Completer Impact on P-12 Student Learning/Development & Application of Knowledge, Skills, and Dispositions in the P-12 Classroom

The 2023-2024 ratings reported by employers of recent initial certification candidates (n=11) regarding impact on student learning and on progress toward retention/tenure were well whin the “very satisfied» range, and were just about as high when alumni (n=10) reported on their own self- satisfaction in these categories. Application of knowledge, skills, and dispositions is also well within the «satisfied» range for each of the four InTASC categories, as indicated by employer satisfaction and by alumni self-satisfaction.

MEASURE 2: Satisfaction of Employers and Stakeholder Involvement

Data gathered in 2023-2024 from employers of recent initial certification completers has been aggregated due to small sample size (n=6). Employer responses for these years indicated a strong sense of satisfaction with program completer performance in the classroom in all categories, including impact on P-12 student learning and all four major aspects of the knowledge, skills, and dispositions required of teachers. Employers’ perception of candidates’ professional preparedness, licensure area, and their degree conferral from UPR-Cayey were the top three contributors to employers’ decisions to hire.  Similarly, data gathered in the same period from initial certification program completers (n=30) also indicated a sense of satisfaction with the preparation received at UPR-Cayey 90-100% satisfaction per area. Completers overall satisfaction with the teacher preparation programs had greatest  representation in the Very Satisfied rating (95%).

Stakeholder Involvement (2023)

These included candidate responsibility to abide by protocols in place at respective placement schools, the requirement for candidates enrolled in clinical experiences and student teaching to submit a comprehensive log of activities for all experiences both to ensure compliance with hours and to enable EPP personnel to assess depth and breadth of actual student/classroom experiences. These also included guidelines for approved field experiences and supervision of clinical experiences, such as holding all field experiences. Partnering principals, cooperating teachers, current students, alumni, and program faculty met with the UPR CAEP team for an accreditation updates. In 2024, we continue with the advisory committee composed of 3 school principals, two cooperating teachers, one completer alumni and one teacher candidate.

MEASURE 3: Candidate Competency at Program Completion (Initial)

Candidates complete a number of formative and summative assessments over the course of a preparation program. Summative assessments include program completer data from a student teaching performance assessment called the Student Teaching Rubric (STR), the Teacher Work Sample (TWS), the Teaching Unit (TU) and the Community Service Project (CS) and the State licensure exam called the Prueba para la Certificación de Maestros (PCMAS) that varies by program. Results for each have been aggregated.

Ability of Completers to Meet State Requirements for Certificacion (2024)

Data for initial Puerto Rico certification has been gathered from the information receive PCMAS licensure test. A 100% of program completers achieved PCMAS certification of Puerto Rico in all specialities.  Data for licensure test pass rates has been informed by College Board. The PCMAS individual exam pass rates were 100% for program completers in 2024, and the tests’ average scaled scores above the Puerto Rico averages for the same time period in all the specialities.

MEASURE 4: Ability of Completers to be Hired in Education Positions for Which They Have
Been Prepared (Initial)

Data for these statistics has been compiled from alumni self-reporting in two Focus Group (n=15).  The completers reported their employment: 84% of initial certification graduates employment was known were teaching in accordance with their preparation, 54% of the of initial certification graduates are in Graduate School. UPR-Cayey initial certification program completers demonstrated their consistent commitment to teaching students in a variety of settings, particularly in our Island, 60% of completers began teaching in the public schools,14% in private schools and 26% fulltime gradudate students.