UPRM CAEP advances excellent educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning.
Standard 1: Content and Pedagogical Knowledge
- 2023.1.1.1: Rubric Classroom Observation Instrument for Teaching Practice
- 2023.1.1.2: TCWS Manual with Standards Alignment
- 2023.1.1.3: Education Specialization Courses and Graduation GPA by Gender and Discipline
- 2023.1.1.4: Teacher Candidate Work Sample Data Analysis 2020-2023
- 2023.1.1.5: Teaching Practice Classroom Observation Instrument Data Analysis 2020-2023
- 2023.1.1.6: Service Learning Experience Exceptional Child Rubric
- 2023.1.1.7: Diversity of Towns of origin of teacher candidates
- 2023.1.2.1: Program Progression by Transition Point InTASC
- 2023.1.3.1: EDPE 3129 Instructions for Lesson integrating Technology
- 2023.1.3.2: List of examples of Teacher Candidates E-Portfolios
- 2023.1.3.3: General PCMAS Data Analysis 2020-2023
- 2023.1.3.4 CIRCULAR LETTER PCMAS NUM. 04-2022-2023
Standard 2: Clinical Partnerships and Practice
- 2023.2.1.1: Circular Letter DOE PR 04-2020-2021
- 2023.2.1.2: Ley Núm. 129 del año 2016
- 2023.2.1.3: Coop Teacher Course Syllabus
- 2023.2.1.4: MOU CROEM 2023-000189
- 2023.2.1.5: Evidence of Advisor to the Secretary of Education
- 2023.2.1.6: DEPR-UPRM EPP Educational Partnership for offerings of teachers
- 2023.2.1.7: Focal Group Educational Administrators
- 2023.2.1.8: UPRM EPPs Impact on PCMAS Results 2021-2023
- 2023.2.1.9: PCMAS 2021-2023 Focal Group Data Analysis
- 2023.2.1.10: 2023 Focal Group Meeting Decisions
- 2023.2.1.11: UPRM EPP Agriculture Division
- 2023.2.1.12: Accreditation Advisory Committee Meeting
- 2023.2.1.13: Letter to PPM relation with PR DOE
- 2023.2.1.14: TEACHER CERTIFICATION REGULATION (9375 of 2022)
- 2023.2.1.15: Changes to the EPP’s Brochure
- 2023.2.2.1: Authorization to Place Methodology Students in Schools
- 2023.2.2.2: Classroom Management Techniques
- 2023.2.2.3: Activities where EDAG Teacher Candidates Participated
- 2023.2.2.4: UPRM EPP Clinical Educators Assessment by Teacher Candidates
- 2023.2.2.5: UPRM EPP empowered completers and clinical educators on Artificial Intelligence for K-12 classrooms
- 2023.2.2.6: EPP Visits the Practicum Center
- 2023.2.2.7: Teaching Practice and other course syllabi evidencing inclusion preparedness of teacher candidates at UPRM EPP
- 2023.2.3.1: Comparison of Offering of Diverse Local Educators Preparation Programs
- 2023.2.3.2: Satisfaction of completers with the UPRM EPP
- 2023.2.3.3: UPRM EPP Teacher Candidates and Completers Success Stories
- 2023.2.3.4: Field Placement Requirements in Alignment with Courses
- 2023.2.3.5: Syllabus of EDES 4006 Nature and Needs of the exceptional child
- 2023.2.3.6: Syllabus of EDPE 4055 – Teaching Strategies for the Inclusion of Students with Special Educational Needs in the Regular Classroom
- 2023.2.3.7: Syllabus EDPE 4088 and EDFU 3012
- 2023.2.3.8: Syllabus of EDPE 3077 – Integration of technology in education with distance and virtual teaching strategies
Standard 3: Candidate Recruitment, Progression, and Support
- 2023.3.1.1 EDAG, EDFI, EDUMATE, and Others EPP ADMISSIONS 2020 to 2023
- 2023.3.1.2: Minimum Admission Index
- 2023.3.1.4: Town of Origin of Teacher Candidates 2021 to 2023
- 2023.3.1.7: Noyce Teacher Program Enrollment of Math and Science Teacher Candidates
- 2023.3.1.8: Teacher Preparation Program Recruitment Plan (2022-2024)
- 2023.3.2.1: EPP Requirements
- 2023.3.2.2: Admission Program Progression by Transition Point InTASC
- 2023.3.2.3: Key CEEB Admission Score for all UPRM Potential Candidates
- 2023.3.2.4: Enrolled students at the Methodology Courses 2021-2022, 2022-2023 and 2023-2024
- 2023.3.3.1: Admissions letter
Standard 4: Program Impact
- 2023.4.1.1: Interview Protocol to Evaluate Teacher Performance and Satisfaction of the School Director
- 2023.4.1.2: PCMAS Results
- 2023.4.1.3: Pre and Post Statistics
- 2023.4.1.4: Circular Letter 2019-2020 Teaching Evaluation
- 2023.4.1.5: Supervisors evaluation of completers
- 2023.4.1.6: Evaluation Statistics
- 2023.4.2.1: Attendance of Focus Group Directors
- 2023.4.2.2: Legal Framework and Guidelines
- 2023.4.2.3: Focal Interview with Directors of the University of Puerto Rico
- 2023.4.3.1: Focal Group Teachers Attendance
- 2023.4.3.2: Focal Interview
Standard 5: Quality Assurance System and Continuous Improvement
Addendum Documents
Exhibits
- 2023.1.1.1a: Validity of the TWS by Renaissance Partnership TWS
- 2023.1.1.1b: Evidences of Meetings and Trainings on Assessment Procedures and instruments with CAEP Criteria.pdf
- 2023.1.1.2: TCWS Manual with Standards Alignment
- 2023.1.1.3: Education Specialization Courses and Graduation GPA by Gender and Discipline
- 2023.1.1.4: Teacher Candidate Work Sample Data Analysis 2020-2023
- 2023.1.1.5: Teaching Practice Observation Instrument Data Analysis 2020-2023
- 2023.1.1.6a: Data Rubric Service-Learning Field Experience Nature and Needs Exceptional Learner Course
- 2023.1.1.8: Diversity in UPRM EPP Assessments (TCWS & Observation Rubric) and Family Considerations in the Nature and Needs of Exceptional Learner course
- 2023.1.1.9: Diverse Placement Practice Centers Map and List
- 2023.1.2.1: Program Progression by Transition Point InTASC
- 2023.1.3.2: List of examples of Teacher Candidates E-Portfolios
- 2023.1.3.3: General PCMAS Data Analysis 2020-2023
- 2023.1.3.4: CIRCULAR LETTER PCMAS NUM. 04-2022-2023- Translated
- 2023.2.1.4: MOU CROEM 2023-000189 DEPR
- 2023.2.1.6a: Co-construction and Collaboration with the Puerto Rico Department of Education
- 2023.2.1.7a: Second Sessions of Focal Groups Co-construction
- 2023.2.1.8: EPP’s Impact on PCMAS Results 2020-2023
- 2023.2.1.10a: Collaborative Endorsement of Educational Enhancements at UPRM EPP
- 2023.2.1.11a: Induction Initiative for UPRM EPP Future Teachers from PRDE
- 2023.2.1.13: Letter to EPP by Sheykirisable Cucuta
- 2023.2.1.16: Streamlining Observational Visits
- 2023.2.1.17: Continuous Co-Construction Collaborative Efforts Between UPRM EPP and PRDE
- 2023.2.1.18a: Letter from the Ponce School Superintendent
- 2023.2.1.19a: Letter of Appreciation to PPM – CROEM
- 2023.2.1.20a: UPRM and Mayagüez Educational Region Collaboration
- 2023.2.2.1a: Revised Protocol for Placement of UPRM EPP Students in School Settings for Observations
- 2023.2.2.5: UPRM EPP empowered completers and clinical educators on AI
- 2023.2.2.8a: Circular Letter No. 04-2020-2021 Operation of the Program of Educational Clinical Experiences
- 2023.2.2.9a: Revised Protocol for Determining and Addressing Professional Development Needs of Clinical Supervisors at UPRM EPP
- 2023.2.2.11a: Curriculum Vitae of Dr. José Ferrer
- 2023.2.2.12a: Curriculum Vitae of Dr. Janette Ferrer
- 2023.2.3.3: UPRM EPP Teacher Candidates and Completer Success Stories
- 2023.2.3.4: Field Placement Requirements in Alignment with Courses
- 2023.2.3.5: Syllabus of EDES 4006 Nature and needs of the Exceptional Learner
- 2023.2.3.9a: UPRM EEP Meeting Demonstrating Considering PRDE and Completers Satisfaction on Further Actions
- 2023.3.2.2: Teacher Certification Regulations PRDE No. 9375 April 28 2022
- 2023.3.3.3: Candidate Complaint Process
- 2023.3.3.4: Changes on Catalog about 3.0 GPA
- 2023.3.3.5: Sample Admission Letter UPRM
- 2023.4.1.4a: Circular Letter 2019-2020 Teaching Evaluation
- 2023.4.1.5a: Supervisor evaluations of completers
- 2023.4.1.6: Evaluation Statistics of Completers Survey 2023
- 2023.4.1.7: Standardized Test META-PR Results in Schools of UPRM Completers
- 2023.4.2.2: PRDE Legal Framework and Guidelines
- 2023.4.3.1: Employer Interview Protocol
- 2023.4.4.1: Interview Protocol to Evaluate Teacher Performance and satisfaction of the school director
- 2023.4.4.3: Satisfaction of Completers Evidence brief narrative 2
- 2023.5.1.1: UPRM Teacher Preparation Assessment System Procedures
- 2023.5.1.2: UPRM Conceptual Framework Revised II
- 2023.5.3.1: EPP Faculty Meeting – Data Day Examples