September 2005
Program Report for the
Preparation of Teachers of English to
Speakers of Other Languages
Teachers of English to Speakers of Other Languages (TESOL)
NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION
C O V E R S H E E T
Institution University of Puerto Rico at Aguadilla State PR
Date submitted September 2008
Name of Preparer Dr. Myrta L. Rosa Rosado
Phone # (787) 890-2681 ext. 308 Email
Program documented in this report:
Name of institution’s program (s) BA in Education with a Major in English with Multimedia Technology
Grade levels for which candidates are being prepared K-12
Degree or award level Bachelor of Arts Degree
Is this program offered at more than one site? □ Yes T No
If yes, list the sites at which the program is offered
Title of the state license for which candidates are prepared
Elementary Education in English and Secondary Education in English
Program report status:
T Initial Review
¨ Response to a Not Recognized Decision
¨ Response to National Recognition With Conditions
¨ Response to a Deferred Decision
State licensure requirement for national recognition:
NCATE requires 80% of the program completers who have taken the test to pass the applicable state licensure test for the content field, if the state has a testing requirement. Test information and data must be reported in Section III. Does your state require such a test?
T Yes □ No
GENERAL DIRECTIONS
To complete a program report, institutions must provide evidence of meeting TESOL standards based on data from 6-8 assessments. In their entirety, the assessments and data required for submission in this report will answer the following questions:
· Have candidates mastered the necessary knowledge for the subjects they will teach or the jobs they will perform?
· Do candidates meet state licensure requirements?
· Do candidates understand teaching and learning and can they plan their teaching or fulfill other professional education responsibilities?
· Can candidates apply their knowledge in classrooms and schools?
· Do candidates focus on student learning?
To that end, the program report form includes the following sections:
Section I. Context (6-page maximum narrative, plus three attachments not to exceed 5 pages each)
Provide general information on the program as specified by the directions for this section.
Section II. List of Assessments (completion of chart)
Using the chart included in this report form, indicate the name, type, and administration point for each of the 6-8 assessments documented in this report. (Note that Section IV of the report form lists examples of assessments that may be appropriate for each type of assessment that must be documented in the program report.)
Section III. Relationship of Assessments to Standards (completion of chart)
Using the chart included in this report form, indicate which of the assessments listed in Section II provide evidence of meeting specific program standards.
Section IV. Evidence for Meeting Standards (attachments of the assessment, scoring guide/criteria, and data tables plus a 2-page maximum narrative for each of the 6-8 assessments)
Attach assessment documentation plus a narrative statement for each assessment as specified by the directions for this section.
Section V. Use of Assessment Results to Improve Candidate and Program Performance (3-page maximum narrative)
Describe how faculty are using the data from assessments to improve candidate performance and the program, as it relates to content knowledge; pedagogical and professional knowledge, skills, and dispositions; and student learning.
Section VI. For Revised Reports Only
Describe what changes or additions have been made in the report to address the standards that were not met in the original submission. List the sections of the report you are resubmitting and the changes that have been made. Specific instructions for preparing a revised report are available on the NCATE web site at http://www.ncate.org/institutions/process.asp?ch=4.
Format and page limits for narrative sections and attachments:
Narrative: Sections I, IV, and V include narrative sections based on specific directions and page limits. Page limits are based on single-spaced text using 12-point type.
Attachments: Sections I and IV include attachments. In general, attachments should be no longer than the equivalent of five text pages.
è NCATE staff may require institutions to revise reports that do not follow directions on format and page limits. In addition, hyperlinks imbedded in report documentation will not be read by reviewers and cannot be used as a means of providing additional information.
______
Program report information on the web: http://www.ncate.org/institutions/process.asp?ch=10.
To download report forms: http://www.ncate.org/institutions/programStandards.asp?ch=4.
Specific Instructions for TESOL
Who Should Submit Program Reports:
All programs designed for initial preparation of P-12 ESL teachers should prepare a report.
TESOL National Recognition Decision Rules:
All standards must be addressed, with a minimum of 10 of the 13 standards met. At least 2 standards in each domain must be met
Additional Assessment Types (beyond the first 5 required types) required by TESOL:
Assessment that demonstrates candidates have a philosophy of teaching that reflects candidates’ understanding of and commitment to the critical issues related to culturally and linguistically diverse students.
Other specific information required by TESOL only:
None
Will TESOL accept grades as one of the assessments?
Yes, however, if grades are used as the assessment or included in the assessment, provide information on the criteria for those grades and describe how they align with the specialty standards
Other resources are available on the TESOL web site at: http://www.tesol.org/s_tesol/seccss.asp?CID=219&DID=1689
SECTION I- CONTEXT
I. Description of any state or institutional policies that may influence the application of TESOL standards
The Teacher Preparation Program (PPM-UPRAg) was developed to satisfy the educational needs of the Puerto Rican society. The Program offers a curriculum that prepares highly qualified teaching professionals in Elementary Education, English with Multimedia Technology at the Elementary and Secondary Levels, and a minor in Business Education in the Office Systems Department.
The Bachelor of Arts in Education with a Major in English with Multimedia Technology was developed to prepare teachers of English as a second language to work with non-English speaking students from kindergarten through twelfth grade. This program was approved in 2001 and meets all the requirements of the Department of Education of Puerto Rico. It is a unique program in that it prepares ESL teachers to use multimedia technology in the classroom.
The goals of the program are to prepare students in the teaching of English as a Second language (ESL) and to provide our candidates with the skills and knowledge to select, plan, and introduce multimedia into the teaching-learning process.
The mission of the PPM-UPRAG is consistent with the mission statement of the UPR system and is in harmony with the commitment of the University of Puerto Rico at Aguadilla. The English teacher candidates will develop sound knowledge in general education and pedagogical content knowledge which emphasizes the knowledge, skills, and dispositions of the teaching profession and the use of multimedia technology throughout the curriculum. The teacher candidates will be distinguished as knowledgeable, ethical, reflective, and capable of adapting learning experiences in a diverse community.
Graduates from the English program of the PPM-UPRAG demonstrate knowledge, commitment, and understanding of the professional standards as well as of the national, state, and institutional laws and policies that guide the field of Education. The by-laws that rule the program are:
Law 149 of July 15, 1999 Organic Law of the Department of Education
The Department of Education’s purpose is to establish a public education system in Puerto Rico based on the Community Schools with fiscal and administrative autonomy. The law establishes the policies regarding students, teaching and administrative personnel, and community. The Program emphasizes the policies that guide the profession within the Department of Education since it is the main collaborator in the field and clinical experiences of the candidates.
Law 107-110 “No Child Left Behind Act”
The law’s purpose is to ensure that all children will receive quality education and to close the achievement gap that exists between children who typically perform well in school and those who do not. All teachers must be highly qualified with full state certification and competent for each subject that they teach.
Law 17 of June 16, 2003 Puerto Rico Council on Higher Education (PRCHE)
It establishes Higher Education quality standards which are in agreement with NCATE Standards. The PRCHE is the governing body responsible for regulating the instructional system, for designing educational models and the indicators to be followed in the planning of higher education in Puerto Rico. The PRCHE grants public and private institutions the license to offer higher education programs in Puerto Rico.
Certification 138 2003-2004 from UPR Board of Trustees
This certification from UPR Board of Trustees at the UPR System establishes the bylaws for all academic programs subject to accreditation.
Policy # 10-2204-2205 from the Department of Education of Puerto Rico
It provides the guidelines and the qualifications required to collaborate as a cooperative teacher and to participate in the supervision process of clinical practice for teacher candidates. To this effect, the PPM-UPRAg offers in-service training and a course to address the qualifications, knowledge, and skills that a cooperative teacher should possess to help the candidates participate in a positive and intensive clinical experience.
English Program Content Standards and Level Expectations, Puerto Rico Department of Education, 2007
The English Program of the Puerto Rico Department of Education has established the following overall standards for the ESL curriculum on the Island.
Listening/Speaking
The student uses the English language to interpret oral input, construct meaning, interact with confidence both verbally and nonverbally, and to express ideas effectively in a variety of personal, social, and academic contexts.
Reading
The student uses reading strategies, literary analysis, and critical thinking skills to construct meaning and develop an understanding as well as an appreciation of a variety of genres of both fiction and nonfiction.
Writing
The student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and age appropriate expressive vocabulary.
I.2. Description of the field and clinical experiences required for the program, including the number of hours/ weeks for student teaching.
Field experiences and student teaching are important key elements for candidates’ learning in the English Program of the PPM-UPRAg. Therefore, the program strongly believes in partnership with the community and schools to strengthen the educational experience of its candidates. Public school settings are selected according to the regulations established by the Department of Education. Teacher candidates participate in field and student teaching experiences which allow them to integrate content and knowledge skills, and dispositions in all learning communities. Highly qualified collaborating teachers serve as models so candidates can integrate theory and practice. As a result, candidates have the opportunity to demonstrate the proficiencies that exemplify the beliefs embedded in the vision, mission, and philosophy of the PPM-UPRAg. These interactions provide opportunities for discussion and reflection upon their dispositions to become teachers. They are developed in three levels of participation throughout the program courses. These levels evolve progressively until the candidate reaches a more active role in the classroom.
The first two levels of participation correspond to the field experience. In the first level, the candidates observe and collaborate with the teacher as they interact in the school settings. In the second level, they observe the setting, develop a lesson plan, and conduct demonstrative classes. The assessment instruments used for the field experiences are the Field Experience Observation Instrument (FEOI) and the Field Experience Performance Evaluation Instrument (FEPEI). These two levels total 70 hours of field experience.
The third level corresponds to the student teaching which constitutes the culminating activity of the program. It allows the teacher candidates to apply pedagogical and philosophical theories as well as content and pedagogical knowledge, skills and dispositions at different levels of performance, such as one-on-one interaction, action research projects, and tutoring services to demonstrate their ability to plan, teach, and make their students learn.
During the 15-week experience, candidates must log a minimum of 300 hours. In addition, the student teaching process is enriched with monthly discussion seminars where the candidates have the opportunity to participate in various activities related to the field. Placements are arranged in accredited schools with well qualified cooperating teachers and supervisors. Cooperating teachers must hold a current teaching license in the teaching of English as a second language at the elementary or secondary level, have a minimum of three years of teaching experience, and be recommended by their principal.
The following table includes the courses in which candidates participate in field and student teaching experiences.
Table 1a: Field and Student Teaching Experiences: Elementary Level
Table 1b: Field and Student Teaching Experiences: Secondary Level
I.3. Description of the criteria of admission, retention, and exit from the program, including required GPAs and minimum grade requirements for the content courses accepted by the program
The admission requirements for the PPM-UPRAg comply with the University of Puerto Rico Admissions Policy and Regulations (UPR Board of Trustees, Certification 25-2003-2004).
Candidates for admission must meet the following criteria:
1. Complete high school with a grade point average (GPA) of 2.00 or higher, or approve the high school equivalency test administered by the Puerto Rico Department of Education.
2. Approve the College Entrance Examination Board or Scholastic Aptitude Test (SAT) and its three Achievement Tests (SAT II). The College Entrance Examination Board assesses candidates in five areas: verbal and mathematical reasoning, and achievement in English, Mathematics, and Spanish.
3. Submit the admission application on or before the deadline and meet the requirements established for its submission.
4. Comply with the Program’s general admission index (IGS by its Spanish acronym) of 260 or higher. The IGS is computed using the following formula: 50 percent is the high school GPA, 25 percent is the CEEB verbal reasoning score, and 25 percent is the mathematical reasoning score.
The IGS is analyzed by a Committee, composed of the Dean of Academic Affairs, the Auxiliary Dean of Academic Affairs, and the Directors of the PPM-UPRAg, who are responsible for determining the IGS for the program by means of an assessment process. The evaluation criteria are: 1) three-year trend of applicants, admitted, and enrolled teacher candidates; 2) three-year trend in IGS and enrollment quota for first-year students; 3) performance (credits approved with a minimum grade of C and GPA) for the previous year’s cohort in their first year of studies; 4) retention and graduation rates; and 5) degrees granted. Based on these data, the committee presents the recommended IGS and the enrollment quota of teacher candidates to the Dean of Academic Affairs for the year’s cohort. At present, the established minimum IGS allowed for the English program is 260.