Acreditación

 

The EPP goals of the UPRB responds to the mission, vision, and philosophy of the UPRB. Each EPP goal is aligned with CAEP standards and InTASC principles. The EPP goals are:

1. To promote the practical application of the theory so that teacher candidates can generate maximize the appropriate educational experiences for the students.

2. To propitiate in the teacher candidates the integration of techniques and effective strategies to fulfill the student perspective in the educational environment.

3. To capacitate teachers’ candidates in the use of appropriate theories and techniques that propitiate the integration of all students in the classroom ensuring the respect for the diversity, inclusion, human rights, and democratic values in the educational environment.

4. To promote the integration of technology as a learning tool.

5. To develop awareness in the teacher candidates of the importance of diversity, the importance of the participation and integration of all the community to assure the education of all students.

6. To develop written and oral communication skills in the teacher candidates to guarantee the exchange of ideas, knowledge and experiences between teachers, students, and community members.

7. To promote experiences that develop reflective and dialogue skills as part of the continuous process of growing and professional development of teacher candidates.

8. Develop competencies in the teacher candidates in knowing how to different assessment strategies to measure and analyze the progress of the acquired skills in the students.

 

Based on its mission and vision, the fundamental principles, philosophy and the knowledge base, the TPP-UPRB’s goal is that its graduates be competent and effective professionals in their educational practices with a high critical and ethical sense. The Program is expected to develop intellectual educators who can transform their practices as a product of reflection, are aware of the importance of learning and will take into consideration the cognitive, affective and social aspects. The following competencies for teacher candidates in the Teacher Preparation Program in UPRB integrate these tenets:

1. Knowledge and appreciation of the diverse artistic and cultural manifestations, among them the Puerto Rican culture and its bond with other cultural manifestations.

2. Management and knowledge of the language in its diverse manifestations.

3. Learning with an understanding about the disciplines, as well as their bases of knowledge.

4. Capacity to analyze and put into practice knowledge concerning human development and the processes of learning and teaching, which cover ethical, inclusive and diversity aspects.

5. Critical commitment with his or her learning and professional development.

6. Ability to critically reflect upon knowledge and the application of techniques and strategies.

7. Thoughtful use

of assessment strategies.

8. Connection between general education and the process of teaching.

9. Disposition for the reflection and reformulation of ideas concerning learning and teaching during his/her participation in diverse educational experiences.

10. Capacity to develop a democratic and inclusive learning environment centered on the interests and talents of the students, where they exhibit mastery on the use of techniques, educational strategies and assessment that include the integration of technology.

11. Competitiveness toward the reflective and critical practice of education where practical and research-based knowledge are integrated.

12. Leadership, appreciation and celebration of diversity when advocating for the needs and strengths of the student, his/her family and the community.

13. Disposition to work in teams with other educators and professionals in the field of education, families and community groups.

14. Understanding about the political and social nature of education.

15. Ability to reflect upon beliefs and attitudes while understanding how these influence their educational endeavor and develop the capacity to understand the beliefs and attitudes of others.

• UPRB – CAEP Teacher Preparation Program Assessment System

 

 

 

 

 

 

 

 

 

 

 

 

• Accreditation Action Report
• 2022-Frank-Murray-recognition-main

Standard #1: Content and Pedagogical Knowledge

The provider ensures that candidates develop a deep understanding of the critical concepts and principles of their discipline and, by completion, can use discipline-specific practices flexibly to advance the learning of all students toward attainment of college- and career-readiness standards (CAEP Handbook 2020).

Standard #2: Clinical Partnerships and Practice

The provider ensures that effective partnerships and high-quality clinical practice are central to preparation so that candidates develop the knowledge, skills, and professional dispositions necessary to demonstrate positive impact on all P-12 students’ learning and development (CAEP Handbook 2020).

Standard #3: Candidate Quality, Recruitment and Selectivity

The provider demonstrates that the quality of candidates is a continuing and purposeful part of its responsibility from recruitment, at admission, through the progression of courses and clinical experiences, and to decisions that completers are prepared to teach effectively and are recommended for certification. The provider demonstrates that development of candidate quality is the goal of educator preparation in all phases of the program. This process is ultimately determined by a program’s meeting of Standard 4 (CAEP Handbook 2020).

Standard #4: Program Impact

The provider demonstrates the impact of its completers on P-12 student learning and development, classroom instruction, and schools, and the satisfaction of its completers with the relevance and effectiveness of their preparation. (CAEP Handbook 2020)

Standard #5: Provider Quality, Continuous Improvement and Capacity

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 Handbook 2020)

Other Data

 

 

 

– Empleabilidad de Egresados del PPM
– Datos Estudiantes Graduandos Sobre Empleabilidad del PPM
– Financial Aids for Studies

The Office of NCATE Accreditation of the Teacher Preparation Program at the university of Puerto Rico – Bayamón (TTP-UPRB) is responsible for the collection of data to evidence the learning and development of the teacher candidates in Preschool, Elementary Education and Adapted Physical Education, in compliance with NCATE standards and specialized Programs: NAEYC, ACEI, and NASPE.