First Draft

November 30, 2009

STANDARD 4: DIVERSITY

The unit designs, implements, and evaluates curriculum and experiences for candidates to
acquire and apply the knowledge, skills, and dispositions necessary to help all students learn.
These experiences include working with diverse higher education and school faculty, diverse
candidates, and diverse students in P–12 schools.

The Teacher Preparation Program (PPM-UPRAg) was developed to satisfy the educational needs
of the Puerto Rican society. The PPM-UPRAg offers a curriculum that prepares highly qualified
teaching professionals in Elementary Education, English with Multimedia Technology at the
Elementary and Secondary Levels, and a major in Business Education in the Office Systems
Department. It is the only one offered in the public university system in the northwestern area of
the island. The PPM-UPRAg intends to develop reflective professional education leaders
committed to the service of diverse learning communities in Puerto Rico. The programmatic
academic commitment is to educate teacher candidates in an integral way with equally
opportunities, in order to achieve teacher candidates that can successfully perform in diverse
learner scenarios with no prejudice or discrimination. Diversity is integrated into the program
through its courses, curricular and extracurricular experiences, field experiences and clinical
practice.

Element 4.1 Design, Implementation, and Evaluation of Curriculum and Experiences

The unit clearly articulates the proficiencies that candidates are expected to develop during their
professional program. Curriculum and accompanying field experiences are designed to help
candidates understand the importance of diversity in teaching and learning. Candidates learn to
develop and teach lessons that incorporate diversity and develop a classroom and school climate
that values diversity. Candidates become aware of different teaching and learning styles shaped
by cultural influences and are able to adapt instruction and services appropriately for all
students, including students with exceptionalities. They demonstrate dispositions that value
fairness and learning by all students. Assessments of candidate proficiencies provide data on the
ability to help all students learn. Candidate’s assessment data are used to provide feedback to
candidates for improving their knowledge, skills, and dispositions.

4a.1. What proficiencies related to diversity are candidates expected to develop and
demonstrate? [3,130/3.500 characters]

Through its curriculum, the unit designs and provides a variety of experiences to develop
knowledge, skills and disposition in the teacher candidate, so they are qualify to teach a diverse
student populations in public or private schools in Puerto Rico. The commitment to diversity
endorsed by the unit’s faculty is established and defines by the following postulate (Diversity
Web, 2009):

The concept of diversity encompasses acceptance and respect. It means

understanding that each individual is unique, and recognizing our individual
 differences. These can be along the dimensions of race, ethnicity, gender, sexual
orientation, socio-economic status, age, physical abilities, religious beliefs,
political beliefs, or other ideologies. It is the exploration of these differences in a
safe, positive, and nurturing environment. It is about understanding each other and
moving beyond simple tolerance to embracing and celebrating the rich
dimensions of diversity contained within each individual.

The conceptual framework of the unit develops knowledgeable, reflective and transforming
educators for today who inspire and foster their students’ learning. The principles of the PPM-
UPRAg are based on a humanistic-cognitive approach that lead the teacher candidates to develop
knowledge, skills, and dispositions necessary within the field of education for success in diverse
settings. The integration of technology as a tool for learning is an essential base in the teaching
experience of the PPM-UPRAg candidates. Through the program, teacher candidates develop
their knowledge base concerning diversity and inclusion. Codes of behaviors that will guide the
candidates into a complex multicultural, socioeconomic and pluralistic society, allowing them to
perform according to the ethics of the profession. A fundamental element of the PPM-UPRAg is
the development of sensible, collaborative, and empathetic candidates who provide a quality
education.

The PPM-UPRAg increased the number of hours of the student teaching experience to allow the
candidates additional time for immersion in the teaching process. The Student Teaching
Evaluation Instrument measures the teacher candidate’s skills and knowledge to impact student
learning. Results demonstrate that the PPM-UPRAg teacher candidates have a positive impact on
students learning. They demonstrate their ability to plan and teach diverse students and in diverse
educational settings. The candidate’s proficiencies are well comprised within the instrument. The
program is achieving a level of performance that surpasses 90 percent according to the results of
the Student Teaching Evaluation Assessment (See Appendix 1).

The teacher candidates at the PPM-UPRAg apply the knowledge and skills necessary to help all
students learn. They impact the community with projects that address the needs of the school
community in particular. Candidates gather information throughout a research process that guides
them to identify the needs that will make changes in the learning process of their students (Table
4.1.1, Elements Related to Diversity Contained in the Graduate Proficiency)

Table 4.1.1: Elements Related to Diversity Contained in the Graduate Proficiency

Element of Diversity Candidates Proficiencies Courses

#1. Knowledge of principles,
concepts, and processes that
represent and integrate the structures
of the subject matter to serve in
Diversity of Ideas diverse educational settings.
#3. Ability to obtain, analyzes
critically, evaluate, and use
information effectively for inquiry
Teacher formation
courses, the course Nature
and Needs of the
Exceptional Child Seminar
and the course Assistive
Technology in Special
Education
 and decision making.

#4. Mastery of language and General knowledge

communications skills. courses, all Methodologies
Courses, Clinical Practice,
Field Experiences, Nature
Language Diversity and Needs of the
Exceptional Child Seminar
and the course Assistive
Technology in Special
Education
#2. Knowledge of the current General knowledge
philosophies, and the social and courses, all Methodologies
psychological al repercussions for Courses, Clinical Practice,
candidates in their teaching practice. Field Experiences, Nature
and Needs of the
#5.Mastery of the methods, Exceptional Child Seminar
strategies, and techniques for an and the course Assistive
effective teaching and learning Technology in Special
process. Education, Growth and
Human Development I,
#6. Knowledge and application of Growth and Human
the practices of planning and Development II
Teaching Diversity development of educational tasks,
and the assessment of learning in the General knowledge
classroom. courses, all Methodologies
Courses, Clinical Practice,
#7.Knowledge and effective use of Field Experiences, Nature
technology as a tool for the learning and Needs of the
process. Exceptional Child Seminar
and the course Assistive
#9. Ability to interact effectively as Technology in Special
a facilitator of learning, Education, Growth and
demonstrating professional behavior Human Development I,
and commitment to lifelong Growth and Human
learning. Development II
#8. Awareness of ethical, and Methodologies Courses,
aesthetic values, and respect for Clinical Practice, Field
diversity to facilitate learning for all Experiences, Nature and
students. Needs of the Exceptional
Child Seminar and the
Group Diversity course Assistive
Technology in Special
Education, Growth and
Human Development I,
Growth and Human
 Development II

4a.2. What required coursework and experiences enable teacher candidates and candidates
for other school professional roles to develop:
awareness of the importance of diversity in teaching and learning; and
the knowledge, skills, and professional dispositions to adapt instruction and/or services
for diverse populations, including linguistically and culturally diverse students and
students with exceptionalities? [1,312/5,000 characters]

When considering the integration of diversity in the courses, the unit provides teacher candidates
the opportunity to accept and develop the necessary disposition to get involved and impact the
special need students in diverse communities. The unit integrates diversity into the courses and its
content and also into the programs course of study. The institutional policy and co-curricular
obligations of the University of Puerto Rico are covered by federal laws such as Law 51.
Certificate 2004-05-10 of the UPRAg Academic Senate establishes that the faculty should
provide for activities in each class that will promote communication with diverse students.

Table 4.1.2 (See Exhibit 4a.2) shows the description of the courses directed towards the
development and understanding the appreciation of diversity. Candidates participate in field
experiences that permit the development of the knowledge, skills, and dispositions to attend to
diversity As part of many courses of the unit, candidate professors’ implement diverse activities
to help the candidates learn from different perspectives with field experiences. Table 4.1.2 also
describes some of the activities that help to develop an appreciation for diversity among the
candidates.

Table 4.1.2 Courses that Evidence Appreciation for Diversity (Exhibit 4a.2)

4a.3. What key assessments provide evidence about candidates' proficiencies related to
diversity? How are candidates performing on these assessments? [679/3,500 characters]

The unit faculty and teacher candidates demonstrate a high degree of commitment to the disabled
population and recognize that all individuals have the capacity to learn. All unit members,
including teacher candidates, value student diversity in the classroom and promote collaboration
between diverse learning communities. Many faculty members integrate technology and
multimedia into their teaching-learning process by means of blogs, Moodle, and email. These
activities also assist in developing diversity Table 4.1.3 lists and describes the courses that
evidence interaction among faculty and students together with the assessments that relate to
diversity (See Exhibit 4a.3).

Table 4.1.3 List of Courses and Evidence of Activities related to Diversity within them
(Exhibit 4a.3)

4.2 Experiences Working with Diverse Faculty

 4b.1. What opportunities do candidates (including candidates at off-campus sites and/or in
distance learning or alternate route programs) have to interact with higher education
and/or school-based faculty from diverse groups? [1,224/3,000 characters]

Candidates interact in classroom settings on campus and in schools with professional education
faculty, faculty from other units, and school faculty from diverse ethnic, racial, and gender
groups. Faculty with whom candidates work in professional education classes and clinical
practice have knowledge and experiences related to preparing candidates to work with students
from diverse cultural backgrounds, including students with disabilities. The affirmation of the
value of diversity is shown through good-faith efforts made to increase and/or maintain faculty
diversity

The unit has a faculty of 38 professors with different and diverse characteristics in terms of
gender and academic preparation including many attending doctoral studies in diverse universities
in Puerto Rico and in the exterior. All members of the faculty have a master’s degree in the area
of Education and a specialization in their respective areas of specialization. Many of the faculty
members also have a doctoral degree in their field.

Several members of the faculty are currently studying for doctorates in recognized universities
both in Puerto Rico and in the United States. Table 4.2 shows the diversity of the unit faculty in
the PPM-UPRAg.

Table 4.2: PPM-UPRAg faculty profile

Department Total of Faculty Preparation Total of Faculty
Hyperlink to
studying doctorates
Full Part University faculty
Masters Doctorate and number of credits
Time Time curriculum vitae
approved
Education and 10 2 9 2 Full time Víctor Morales 46 Interamerican
Physical (83.3%) (16.6%) (75%) 1 Part time credits University of
Education (25%) Puerto Rico

Nydia Ugarte XX Northcentral

credits University, Az

Vivian N. Rivera 56 NSU University

credits
English 14 1 10 5
(93.3%) (6.6%) (66.7%) (33.3%)
Office 7 3 3 2 Prof. Beatriz Guerrero Nova
Systems (70%) (30%) (30%) (20%) (54 credits) Southeastern
Prof. Janet Román (31 University,
credits) North Miami
Prof. Mariely Galarza Beach, FL
(31 credits)
Prof. Mayra Santiago
(19 credits)

Prof. Erica Cruz Interamerican

University of
PR
4b.2. What knowledge and experiences do faculty have related to preparing candidates to
work with students from diverse groups? [1,461/2,000 characters]

Exhibit 5_._ (Standard 5) shows information related to faculty qualifications. The PPM-UPRAg
faculty members have worked at all levels in different public and private schools, as teachers,
principals, and special education specialists. This experience helps them to guide teacher
candidates in the development of knowledge, skills and dispositions in working with diverse
students.

Unit faculty members belong to a diversity of associations and organizations. Instructors in the
area of technology are members of groups such as “Red Docente de Tecnología Educativa”
(redtecnologiaeducativa.ning.com), and the Hispanic Educational Technology Services (HETS)
Telecommunication System, The International Society for Technology in Education (ISTE), the
World Association for Online Education (WAOE), and the American Association for Computers
in Education (AACE). In the specialty of English, faculty members belong to associations such
as Teachers of English to Speakers of Other Languages (both the Puerto Rico Chapter and the
International Association). In the specialty of Office Systems, members belong to organizations
such as Association of Business Education Professors (APEC) and International Association of
Administrative Professionals (IAAP). Many faculty members also belong to associations such as
the Association of Supervision and Curriculum Development (Puerto Rico Chapter) and the
International Sorority of Women Educators Alpha Delta Kappa (ADK).

4c Experiences Working with Diverse Candidates

Candidates interact and work with candidates from diverse ethnic, racial, gender, and
socioeconomic groups in professional education courses on campus and in schools. Candidates
from diverse ethnic, racial, gender, and socioeconomic groups work together on committees and
education projects related to education and the content areas. The affirmation of the values of
diversity is shown through good-faith efforts made to increase or maintain candidate diversity.

4c.1. What opportunities do candidates (including candidates at off-campus sites and/or in

distance learning or alternate route programs) have to interact with candidates from
diverse groups? [844/3,000 characters]

The unit creates opportunities for teacher candidates to interact and work with a diversity of
faculty, teachers, peers, and students including those who require reasonable accommodation.
OPEI obtains and supplies data necessary for the PPM-UPRAg to plan for diverse candidates as
well as to make decisions that are the most appropriate for the teacher candidates to work with
this population.

Table 4c.1.1 shows the number of candidates who have been reported as requiring reasonable
accommodation. It should be mentioned that applying for these services is entirely voluntary on
the part of the candidate for which reason the actual number of candidates who qualify for these
services is completely unknown. Compared to the number of students registered in the program,
the number of candidates requesting reasonable accommodation is very small.

Table 4c.1.1: Demographic Profile of the PPM-UPRAg Candidate

Candidates under the Reasonable
Gender
Accommodation Plan
Total of Registered
Department
Candidates Number
M F Percentage
Reported
Education
2008-2009 34 179 213 18 8.45 %
2007-2008 39 203 242 16 6.61 %
2006-2007 31 215 246 0 0%
English
2008-2009 37 112 149 4 2.68 %
2007-2008 40 119 159 4 2.51 %
2006-2007 44 132 176 4 2.27 %
Office Systems
2008-2009 18 165 183 17 9.28 %
2007-2008 14 166 180 12 6.66 %
2006-2007 13 158 171 5 2.92 %

Table 4c.1.2 documents the number of incoming first year candidates who are first generation of
higher education studies in their families. According to the UPR Law of January 20, 1996, the
teaching-learning process should develop the whole person, both intellectually and socially so as
to be able to integrate into the Puerto Rican Society.

Table 4c.1.2 Data about incoming first-generation candidates of the PPM-UPRAg

2008-09
Questionnaire Registered
Total First Percentage Total First
Generation Generation
Total Candidates 452 133 29% 726 214
Candidates ELEM 20 6 30% 26 8
Candidates INGM-E 0 0 - 5 -
Candidates INGM-S 5 3 60% 8 5
Candidates SOFI-A 19 6 32% 38 12
Candidates SOFI-B 34 14 41% 42 17
 Table 4c.1 3 Data about PPM-UPRAg Incoming First Generation Candidates
2007-08
Questionnaire Registered
Total First Percentage Total First
Generation Generation
Total Candidates 400 134 34% 811 272
Candidates ELEM 17 6 35% 43 15
Candidates INGM-E 1 0 0% 4 0
Candidates INGM-S 8 1 13% 9 1
Candidates SOFI-A 31 13 42% 49 21
Candidates SOFI-B 44 15 34% 57 19

4d Experiences Working with Diverse Students in P–12 Schools

4d.1. How does the unit ensure that candidates develop and practice knowledge, skills, and
professional dispositions related to diversity during their field experiences and clinical
practice? [489/2,500 characters]

During field experiences and the clinical practice, teacher candidates demonstrate their
disposition and ability to work and interact with diverse populations, including their peers,
professors, cooperative teachers, supervisors, students and their parents. Teacher candidates
participate in diverse curricular and extracurricular experiences in which they display ethical
values and respect towards diversity and individual differences. The schools offer integrated
educational services to the student population eligible for Special Education Programs, in
accordance with the IDEA Law (105-17) and Public No child Left Behind Law (107–110). The
diversity of school contexts available provides teacher candidates the opportunity to develop and
demonstrate mastery of competencies to facilitate learning of all students. Table 4.4 shows the
collaborating schools with a summary of their cooperating teachers’ qualifications including the
population of the special education program receiving educational services from our candidates.
Table 4.4 also demonstrates diversity in gender, races, socioeconomic groups and cooperating
teacher preparation, among others. Candidates interact in diverse scenarios of different
socioeconomic levels, gender, geographical areas and exceptionality. It evidences their
disposition, commitment and ability to work with diverse populations.

Field experiences or clinical practice in settings with exceptional populations and students from
different ethnic, racial, gender, and socioeconomic groups are designed for candidates to develop
and practice their knowledge, skills, and dispositions for working with all students. Feedback
from peers and supervisors helps candidates reflect on their ability to help all students learn.
Exhibit 5___ shows the collaborating schools with their cooperating teachers’ qualifications
summary.
Exhibit 5:___ Cooperating teachers’ qualifications summary Teacher Preparation
Program
First Draft
November 30, 2009

Edited by Prof. Vivian N. Rivera Rivera

Tables edited by Prof. Beatriz Guerrero- Cabán

Tables compilation by Prof. Vivian N. Rivera Rivera, Prof. Nydia Ugarte, Prof. Mary Moore,
Dr. Evelyn Pérez, Dr. Michelle Crespo, Dr. Aida Ocasio

Statistical Compilation with OPEI collaboration by Dr. Evelyn Pérez, Prof. Mary Moore,
Prof. Vivian N. Rivera Rivera

Translation by Dr. John Steele

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