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CAEP – Acreditacion para la Preparacion de Maestros
Just another UPR MAYAGUEZ Sites site
UPRM CAEP
EPP Overview
Context & Unique Characteristics
Description of Organizational Structure
Vision, Mission, Goals
EPP’s Shared Values & Beliefs for Educator Preparation
Tables
Standards & Evidence
Specialty Licensure Area Data
Standard 1: Content & Pedagogical Knowledge
1.1 Understanding of InTASC Standards at Appropriate Levels
1.2 Research & Evidence to Measure Students and Own Professional Progress
1.3 Application of Content & Pedagogical Knowledge
1.4 All P-12 Students Afforded Access to College and Career Ready Standards
1.5 Model and Apply Technology Standards
Standard 2: Clinical Partnership & Practice
2.1 Clinical Partnership and Practice – Partners Co-construct Mutually Beneficial P-12 Partnership
2.2 Partners Co-select, Prepare, Evaluate, Support, and Retain High-quality Clinical Educators
2.3 Partners Design High-quality Clinical Experiences
Standard 3: Candidate Quality, Recruitment, & Selectivity
3.1 Recruits and Supports High-quality and Diverse Candidate Pool
3.2 Sets Selective Admission Requirements
3.3 Monitors Attributes and Dispositions Beyond Academic Ability
3.4 Creates and Monitors Candidate Progress
3.5 Candidate Positive Impacts on P-12 Students
3.6 Candidates Understand the Expectation of the Profession
Standard 4: Program Impact
4.1 Completer Impact on Student Growth & Learning
4.2 Teacher Effectiveness
4.3 Employer Satisfaction
4.4 Completer Satisfaction
Standard 5: Provider Quality, Continuous Improvement & Capacity
5.1 Effective Quality Assurance System that Monitors Progress Using Multiple Measures
5.2 Quality Assurance System Relies on Measures Yielding Reliable, Valid, and Actionable Data
Cross-cutting Themes
Selected Improvement Plan
Self-Study Report Addendum
New Evidence
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UPRM CAEP
EPP Overview
Context & Unique Characteristics
Description of Organizational Structure
Vision, Mission, Goals
EPP’s Shared Values & Beliefs for Educator Preparation
Tables
Standards & Evidence
Specialty Licensure Area Data
Standard 1: Content & Pedagogical Knowledge
1.1 Understanding of InTASC Standards at Appropriate Levels
1.2 Research & Evidence to Measure Students and Own Professional Progress
1.3 Application of Content & Pedagogical Knowledge
1.4 All P-12 Students Afforded Access to College and Career Ready Standards
1.5 Model and Apply Technology Standards
Standard 2: Clinical Partnership & Practice
2.1 Clinical Partnership and Practice – Partners Co-construct Mutually Beneficial P-12 Partnership
2.2 Partners Co-select, Prepare, Evaluate, Support, and Retain High-quality Clinical Educators
2.3 Partners Design High-quality Clinical Experiences
Standard 3: Candidate Quality, Recruitment, & Selectivity
3.1 Recruits and Supports High-quality and Diverse Candidate Pool
3.2 Sets Selective Admission Requirements
3.3 Monitors Attributes and Dispositions Beyond Academic Ability
3.4 Creates and Monitors Candidate Progress
3.5 Candidate Positive Impacts on P-12 Students
3.6 Candidates Understand the Expectation of the Profession
Standard 4: Program Impact
4.1 Completer Impact on Student Growth & Learning
4.2 Teacher Effectiveness
4.3 Employer Satisfaction
4.4 Completer Satisfaction
Standard 5: Provider Quality, Continuous Improvement & Capacity
5.1 Effective Quality Assurance System that Monitors Progress Using Multiple Measures
5.2 Quality Assurance System Relies on Measures Yielding Reliable, Valid, and Actionable Data
Cross-cutting Themes
Selected Improvement Plan
Self-Study Report Addendum
New Evidence
3.3 Monitors Attributes and Dispositions Beyond Academic Ability
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Standard 3: Candidate Quality, Recruitment, & Selectivity
3.3 Monitors Attributes and Dispositions…
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3.3.1
3.3.3a
3.3.1
Entry Interview – Inicial Instrument
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3.3.3a
TPP Entry Interview Revised – Final Instrument
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