning.
Candidates prepared in early childhood degree programs use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. Candidates understand the importance of developmental domains and academic (or content) disciplines in early childhood curriculum. They know the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and can identify resources to deepen their understanding. Candidates use their own knowledge and other resources to design, implement, and evaluate meaningful, challenging curriculum that promotes comprehensive developmental and learning outcomes for every young child.
Candidates prepared in early childhood degree programs identify and conduct themselves as members of the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.
Field experiences and clinical practice are planned and sequenced so that candidates develop the knowledge, skills and professional dispositions necessary to promote the development and learning of young children across the entire developmental period of early childhood – in at least two of the three early childhood age groups (birth – age 3, 3 through 5, 5 through 8 years) and in the variety of settings that offer early education (early school grades, child care centers and homes, Head Start programs).

NASPE


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(787) 993-0000, Ext. 4333 ncate.uprb@uprb.edu

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