Universidad del Turabo School of Education Undergraduate ... · Group 4: Physical Education K-12...

Universidad del Turabo

School of Education

Undergraduate Program

Council for the Accreditation of Educator Preparation

CAEP/TEAC Annual Report 2018


Submitted by

Prof. Israel Rodriguez-Rivera

CAEP/TEAC Committee Chair

SOED Dean

TABLE OF CONTENTS

Page

Introduction

SOED Enrollment 1

SOED Graduation 1

Assessment Results

Claim 1 4

Claim 2 9

Claim 3 11

Claim 4 16

Cross Cutting Dimensions of Quality Principle I

Learning to Learn 18

Multicultural Perspectives and Understanding 19

Technology 21

Inventory of evidence 22

UT SOED CAEP/TEAC Undergraduate Program Annual Report 2016-2017 1

Council for the Accreditation of Educator Preparation

CAEP/TEAC Annual Report 2017


Introduction

The School of Education (SOED) Undergraduate Teacher Preparation Program (TPP) did not suffer changes

during the academic year 2016-2017. All data gathered was segregated in four groups regarding degrees in the program: Group 1: Elementary Level, Group 2: Secondary Level, Group 3: Special Education, and Group 4: Physical

Education.

SOED Enrollment Data (See Table 1 on page 2)

The SOED TPP continues to experience a decrease in the number of enrolled students. Some of the reasons

are related to the limited number of available teacher positions in the Puerto Rico Department of Education (PRDE)

due to a restructuring process that led to changes in schools’ grade levels. The traditional format based on a Primary

Level (K-3rd grade), Elementary Level (4th-6th grade), and Secondary Level (Intermediate 7th-9th and High School

Level 10th-12th grade) changed to a new format based on two levels: Elementary Level (K-8th grade) and Secondary

Level (9th-12th). In addition, it led to school closings and teachers and students reallocation. Migration and

demographic because of the economic recession in Puerto Rico had also affected student enrollment at the university and the SOED.

Data: 2014-15 to 2016-17

During the three-year period, the number of enrolled students in the Teacher Preparation Program have

decreased. There were 763 students in 2014-15, 694 students in 2015-16 and 630 students in 2016-17. Enrollment

decreased by 133 students from 2014-15 to 2015-16, and by 64 students from 2015-16 to 2016-17.

Data: 2016-17

The greatest impact on enrollment occurred in Main Campus Gurabo, where it went down by 34 students

(400, 2015-16; 366, 2016-17). The Off Campus Center at Isabela incresed its enrollment by three (3) students. The

number of new candidates interested in studying in the TPP of Cayey and Ponce Off-Campus Centers was not enough to start a new cohort, therefore there were no admissions neither enrolled students. The Adult Accelerated Program

enrollment decreased by 16 students.

The Naguabo Off-Campus Center closed. Students were relocated in the Yabucoa Off-Campus Center.

Enrollment in the Yabucoa Off-Campus Center decreased by 17 students. Still, the number of students is small.

Therefore, some students are completing the general education and professional pedagogical courses in Yabucoa, and

have started to transfer to Main Campus Gurabo to take the major/concentration courses to complete their degree. (See

Table 1 on page 3)

SOED Graduation Data

Data: 2015-16 to 2016-17 During the two-year period, the number of graduated students in the TPP decreased from 86 students in 2015-

16 to 79 students in 2016-2017. Fifty-two (52) students were enrolled in Main Campus Gurabo; three (3) in the Off-

Campus Center of Isabela; and twenty-four (24) in the Adult Accelerated Program (AHORA). No students graduated

from the Cayey and Ponce Off-Campus Centers. (See Table 2 on page 4)

UT SOED CAEP/TEAC Undergraduate Program Annual Report 2016-2017 (Submitted 2018) 2

Table 1: Relation of Students Enrolled in the Teacher Education Program at Campus, Off-Campus Centers and Adult Accelerated Program (AHORA)

in August 2015-16 and 2016-17.

Campus Main Gurabo

Off-Campus Centers Adult

AHORA Total

Groups Cayey Isabela Ponce Yabucoa

Group 1: Elementary Education

Year 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 Dif

Pre School 59 59 20 27 8 2 54 56 141 144 +3

K-3rd grade 46 42 2 4 7 4 42 40 97 90 -7

4th -6th grade 15 7 4 3 4 63 47 86 57 -29

TESL 24 21 6 7 8 4 41 47 79 79

Total 144 129 32 41 27 10 200 190 403 370 -33

Group 2: Secondary Education

Year 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 Dif

Biology 8 9 8 9 +1

Chemistry 2 3 2 3 +1

General Sciences 5 4 5 4 -1

History 21 25 21 25 +4

Mathematics 23 19 23 19 -4

Social Sciences

Spanish

TESL 29 33 29 33 +4

Vocational Ind Ed 12 9 23 17 12 6 47 32 -15

Total 100 102 23 17 12 6 135 125 -10

Group 3:Special Education K-12

Year 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 Dif

Sp Ed. K-12 38 33 38 33 -5

Group 4: Physical Education K-12

Year 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 Dif

Phys Ed. K-12 118 102 118 102 -16

TOTAL SOED 400 366 55 58 0 27 10 212 196 694 630 -64


Table 2: Relation of Graduated Students from the Teacher Education Program at Campus, Off-Campus Centers and Adult Accelerated Program

(AHORA) in August 2015-16 and 2016-2017.

Campus Main Gurabo

Off-Campus Centers Adult

AHORA Total

Groups Cayey Isabela Ponce Yabucoa

Group 1: Elementary Education

15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 Dif

Pre School 10 10 1 6 7 16 18 +2

K-3rd grade 12 8 7 5 19 13 -6

4th -6th grade 3 4 11 7 14 11 -3

TESL 4 1 2 4 6 5 -1

Total 29 23 1 26 23 55 47 -8

Group 2: Secondary Education

15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 Dif

Biology 1 2 1 2 +1

Chemistry

General Sciences 2 2 +2

History 1 1 1 1

Mathematics 3 2 3 2 -1

Social Sciences

Spanish

TESL 1 4 1 4 +3

Vocational Ind Ed 1 3 3 2 1 1 5 6 +1

Total 7 14 3 2 1 1 11 17 +6

Group 3:Special Education K-12

15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 Dif

Sp Ed. K-12 10 3 10 3 -7

Group 4: Physical Education K-12

15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 15-16 16-17 Dif

Phys Ed. K-12 10 12 10 12 +2

TOTAL SOED 56 52 3 3 27 24 86 79 -7


Assessment Results

Evidence for Claim 1: Students in the undergraduate teacher education program at UT have a broad

spectrum of general knowledge in the liberal arts and sciences.

SOEDAS Professional Level Data – Competence 1 and 2

The Assessment Tool for the Professional Level comprises 17 competencies divided into: 1-5 (Knowledge),

6-13 (Skills), and 14-17 (Values/Dispositions). This assessment tool is used when the student reaches his/her senior

year. A Likert scale measures each item: 1 (Non Acceptable), 2 (Beginner), 3 (Satisfactory), 4 (Competent), and 5

(Excellent). Behavior that depicts knowledge, skills or values/dispositions is operationally defined in the assessment tool to determine the level of competence in any given item. Cronbach’s alpha reliability coefficient was 0.838 that

suggest that the items have relatively high internal consistency.

Hundred percent (54/54 students) of the students were evaluated with a performance over the Beginner level

(Scores 3-5 in the scale) in competency 1-Ability to speak Spanish with fluency and 2-Ability to write correctly in

Spanish. The expected 80% of the students performing over the beginner level was achieved. The results show that

the candidates demonstrated mastery in their Spanish communication skills. ANOVA results did not show statistically

significant differences in SOEDAS Competence 1 (F=1.719, p=0.171) or SOEDAS Competence 2 (F=5.494,

p=0.002). Tukey Post Hoc analysis was not performed because at least one group has fewer than two cases.

Table 3: Descriptive Statistics for SOEDAS Competencies 1and 2

Statistics SOEDAS Competence 1 SOEDAS Competence 2

G1 G2 G3 G4 G1 G2 G3 G4

N 41 9 3 1 41 9 3 1

Mean 4.85 4.78 5.00 5.00 4.27 4.33 4.00 5.00

Median 5.00 5.00 5.00 5.00 4.00 4.00 4.00 5.00

Mode 5 5 5 5 4 4b 4 5

Std. Deviation .422 .441 .000 .633 .707 .000

Variance .178 .194 .000 .401 .500 .000

Range 2 1 0 0 2 2 0 0

Minimum 3 4 5 5 3 3 4 5

Maximum 5 5 5 5 5 5 4 5

Comprehensive Exam for EDUC 435: Interdisciplinary Seminar Capstone Course Before the academic year 2015-16, UT administered a comprehensive exam developed by College Board.

The exam, called Sistema Institucional de Avalúo de Aspirantes a Maestros (SIAAM, acronym in Spanish), was an

analogous version of the Puerto Rico Teacher Certification Exam (PRTCE). When College Board revised the

PRTCE’s content and structure, The SIAAM test was no longer available.

Since then, UT staff has participated in the development of the Ana G. Méndez University System (AGMUS)

comprehensive exam using the new PRTCE’s thematic content and structure as guidelines. An AGMUS specialist in

test development led the process to ensure a psychometric approach in its design and test validity. Experts on each

content field validated the test and then it was pilot tested with previous SIAAM test takers. SUAGM comprehensive

test passing score is the same as the one stated by the PR Department of Education for the new PRTCE.

The new comprehensive exam comprises three main components: two multiple-choice sections and a written

analysis of a pedagogical situation. The first multiple-choice section is based on general education content, and the second one on professional pedagogical knowledge. The written component requires critical thinking skills to answer

three questions related to a hypothetical classroom situation. All students answer the same pedagogical analysis, but

emphasizing if it is answered using an elementary or secondary level approach.

There were two administrations of the comprehensive test: November 2016 and April 2017. Like previous

years, all students enrolled in the capstone courses Educ 435: Interdisciplinary Seminar and Educ 436: Pedagogical

Integration Seminar took the test. Students in Educ 435 took the general education component; and students in Educ

436 took the professional pedagogical component. Students approving both parts of the comprehensive exam advance

to the practicum experience and receive the institutional authorization and certification to take the PR Teacher

Certification Exam.

A scale from 40-160 points is used to rate the final score, with a theoretical mean of 100 points and a standard

deviation of 20. The cut-off score of the general education component is 89 points. This component includes four (4)


subareas: Humanities and Social Sciences, Math and Science, Spanish, and English. Each subarea has an internal

scale from 20 to 80 points and a theoretical mean of 50 points.

No students from Group 3: Special Education K-12 took the test. Test analysis for the November

administration showed a Kuder Richardson Formula 20 (KR-20) coefficient of 0.68 and a Cronbach Alfa coefficient

of 0.68. On April, the KR-20 was 0.75 and Cronbach Alfa was 0.75. Both measures assure the test’s internal

consistency. This report includes student’s aggregated results from November and April. Student aggregated pass rate in the general education component was 72.62 (61/84 test takers).

Table 4: Descriptive Statistics for Aggregated Results of the Test’s General Education Component (N=84)

Statistics Humanities

Soc Sciencies

Science

Math Spanish English Final Score

N 84 84 84 84 84

Mean 50.06 50.52 51.13 50.10 101.27

Std. Error of Mean 1.167 1.159 1.117 1.109 2.283

Median 50.00 50.00 50.00 53.00 98.00

Mode 46 53a 50a 47 98

Std. Deviation 10.699 10.624 10.240 10.167 20.921

Variance 114.466 112.879 104.862 103.364 437.695

Range 48 49 40 43 108

Minimum 28 31 30 23 51

Maximum 76 80 70 66 159

Table 5: Descriptive Statistics for Group 1: Elementary Level Majors


Soc Sciencies

Science


53 53 53 53 53

Mean 49.30 48.96 52.38 49.75 99.70

Median 50.00 48.00 50.00 52.00 98.00

Mode 46 37b 50 41b 87b

Std. Deviation 10.192 9.965 9.336 10.784 18.836

Variance 103.869 99.306 87.163 116.304 354.792

Range 48 40 35 42 80

Minimum 28 31 35 23 60

Maximum 76 71 70 65 140

Table 6: Descriptive Statistics for Group 2: Secondary Level Majors


Soc Sciencies

Science


N 31 31 31 31 31

Mean 52.72 56.06 50.94 51.94 109.94

Median 55.50 55.00 52.50 53.00 108.50

Mode 46b 50b 55 53 131

Std. Deviation 11.786 13.139 11.730 9.039 27.627

Variance 138.918 172.644 137.585 81.703 763.232

Range 36 49 38 37 108

Minimum 32 31 30 29 51

Maximum 68 80 68 66 159


Table 7: Descriptive Statistics for Group 4: Physical Education K-12 Majors


Soc Sciencies

Science


N 13 13 13 13 13

Mean 49.46 49.23 46.31 48.92 95.69

Median 46.00 50.00 50.00 47.00 98.00

Mode 46 53 55 41b 84b

Std. Deviation 11.457 6.882 10.980 9.385 15.850

Variance 131.269 47.359 120.564 88.077 251.231

Range 40 23 30 31 56

Minimum 32 37 30 29 66

Maximum 72 60 60 60 122

ANOVA results did not show statistically significant differences in between groups in the test subareas or

the final score: Humanities and Social Sciences (F=0.706, p=0.497), Spanish (F=1.876, p=0.160), English (F=0.408,

p=0.666) and Final score (F=2.222, p=0.115); but differences between . After a Tukey Post Hoc analysis, there were

statistically significant differences identified in Math and Science between Group 1: Elementary Level and Group 2: Secondary Level (p=0.043).

Table 8: ANOVA and Tukey Post Hoc Analysis

ANOVA

Sum of Squares df Mean Square F Sig.

FSM Between Groups 701.776 2 350.888 3.279 .043

Within Groups 8667.177 81 107.002

Total 9368.952 83

Multiple Comparisons

Tukey HSD

Dependent Variable (I) Group (J) Group

Mean

Difference (I-J)

Std.

Error Sig.

95% Confidence Interval

Lower Bound Upper Bound

F Science-Math 1 2 -7.093* 2.822 .037 -13.83 -.36

4 -.269 3.202 .996 -7.91 7.38

Grades Distributions

Grade distributions for General Education courses were gathered. As shown in the following table, at least

84.0 or more of the students enrolled in the sections got ABC grades, passing grades required to approve a course in

the SOED.

Table 9: Grade Distribution for All Courses in the General Education Component

Subject A % B % C % ABC % D % F % Total

Spanish 33 19.41 79 46.47 39 22.94 151 88.82 6 3.53 13 7.65 170

English 43 33.59 49 38.28 26 20.31 118 92.19 3 2.34 7 5.47 128

Math 14 31.11 12 26.67 12 26.67 38 84.44 3 6.67 4 8.89 45

Science 21 19.27 49 44.95 29 26.61 99 90.83 3 2.75 7 6.42 109

S. Sciences 16 59.26 6 22.22 3 11.11 25 92.59 1 3.70 1 3.70 27

Humanities 62 59.05 34 32.38 4 3.81 100 95.24 3 2.86 2 1.90 105

History 31 44.29 28 40.00 9 12.86 68 97.14 0.00 2 2.86 70


Student Teaching Evaluation Tool - Competence 2

The STET has eight main competencies operationally defined through 60 items that measure student

teacher’s behaviors required for classroom performance. The competencies are: 1) Knowledge about the Principles

and Structure of the Subject Matter, 2) Evaluation of Oral and Written Communication, 3) Integration of the Subject

Matter Content in Planning, 4) Knowledge of instructional strategies and materials, 5) Awareness of diversity to

develop instructional strategies, 6) Knowledge and use of formal and informal assessment measures, 7) Creation of learning environments to promote integral development, and 8) Demonstration of the professional dispositions of

leadership and collaboration. In the completion of this evaluation tool, mentor teachers, school principals and student

teaching supervisors participate. Each item is measured to determine the candidate mastery: 1 (Non Acceptable), 2

(Beginner), 3 (Satisfactory), 4 (Competent), and 5 (Excellent).

Competence 2 of this assessment tool evaluated the students’ effective oral and written communication

during the practicum experience. Out of 59 students, 63 students (93.65%) were evaluated as having a performance

over the beginner level: Satisfactory, Competent or Excellent. The expected 80% of the students performing over the

beginner level was achieved. Cronbach’s alpha reliability coefficient was 0.931. Results from ANOVA and Tukey

Post Hoc analysis showed no statistically significant differences in STET Competence 2 among groups.

Table 10: Descriptive Statistics of the STET Competence 2 by Group

Statistics STET Competence 2

Group 1 Group 2 Group 3 Group 4

N 42 9 3 9

Mean 23.43 22.89 22.67 23.67

Median 24.00 24.00 24.00 24.00

Mode 24b 25 24 25

Std. Deviation 2.143 2.421 2.309 1.658

Variance 4.592 5.861 5.333 2.750

Range 9 6 4 5

Minimum 16 19 20 20

Maximum 25 25 24 25

Fundamental Knowledge and Communication Competencies Exam (PR10)

College Board developed the Fundamental Knowledge and Communication Competencies Exam that

administered to all students authorized by SOED to take the test. The PR10 exam is the component of the Puerto Rico

Teacher Certification Exam (PRTCE) that measures concepts related to the general education component of the

program. Since March 2015, PR10 is part of the General PRTCE that includes both, the general education and the

professional pedagogical component. The cut-off score of the test is 89 points in a scale from 40 to 160 points

(theoretical mean of 100 points). The expected 75% of the students approving the test was achieved.

Table 11: Pass Rates Fundamental Knowledge component of the General PRTCE in 2015-16 and 2016-2017

Cohort Students who pass the test Test Takers Percent

2015-2016 62 67 92.54

2016-2017 40 45 88.89

Table 12: Descriptive Statistics Fundamental Knowledge component of the General PRTCE Cohort 2016-2017

F. Knowledge Group 1 Group 2 Group 3 Group 4

Test Takers 22 13 2 8

Mean 104.68 112.00 102.50 99.63

Median 107.50 114.00 102.50 98.00

Mode 87b 105 96b 98

Std. Deviation 10.571 17.517 9.192 8.383

Variance 111.751 306.833 84.500 70.268

Range 32 63 13 22

Minimum 86 74 96 89

Maximum 118 137 109 111

Approved 19 11 2 8

Pass rate 86.36 84.62 100 100


Graduation GPA

One readmitted student in Programa AHORA did not achieved the expected 2.50 GPA minimum established

as a requirement for graduation (1/79 completers = 5.27%)

Table 13: Descriptive Statistics of Graduation GPA

Statistics Group 1 Group 2 Group 3 Group 4

Number of Students 47 17 3 12

Mean 3.4398 3.5006 3.5000 3.2392

Median 3.5500 3.4900 3.5200 3.2050

Mode 3.79 3.81 3.41b 2.76b

Std. Deviation .36678 .33726 .08185 .27517

Variance .135 .114 .007 .076

Range 1.83 1.13 .16 .91

Minimum 2.12 2.81 3.41 2.76

Maximum 3.95 3.94 3.57 3.67

Number of Student’s GPA ≥ 2.50 46 17 3 12

Percent of Student’s GPA ≥ 2.50 97.87 100 100 100

After an Independent Samples t-Test analysis, there are statistically significant differences between Group 2 Secondary Level and Group 4: Physical Ed.

Table 14: Independent Samples t-Test results among groups

Group Statistics

Group N Mean Std. Deviation Std. Error Mean

GPA 2 17 3.5006 .33726 .08180

4 12 3.2392 .27517 .07943

Independent Samples Test

Levene's Test for Equality of Variances t-test for Equality of Means

F Sig. t df

GPA Equal variances assumed .942 .340 2.212 27

Equal variances not assumed 2.293 26.337

Independent Samples Test

t-test for Equality of Means

Sig.

(2-

tailed)

Mean

Difference

Std. Error

Difference

95% Confidence Interval of the

Difference

Lower

GPA Equal variances assumed .036 .26142 .11818 .01893

Equal variances not assumed .030 .26142 .11402 .02720

Portfolio Assessment

Students in the final clinical experience (practicum) prepare a professional portfolio as part of the course

requirements. Each criterion is measured using the following scale: 5-Excellent; 4-Competent; 3-Satisfactory; 2-

Beginner; 1-Not Acceptable. Eighty percent (80%) of the evaluated students are expected to perform with a competent or excellent under that criterion. Cronbach’s alpha reliability coefficient for available data was 0.838, suggesting that

the items have relatively high internal consistency. Rubric item 8 evaluates grammatical skills shown by the

candidates: 96.77 % (60/62 of students) of the students achieve as expected. Results from ANOVA and Tukey Post

Hoc analysis showed no statistically significant differences among groups (F=1.359, p=0.264).


Table 15: Descriptive Statistics for Portfolio Item 8

Statistics P08

Group 1 Group 2 Group 3 Group 4

N 41 9 3 9

Mean 4.39 4.67 4.00 4.56

Median 4.00 5.00 4.00 5.00

Mode 4 5 4 5

Std. Deviation .542 .707 .000 .527

Variance .294 .500 .000 .278

Range 2 2 0 1

Minimum 3 3 4 4

Maximum 5 5 4 5

Evidence for Claim 2: Students in the undergraduate teacher education program are proficient in subject

matter knowledge and apply this knowledge in their teaching.

SOEDAS Professional Level Data – Competences 3, 5 and 6

Hundred percent (54/54 students) of the students performed over the beginner level was achieved in competence 3 (Knowledge of the organization and preparation of the subject matter that will teach); 5 (Knowledge of

principles and structure of subject matter); and 6 (Ability to plan and implement instruction based on knowledge of

subject matter, student’s needs and curricular goals). ANOVA results no showed statistically significant differences

in SOEDAS Competence 3 (F=0.389, p=0.762), Competence 5 (F=0.260, p=0.854) and Competence 6 (F=0.936,

p=0.430). Tukey Post Hoc analysis was not performed because at least one group has fewer than two cases.

Table 16: Descriptive Statistics for SOEDAS Competencies 3, 5 and 6

Statistics SOEDAS Competence 3 SOEDAS Competence 5 SOEDAS Competence 6

G1 G2 G3 G4 G1 G2 G3 G4 G1 G2 G3 G4

N 41 9 3 1 41 9 3 1 41 9 3 1

Mean 4.76 4.56 4.67 5.00 4.71 4.56 4.67 5.00 4.71 4.44 5.00 5.00

Median 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00 4.00 5.00 5.00

Mode 5 5 5 5 5 5 5 4 5

Std. Deviation .582 .527 .577 .602 .527 .577 .602 .527 .000

Variance .339 .278 .333 .362 .278 .333 .362 .278 .000

Range 2 1 1 0 2 1 1 0 2 1 0 0

Minimum 3 4 4 5 3 4 4 5 3 4 5 5

Maximum 5 5 5 5 5 5 5 5 5 5 5 5

Student Teaching Evaluation Tool- Competence 1 and 3

Competence 1 (Knowledge about the Principles and Structure of the Subject Matter) and Competence 3

(Integration of the Subject Matter Content in Planning) were evaluated during the practicum experience: 59/63 (93.65%) were evaluated as having a performance over the satisfactory level in competence 1; and 57/63 (90.48%) in

competence 3. The expected 80% of the students performing over the beginner level was achieved. Results from

ANOVA and Tukey Post Hoc analysis showed no statistically significant differences in STET Competence 1

(F=1.452, p=0.237) and Competence 3 (F=1.176, p=0.327).


Table 17: Descriptive Statistics of the STET Competence 1 and 3

Statistics STET Competence 1 STET Competence 3

Group 1 Group 2 Group 3 Group 4 Group 1 Group 2 Group 3 Group 4

N 42 9 3 9 42 9 3 9

Mean 47.48 46.00 42.67 47.33 33.43 31.78 33.33 34.11

Median 49.00 46.00 47.00 49.00 35.00 33.00 33.00 34.00

Mode 50 45b 47 49 35 32b 32b 34

Std. Deviation 4.346 2.739 7.506 3.162 2.864 3.801 1.528 .601

Variance 18.890 7.500 56.333 10.000 8.202 14.444 2.333 .361

Range 19 9 13 8 10 13 3 2

Minimum 31 40 34 42 25 22 32 33

Maximum 50 49 47 50 35 35 35 35

PRTCE’s Spanish Test (PR 30), English Test (PR 40), Mathematics Test (PR 50), Social Studies Test

(PR 60) and Science Test (PR 70) The Specialization Exam was developed by College Board and administered to all students authorized by

SOED to take the test. The PR30-Spanish, PR40-English, PR50-Math, PR60-Social Studies and PR70-Science exams

are the components of the PRTCE that measure concepts and subject matter skills of the concentration component of the program. In 2015-2016, the test structure was changed form a multiple choice and written analysis situation to a

five open-ended question format. Each test is evaluated with a scale from 40 to 160 points and has its cut-off score:

Spanish Test - 85 points, English Test 80 points, Mathematics Test – 80 points, Social Studies – 85 points, and Science

Test - 80 points. There were no Spanish test takers.

Table 18: PRTCE Results for Specializations

Test Cohort 2015-2016 Cohort 2016-2017

Approve/ Takers Pass Rate Approve/ Takers Pass Rate

Spanish

English 7 / 8 87.50% 4 / 5 80.00%

Math 2 / 2 100% 2 / 2 100%

Social Studies 1 / 1 100% 1 / 1 100%

Science 4 / 4 100%

Total 10 / 11 90.91% 11 / 12 91.67


Rubric item 3 evaluates evidence of knowledge acquisition and item 4 evaluates skills development during

candidate’s studies in the program. Students achieve as expected (Levels Competent or Excellent) on item 4: 98.39%

(61/62), and item 3: 98.39% (61/62). ANOVA results showed that there are no statistically significant differences

among groups. Results from ANOVA and Tukey Post Hoc analysis showed no statistically significant differences in Portfolio Competence 3 (F=0.047, p=0.986) and Competence 4 (F=0.213, p=0.887).

Table 19: Descriptive Statistics for Portfolio Items 3 and 4

Statistics Portfolio Item 3 Portfolio Item 4


N 41 9 3 9 9

Mean 4.76 4.78 4.67 4.78 4.80 4.78 5.00 4.78

Median 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00

Mode 5 5 5 5 5 5 5 5

Std. Deviation .489 .441 .577 .441 .459 .441 .441

Variance .239 .194 .333 .194 .211 .194 .194

Range 2 1 1 1 2 1 0 1

Minimum 3 4 4 4 3 4 5 4

Maximum 5 5 5 5 5 5 5 5


Student’s Major GPA

All students are advised about major’s GPA compliance: 2.50 GPA for graduation and 3.00 GPA for

employment in the PRDE. All students achieved the expected 2.50 GPA for graduation; and 13/14 (92.86%) for

PRDE employment. Students were advised to repeat courses with a C-grade to comply with the expected GPA’s.

Table 20: Student’s GPA by Major

GPA in Major Courses

Statistics Science Elem English Sec English History Math

N 4 4 4 1 2

Mean 3.49 3.80 3.47 3.46

Median 3.49 3.83 3.51 3.46

Mode

Standard Deviation 0.29 0.09 0.32 0.69

Maximum 3.81 3.87 3.81 3.30 3.94

Minimum 3.17 3.67 3.05 2.97

Range 0.64 0.2 0.76 0.97

Major Grad GPA>2.50 4 4 4 1 2

% GPA > 2.50 100.0 100.0 100.0 100.0 100

PRDE Major GPA>2.80 4 4 4 1 1

% GPA > 2.80 100.0 100 100 100.0 50

Evidence of Claim 3: Students in the undergraduate teacher education program at UT have appropriate

pedagogical knowledge, understanding and skills required of a competent and qualified professional.

SOEDAS Professional Level Data – Competencies 3, 4, 5, 6, 7, 8, 9, 10, 12, 14 and 17

Hundred percent (54/54 students) of the students performed over the beginner level in the selected

competences: 3- Knowledge of the organization and preparation of the subject matter that will teach; 4-Knowledge of

how students develop and learn; 5-Knowledge of principles and structure of subject matter; 6-Ability to plan and

implement instruction based on knowledge of subject matter, student’s needs and curricular goals, 7-Demonstrate

knowledge of and ability to use a variety of teaching strategies and materials, 8-Ability to recognize different stages

of development and of learning in students and ability to provide learning experiences that address diversity; 9-Ability

to demonstrate and apply formal and informal assessment strategies to evaluate the development and progress of the students; 10-Ability to promote, create and maintain a learning environment that provides for the intellectual, social

and personal development of students; 12 - Ability to promote and develop critical thinking skills; 14-Show respect

for diverse learning styles, students personal beliefs and values; and 17-Demonstrate dispositions of leadership,

collaboration and reflection.

Table 21: Descriptive Statistics for SOEDAS Competencies 3, 4, 5, 6, 7, 8, 9, 10, 12, 14, 17


G1 G2 G3 G4 G1 G2 G3 G4 G1 G2 G3 G4

N 41 9 3 1 41 9 3 1 41 9 3 1

Mean 4.76 4.56 4.67 5.00 4.73 4.67 4.33 5.00 4.71 4.56 4.67 5.00

Median 5.00 5.00 5.00 5.00 5.00 5.00 4.00 5.00 5.00 5.00 5.00 5.00

Mode 5 5 5 5 5 5 4 5 5 5 5 5

Std. Deviation .582 .527 .577 .000 .549 .500 .577 .000 .602 .527 .577 .000

Variance .339 .278 .333 .000 .301 .250 .333 .000 .362 .278 .333 .000

Range 2 1 1 0 2 1 1 0 2 1 1 0

Minimum 3 4 4 5 3 4 4 5 3 4 4 5

Maximum 5 5 5 5 5 5 5 5 5 5 5 5



G1 G2 G3 G4 G1 G2 G3 G4 G1 G2 G3 G4

N 41 9 3 1 41 9 3 1 41 9 3 1

Mean 4.71 4.44 5.00 5.00 4.76 4.44 4.33 5.00 4.61 4.56 4.33 5.00

Median 5.00 4.00 5.00 5.00 5.00 4.00 4.00 5.00 5.00 5.00 4.00 5.00

Mode 5 4 5 5 5 4 4 5 5 5 4 5

Std. Deviation .602 .527 .000 .000 .489 .527 .577 .000 .628 .527 .577 .000

Variance .362 .278 .000 .000 .239 .278 .333 .000 .394 .278 .333 .000

Range 2 1 0 0 2 1 1 0 2 1 1 0

Minimum 3 4 5 5 3 4 4 5 3 4 4 5

Maximum 5 5 5 5 5 5 5 5 5 5 5 5


G1 G2 G3 G4 G1 G2 G3 G4 G1 G2 G3 G4

N 41 9 3 1 41 9 3 1 41 9 3 1

Mean 4.61 4.44 4.00 5.00 4.83 4.67 5.00 5.00 4.68 4.33 4.00 5.00

Median 5.00 5.00 4.00 5.00 5.00 5.00 5.00 5.00 5.00 4.00 4.00 5.00

Mode 5 5 4 5 5 5 5 5 5 4 4 5

Std. Deviation .628 .726 .000 .000 .495 .500 .000 .000 .610 .500 .000 .000

Variance .394 .528 .000 .000 .245 .250 .000 .000 .372 .250 .000 .000

Range 2 2 0 0 2 1 0 0 2 1 0 0

Minimum 3 3 4 5 3 4 5 5 3 4 4 5

Maximum 5 5 4 5 5 5 5 5 5 5 4 5


G1 G2 G3 G4 G1 G2 G3 G4

N 41 9 3 1 41 9 3 1

Mean 4.93 5.00 5.00 5.00 4.80 4.89 4.67 5.00

Median 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00

Mode 5 5 5 5 5 5 5 5

Std. Deviation .264 .000 .000 .000 .511 .333 .577 .000

Variance .070 .000 .000 .000 .261 .111 .333 .000

Range 1 0 0 0 2 1 1 0

Minimum 4 5 5 5 3 4 4 5

Maximum 5 5 5 5 5 5 5 5

ANOVA results did not show statistically significant differences among groups for SOEDAS Competence 3

(F=0.389, p=0.762), Competence 4 (F= 0.616, p=0.608), Competence 5 (F=0.260, p=0.854), Competence 6 (F=0.936,

p=0.430), Competence 7 (F=1.604, p=0.200), Competence 8 (F=0.350, p=0.789), Competence 9 (F=1.130, 0.346),

Competence 10 (F=0.485, p=0.694), Competence 12 (F=2.132, p=0.108), Competence 14 (F=0.317, p=0.813) and Competence 17 (F=0.213, p=0.887). Tukey Post Hoc analysis was not performed because at least one group has fewer

than two cases.

Comprehensive Exam for EDUC 436: Pedagogical Integration Seminar

The professional pedagogy component of the comprehensive exam for Elementary or Secondary Level is

evaluated using a scale of 40-160 points and a cut-off score of 89 points. The professional pedagogy component

includes four subareas: Foundations (Philosophy and Sociology), Human Development and Psychology, Curriculum

and Methodology, Pedagogical Analysis. Each subarea has an internal scale from 20 to 80 points and a theoretical

mean of 50 points. The subareas results show that the philosophical and sociological foundations should be the main

target to reinforce during the capstone course for elementary level candidates, and human development and

psychology for secondary level candidates. No students from Group 3: Special Education K-12 took the test. Test analysis for the November

administration showed a Kuder Richardson Formula 20 (KR-20) coefficient of 0.56 and a Cronbach Alfa coefficient


of 0.55. On April, the KR-20 was 0.47 and Cronbach Alfa was 0.47. Both measures are not strong measures for the

test’s internal consistency. This report includes student’s aggregated results from November repeaters and April new

students. Student aggregated pass rate in the general education component was 72.62 (61/84 test takers). Aggregated

pass rate was 75.0% (60/80 test takers).

Results from ANOVA and Tukey Post Hoc analysis showed no statistically significant differences between

groups in the test subareas or the final score: Philosophical and Sociological Foundations (F=0.495, p=0.486), Human Development and Psychology (F=0.46, p=0.831), Curriculum and Methodology (F=0.681, p=0.412), Pedagogical

Analysis (F=0.162, p=0.689) and Final score (F=0.759, p=0.387). Post hoc tests are not performed for EPS because

there are fewer than three groups.

Table 22: Descriptive Statistics for Aggregated Results of the Test’s Subareas of the Elementary Level

Professional Competencies (N=64)

Statistics Philosophy and

Sociology

Human Dev.

Psychology

Curriculum

Evaluation

Pedagogical

Analysis Final score

N 64 64 64 64 64

Mean 50.78 49.70 49.78 54.25 101.08

Median 51.00 50.00 50.00 52.00 97.50

Mode 51 57 55 52 87

Std. Deviation 8.614 10.045 9.892 10.829 18.669

Variance 74.205 100.910 97.856 117.270 348.549

Range 37 44 43 47 79

Minimum 29 27 32 40 66

Maximum 66 71 75 87 145

Table 23: Descriptive Statistics for Group 1: Elementary Level Majors (N=50)


Sociology

Human Dev.

Psychology

Curriculum

Evaluation

Pedagogical


N 50 50 50 50 50

Mean 50.38 49.56 49.24 54.54 100.00

Median 51.00 50.00 50.00 52.00 96.50

Mode 58 57 55 52 87

Std. Deviation 9.114 10.039 9.791 11.018 18.515

Variance 83.057 100.782 95.860 121.396 342.816

Range 37 44 39 47 79

Minimum 29 27 32 40 66

Maximum 66 71 71 87 145

Table 24: Descriptive Statistics for Group 4: Physical Education K-12 Majors who Answered the Elementary

Level Professional Competencies (N=14)


Sociology Human Dev. Psychology

Curriculum Evaluation

Pedagogical Analysis

Final score

N 14 14 14 14 14

Mean 52.21 50.21 51.71 53.21 104.93

Median 51.00 47.00 52.50 52.00 101.50

Mode 51 44b 55 52 67b

Std. Deviation 6.612 10.431 10.381 10.453 19.404

Variance 43.720 108.797 107.758 109.258 376.533

Range 23 34 37 29 66

Minimum 43 37 38 40 67

Maximum 66 71 75 69 133


Table 25: Descriptive Statistics for Aggregated Results of the Test’s Subareas of the Secondary Level

Professional Competencies (N=16)


Sociology

Human Dev.

Psychology

Curriculum

Evaluation

Pedagogical


N 16 16 16 16 16

Mean 53.31 50.88 51.75 51.38 105.88

Median 51.00 52.00 50.00 52.00 102.50

Mode 43 57 50 40a 97

Std. Deviation 12.257 11.786 11.958 11.448 27.107

Variance 150.229 138.917 143.000 131.050 734.783

Range 37 48 41 38 94

Minimum 36 30 30 40 57

Maximum 73 78 71 78 151

Student Teaching Evaluation Tool – Competences 3, 4, 5, 7,

Competence 3 (Integration of the Subject Matter Content in Planning), 4 (Knowledge of instructional

strategies and materials), 5 (Awareness of diversity to develop instructional strategies), and 7 (Creation of learning environments to promote integral development) of this assessment tool evaluated the students’ mastery and use of

pedagogical knowledge during the practicum experience.

STET data gathered showed that 57/63 (90.48%) were evaluated as having a performance over the

satisfactory level in competence 3; 58/63 (92.06%) in competence 4; 59/63 (93.65%) in competence 5; and 59/63

(93.65%) in competence 7. The expected 80% of the students performing over the beginner level was achieved.

Results from ANOVA and Tukey Post Hoc analysis showed no statistically significant differences among groups for

STET Competence 3 (F=1.176, p=0.327), Competence 4 (F=0.099, p=0.960), Competence 5 (F=0.289, p=0.833),

Competence 7 (F=0.757, p=0.523).

Table 26: Descriptive Statistics of the STET Competence 3, 4, 5 and 7 (N=57)



N 42 9 3 9 42 9 3 9

Mean 47.48 33.43 33.43 33.43 47.31 46.67 47.00 47.67

Median 49.00 35.00 35.00 35.00 49.00 48.00 48.00 48.00

Mode 50 35 35 35 50 46b 48 48

Std. Deviation 4.346 2.864 2.864 2.864 4.387 4.272 1.732 2.449

Variance 18.890 8.202 8.202 8.202 19.243 18.250 3.000 6.000

Range 19 10 10 10 15 14 3 8

Minimum 31 25 25 25 35 36 45 42

Maximum 50 35 35 35 50 50 48 50



N 42 9 3 9 42 9 3 9

Mean 18.79 19.00 19.67 19.11 28.48 29.33 29.33 29.33

Median 20.00 19.00 20.00 19.00 30.00 30.00 30.00 30.00

Mode 20 18b 20 20 30 30 30 30

Std. Deviation 2.055 1.000 .577 1.054 2.432 1.000 1.155 1.323

Variance 4.221 1.000 .333 1.111 5.914 1.000 1.333 1.750

Range 8 2 1 3 9 2 2 4

Minimum 12 18 19 17 21 28 28 26

Maximum 20 20 20 20 30 30 30 30


Grade Distribution

At least an 84.0% of the students enrolled in any pedagogical course got a C-Grade (minimum grade required

to pass a course in the SOED).

Table 27: Grade Distributions for Professional Pedagogical Courses


Coms 104 90 81.08 4 3.60 5 4.50 99 89.19 12 10.81 111

Educ 106 43 40.95 25 23.81 21 20.00 89 84.76 2 1.90 14 13.33 105

Educ 171 17 23.29 30 41.10 15 20.55 62 84.93 8 10.96 3 4.11 73

Educ 172 34 34.00 33 33.00 19 19.00 86 86.00 6 6.00 8 8.00 100

Educ 205 69 58.47 35 29.66 7 5.93 111 94.07 2 1.69 5 4.24 118

Educ 214 92 77.31 17 14.29 5 4.20 114 95.80 1 0.84 4 3.36 119

Educ 276 51 65.38 17 21.79 7 8.97 75 96.15 2 2.56 1 1.28 78

Educ 355 56 49.56 43 38.05 10 8.85 109 96.46 4 3.54 113

Educ 363 58 43.61 49 36.84 16 12.03 123 92.48 10 7.52 133

Educ 401 19 76.00 4 16.00 23 92.00 2 8.00 25

Educ 420 52 44.83 34 29.31 21 18.10 107 92.24 5 4.31 4 3.45 116

Phed 210 58 52.73 32 29.09 15 13.64 105 95.45 3 2.73 2 1.82 110

Sped 315 75 48.70 48 31.17 16 10.39 139 90.26 6 3.90 9 5.84 154

Practicum 50 89.29 2 3.57 3 5.36 55 98.21 1 1.79 56

Professional Pedagogical Knowledge Component in the General PRTCE (Formerly, PR 21 Elementary

Level and PR25 Secondary Level)

The Professional Competencies Exam was developed by College Board and administered to all students

authorized by SOED to take the test. The PR21-Elementary level and PR25-Secondary Level exams are the

component of the PRTCE that measure concepts and pedagogical skills of the professional component of the program.

Each test is evaluated with a scale from 40 to 160 points and has a cut-off score of 89 points for Elementary level or

Secondary Level. The pass rate for each group surpassed the expected 75% on both tests.

Table 28: Pass Rates in Pedagogical Knowledge Competencies Test for Cohorts 2015-2016 and 2016-2017

Test Cohort Students who

pass the test Test Takers Percent

PR 21 – Elementary Level 2016-17 28 31 90.32%

2015-16 51 57 89.47%

PR 25 – Secondary Level 2016-17 12 14 85.71%

2015-16 11 11 100.00%

Aggregated Data 2016-17 40 45 88.89%

2015-16 62 68 91.18%

Table 29: Descriptive Statistics of the Pedagogical Knowledge Competencies

Statistics PR 21 – Elementary Level Test PR 25 – Secondary Level Test


Test Takers 22 2 7 13 1

Mean 104.68 102.50 100.71 111.92 92.00

Median 107.50 102.50 98.00 114.00 92.00

Mode 87b 96b 98 105 92

Std. Deviation 10.571 9.192 8.420 17.404

Variance 111.751 84.500 70.905 302.910

Range 32 13 22 63 0

Minimum 86 96 89 74 92

Maximum 118 109 111 137 92

Approved 19 2 7 11 1

Pass rate 86.34% 100.0% 100.0% 84.62.0% 100.0%



Rubric item 5 evaluates evidence of acquired dispositions and item 11 evaluates leadership, collaboration

and reflection as teaching dispositions in candidate’s studies in the program: 60/62 (96.77%) achieve as expected

(Levels Competent or Excellent) on item 5, and 61/62 (98.39%) achieve as expected 11. Results from ANOVA and

Tukey post Hoc analysis showed no statistically significant differences in Competence 5 (F=0.969, p=0.413) and

Competence 11 (F=0.975, p=0.411).

Table 30: Descriptive Statistics for Portfolio Item 5 and 11

Statistics Portfolio Item 5 Portfolio Item 11


N 41 9 3 9 41 9 3 9

Mean 4.78 4.67 5.00 5.00 4.76 4.78 5.00 5.00

Median 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00

Mode 5 5 5 5 5 5 5 5

Std. Deviation .525 .500 .000 .000 .489 .441 .000 .000

Variance .276 .250 .000 .000 .239 .194 .000 .000

Range 2 1 0 0 2 1 0 0

Minimum 3 4 5 5 3 4 5 5

Maximum 5 5 5 5 5 5 5 5

Evidence of Claim 4: UT’s SOED ensures that its undergraduate students demonstrate their ability to

provide a collaborative and caring learning environment for students of diverse backgrounds and learning

abilities and actively participate in service learning activities in their communities.

Grade Distributions

As part of the professional courses, teacher candidates are required to complete at least 300 hours of clinical

experiences in different educational settings. These experiences are part of the requirements for courses EDUC 106,

401, EDUC 323, SPED 315, COMS 104, and the Practice Teaching courses. At least an 84.0% of the students enrolled

in courses requiring clinical experiences got a C-Grade (minimum grade required to pass a course in the SOED).

Table 31: Grade Distributions for Pedagogical Professional Courses – Caring

SOEDAS Professional Level Data – Competence 14, 15, 16 and 17 Hundred percent (54/54) of the students were evaluated with a performance over the Beginner level in the

selected competencies: Item 14 - Show respect for diverse learning styles, students personal beliefs and values; Item

15 - Ability to project a professional image in the classroom; Item 16 - Ability to maintain professional relations with

students, peers, parents, faculty and administrators; Item 17 - Demonstrate dispositions of leadership, collaboration

and reflection. The expected 80% of the students performing over the beginner level was achieved. ANOVA results did not show statistically significant differences in SOEDAS Competence 14 (F=0.317,

p=0.813), Competence 15 (F=0.391, p=0.760), Competence 16 (F=0.614, p=0.609) and Competence 17 (F=0.213,

p=0.887). Tukey Post Hoc analysis was not performed for SOEDAS01 and SOEDAS 2 because at least one group

has fewer than two cases.


Coms 104 90 81.08 4 3.60 5 4.50 99 89.19 12 10.81 111

Educ 106 43 40.95 25 23.81 21 20.00 89 84.76 2 1.90 14 13.33 105

Educ 323 17 56.67 8 26.67 1 3.33 26 86.67 4 13.33 30

Educ 401 19 76.00 4 16.00 23 92.00 2 8.00 25

Sped 315 75 48.70 48 31.17 16 10.39 139 90.26 6 3.90 9 5.84 154

Practicum 50 89.29 2 3.57 3 5.36 55 98.21 1 1.79 56


Table 32: Descriptive Statistics for SOEDAS Competencies 14, 15, 16 and 17


G1 G2 G3 G4 G1 G2 G3 G4

N 41 9 3 1 41 9 3 1

Mean 4.93 5.00 5.00 5.00 4.90 4.89 4.67 5.00

Median 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00

Mode 5 5 5 5 5 5 5 5

Std. Deviation .264 .000 .000 .000 .374 .333 .577 .000

Variance .070 .000 .000 .000 .140 .111 .333 .000

Range 1 0 0 0 2 1 1 0

Minimum 4 5 5 5 3 4 4 5

Maximum 5 5 5 5 5 5 5 5


G1 G2 G3 G4 G1 G2 G3 G4

N 41 9 3 1 41 9 3 1

Mean 4.83 5.00 5.00 5.00 4.80 4.89 4.67 5.00

Median 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00

Mode 5 5 5 5 5 5 5 5

Std. Deviation .442 .000 .000 .000 .511 .333 .577 .000

Variance .195 .000 .000 .000 .261 .111 .333 .000

Range 2 0 0 0 2 1 1 0

Minimum 3 5 5 5 3 4 4 5

Maximum 5 5 5 5 5 5 5 5

Student Teaching Evaluation Tool Competence 5, 7, and 8 Competencies 5 (Awareness of diversity to develop instructional strategies), 7 (Creation of learning

environments to promote integral development), and 8 (Demonstration of professional dispositions of leadership and

collaboration) of this assessment tool evaluated the students’ disposition to become a caring teacher. STET data gathered showed that a 59/63 (93.65%) candidates were evaluated as having a performance over the satisfactory level

in competence 5; 59/63 (93.65%) in competence 7; and 62/63 (98.41%) in competence 8. The expected 80% of the

students performing over the beginner level was achieved.

Results from ANOVA and Tukey Post Hoc analysis showed no statistically significant differences among

groups for STET Competence 5 (F=0.289, p=0.833), Competence 7 (F=0.757, p=0.523), and Competence 8 (F=0.794,

p=0.502).

Table 33: Descriptive Statistics of the STET Competence 5, 7 and 8

Statistics STET Competence 5 STET Competence 7 STET Competence 8

G1 G2 G3 G4 G1 G2 G3 G4 G1 G2 G3 G4

N 42 9 3 9 42 9 3 9 42 9 3 9

Mean 18.79 19.00 19.67 19.11 28.48 29.33 29.33 29.33 43.86 43.67 45.00 44.78

Median 20.00 19.00 20.00 19.00 30.00 30.00 30.00 30.00 45.00 45.00 45.00 45.00

Mode 20 18b 20 20 30 30 30 30 45 45 45 45

S. Deviation 2.055 1.000 .577 1.054 2.432 1.000 1.155 1.323 2.343 1.871 .000 .441

Variance 4.221 1.000 .333 1.111 5.914 1.000 1.333 1.750 5.491 3.500 .000 .194

Range 8 2 1 3 9 2 2 4 12 5 0 1

Minimum 12 18 19 17 21 28 28 26 33 40 45 44

Maximum 20 20 20 20 30 30 30 30 45 45 45 45


Cross Cutting Dimension: Learning to Learn Evidence

SOEDAS Professional Level Data – Competence 6, 7, 9, 10, 12, and 13

Hundred percent (54/54) of the students were evaluated with a performance over the Beginner level in the

selected competencies: 7, (Demonstrate knowledge of and ability to use a variety of teaching strategies and materials),

10 (Ability to promote, create and maintain a learning environment that provides for the intellectual, social and

personal development of students), 12 (Ability to promote and develop critical thinking skills), 6 (Ability to plan and

implement instruction based on knowledge of subject matter, student’s needs and curricular goals), 9 (Ability to demonstrate and apply formal and informal assessment strategies to evaluate the development and progress of the

students), and 13 (Ability to plan instruction based on psychomotor skills appropriate to the age level of the students).

The expected 80% of the students performing over the beginner level was achieved.

ANOVA results showed no statistically significant differences in SOEDAS Competence 6 (F=2.381,

p=0.077), Competence 7 (F=1.813, p=0.153), Competence 9 (F=8.699, p=0.000), Competence 10 (F=0.231, p=0.874),

Competence 12 (F=5.077, p=0.003) and Competence 13 (F=1.318, p=0.276). Tukey Post Hoc analysis was not

performed for SOEDAS01 and SOEDAS 2 because at least one group has fewer than two cases.

Table 34: Descriptive Statistics for SOEDAS Competencies 6, 7, 9, 10, 12 and 13


G1 G2 G1 G1 G1 G1 G3 G4 G1 G2 G3 G4

N 41 9 41 41 41 41 3 1 41 9 3 1

Mean 4.71 4.44 4.61 4.61 4.61 4.61 4.33 5.00 4.61 4.44 4.00 5.00

Median 5.00 4.00 5.00 5.00 5.00 5.00 4.00 5.00 5.00 5.00 4.00 5.00

Mode 5 4 5 5 5 5 4 5 5 5 4 5

Std. Deviation .602 .527 .628 .628 .628 .628 .577 .000 .628 .726 .000 .000

Variance .362 .278 .394 .394 .394 .394 .333 .000 .394 .528 .000 .000

Range 2 1 2 2 2 2 1 0 2 2 0 0

Minimum 3 4 3 3 3 3 4 5 3 3 4 5

Maximum 5 5 5 5 5 5 5 5 5 5 4 5


G1 G2 G3 G4 G1 G2 G3 G4 G1 G2 G3 G4

N 41 9 3 1 41 9 3 1 41 9 3 1

Mean 4.83 4.67 5.00 5.00 4.68 4.33 4.00 5.00 4.78 4.78 5.00 5.00

Median 5.00 5.00 5.00 5.00 5.00 4.00 4.00 5.00 5.00 5.00 5.00 5.00

Mode 5 5 5 5 5 4 4 5 5 5 5 5

Std. Deviation .495 .500 .000 .000 .610 .500 .000 .000 .475 .441 .000 .000

Variance .245 .250 .000 .000 .372 .250 .000 .000 .226 .194 .000 .000

Range 2 1 0 0 2 1 0 0 2 1 0 0

Minimum 3 4 5 5 3 4 4 5 3 4 5 5

Maximum 5 5 5 5 5 5 4 5 5 5 5 5

Student Teaching Evaluation Tool – Competence 4, 6, 7, and 8 Competencies 4 (Knowledge of instructional strategies and materials), 6 (Knowledge and use of formal and

informal assessment measures), 7 (Creation of learning environments to promote integral development), and 8

(Demonstration of the professional dispositions of leadership and collaboration) of this assessment tool evaluated the

students’ mastery and use of pedagogical knowledge to foster learning during the practicum experience. STET data

gathered showed that 58/63 (92.06%) students were evaluated as having a performance over the satisfactory level in

competence 4; 52/63 (82.54%) in competence 6; 59/63 (93.65%) in competence 7; and 62/63 (98.41%) in competence

8. The expected 80% of the students performing over the beginner level was achieved.

Results from ANOVA and Tukey Post Hoc analysis showed no statistically significant differences among

groups for STET Competence 4 (F=0.099, p=0.960), Competence 6 (F=1.940, p=0.133), Competence 7 (F=0.757,

p=0.523), Competence 8 (F=0.794, p= 0.502).


Table 35: Descriptive Statistics of the STET Competence 4, 6, 7, and 8



N 42 9 3 9 42 9 3 9

Mean 47.31 46.67 47.00 47.67 42.55 38.56 41.33 43.33

Median 49.00 48.00 48.00 48.00 44.50 41.00 42.00 43.00

Mode 50 46b 48 48 45 34b 39b 42

Std. Deviation 4.387 4.272 1.732 2.449 5.176 5.769 2.082 1.225

Variance 19.243 18.250 3.000 6.000 26.790 33.278 4.333 1.500

Range 15 14 3 8 25 15 4 3

Minimum 35 36 45 42 24 30 39 42

Maximum 50 50 48 50 49 45 43 45



N Valid 42 9 3 9 42 9 3 9

Missing 0 0 0 0 0 0 0 0

Mean 28.48 29.33 29.33 29.33 43.86 43.67 45.00 44.78

Median 30.00 30.00 30.00 30.00 45.00 45.00 45.00 45.00

Mode 30 30 30 30 45 45 45 45

Std. Deviation 2.432 1.000 1.155 1.323 2.343 1.871 .000 .441

Variance 5.914 1.000 1.333 1.750 5.491 3.500 .000 .194

Range 9 2 2 4 12 5 0 1

Minimum 21 28 28 26 33 40 45 44

Maximum 30 30 30 30 45 45 45 45

Cross Cutting Dimension: Multicultural Perspectives and Understanding Evidence

SOEDAS Professional Level Data – Competence 6, 8, 10, 13, and 14

Hundred percent (54/54) of the students were evaluated with a performance over the Beginner level in the selected competencies: 8 (Ability to recognize different stages of development and of learning in students and ability

to provide learning experiences that address diversity); 10 (Ability to promote, create and maintain a learning

environment that provides for the intellectual, social and personal development of students); 14 (Show respect for

diverse learning styles, students personal beliefs and values), 6 (Ability to plan and implement instruction based on

knowledge of subject matter, student’s needs and curricular goals), and 13 (Ability to plan instruction based on

psychomotor skills appropriate to the age level of the students). The expected 80% of the students performing over

the beginner level was achieved.

Table 36: Descriptive Statistics for SOEDAS Competencies 6, 8, 10, 13 and 14


G1 G2 G3 G4 G1 G2 G3 G4 G1 G2 G3 G4

N 41 9 3 1 41 9 3 1 41 9 3 1

Mean 4.71 4.44 5.00 5.00 4.61 4.56 4.33 5.00 4.83 4.67 5.00 5.00

Median 5.00 4.00 5.00 5.00 5.00 5.00 4.00 5.00 5.00 5.00 5.00 5.00

Mode 5 4 5 5 5 4 5 5 5 5 5

Std. Deviation .602 .527 .000 .628 .527 .577 .000 .495 .500 .000 .000

Variance .362 .278 .000 .394 .278 .333 .000 .245 .250 .000 .000

Range 2 1 0 0 2 1 1 0 2 1 0 0

Minimum 3 4 5 5 3 4 4 5 3 4 5 5

Maximum 5 5 5 5 5 5 5 5 5 5 5 5



G1 G2 G3 G4 G1 G2 G3 G4

N 41 9 3 1 41 9 3 1

Mean 4.78 4.78 5.00 5.00 4.93 5.00 5.00 5.00

Median 5.00 5.00 5.00 5.00 5.00 5.00 5.00 5.00

Mode 5 5 5 5 5 5 5 5

Std. Deviation .475 .441 .000 .000 .264 .000 .000 .000

Variance .226 .194 .000 .000 .070 .000 .000 .000

Range 2 1 0 0 1 0 0 0

Minimum 3 4 5 5 4 5 5 5

Maximum 5 5 5 5 5 5 5 5

ANOVA results showed no statistically significant differences in SOEDAS Competence 6 (F=0.936,

p=0.430), Competence 8 (F=0.350, p=0.789). Competence 10 (F=0.485, p=0.694), Competence 13 (F=0.282,

p=0.838) and Competence 14 (F=0.317, p=0.813). Tukey Post Hoc analysis was not performed for SOEDAS01 and

SOEDAS 2 because at least one group has fewer than two cases.

Student Teaching Evaluation Tool – Competence 5 and 7 Competencies 5 (Awareness of diversity to develop instructional strategies) and 7 (Creation of learning

environments to promote integral development) of this assessment tool evaluated the students’ awareness and

willingness to understand diversity. STET data gathered showed that a 54 out of 57 (94.74%) candidates were

evaluated as having a performance over the satisfactory level in competence 5; and 52 out of 57 (91.23%) in

competence 7. The expected 80% of the students performing over the beginner level was achieved. Results from

ANOVA and Tukey Post Hoc analysis showed no statistically significant differences among groups for STET

Competence 5 (F=0.289, p=0.833), and Competence 7 (F=0.757, p=0.523).




N 42 9 3 9 42 9 3 9

Mean 18.79 19.00 19.67 19.11 28.48 29.33 29.33 29.33

Median 20.00 19.00 20.00 19.00 30.00 30.00 30.00 30.00

Mode 20 18b 20 20 30 30 30 30

Std. Deviation 2.055 1.000 .577 1.054 2.432 1.000 1.155 1.323

Variance 4.221 1.000 .333 1.111 5.914 1.000 1.333 1.750

Range 8 2 1 3 9 2 2 4

Minimum 12 18 19 17 21 28 28 26

Maximum 20 20 20 20 30 30 30 30

Grade Distributions

Table 11 shows the grade distribution of the courses, which include diversity and multicultural perspectives as part of their thematic content: EDUC 205: Sociological foundations of education; EDUC 323: Children’s

Literature; COMS 104: Service Learning; and SPED 315: Teaching the exceptional Child.

Table 38: Grade Distributions for Pedagogical Professional Courses - Multicultural Perspectives and

Understanding


Coms 104 90 81.08 4 3.60 5 4.50 99 89.19 12 10.81 111

Educ 205 69 58.47 35 29.66 7 5.93 111 94.07 2 1.69 5 4.24 118

Sped 315 75 48.70 48 31.17 16 10.39 139 90.26 6 3.90 9 5.84 154

Educ 323 17 56.67 8 26.67 1 3.33 26 86.67 4 13.33 30


Cross Cutting Dimension:Technology

SOEDAS Professional Level Data Hundred percent (54/54) of the students were evaluated with a performance over the Beginner level in the

selected competencies: 11-Demonstate knowledge of the application of technology to education. The expected 80%

of the students performing over the beginner level was achieved. ANOVA results showed no statistically significant

differences in SOEDAS Competence 11 (F=0.264, p=0.851). Tukey Post Hoc analysis was not performed because at

least one group has fewer than two cases.

Table 39: Descriptive Statistics for SOEDAS Competency 11

Statistics SOEDAS Competence 11

G1 G2 G3 G4

N 41 9 3 1

Mean 4.85 4.89 4.67 5.00

Median 5.00 5.00 5.00 5.00

Mode 5 5 5 5

Std. Deviation .422 .333 .577 0

Variance .178 .111 .333 0

Range 2 1 1 0

Minimum 3 4 4 5

Maximum 5 5 5 5

Student Teaching Evaluation Tool – Competences 4 and 5

Competence 4 (Knowledge of instructional strategies and materials) and 5 (Awareness of diversity to develop

instructional strategies) of this assessment tool evaluated the students’ mastery and use of pedagogical knowledge

during the practicum experience. Both competencies evaluate the use of technology as a tool in the instructional

process. STET data gathered showed that 58 out of 63 (92.06%) were evaluated as having a performance over the

satisfactory level in competence 4; and 59 out of 63 (93.65%) in competence 5. The expected 80% of the students

performing over the beginner level was achieved. Results from ANOVA and Tukey Post Hoc analysis showed no

statistically significant differences among groups for STET Competence 4 (F=0.099, p=0.960) and Competence 5

(F=0.289, p=0.833).




N 42 9 3 9 42 9 3 9

Mean 47.31 46.67 47.00 47.67 18.79 19.00 19.67 19.11

Median 49.00 48.00 48.00 48.00 20.00 19.00 20.00 19.00

Mode 50 46b 48 48 20 18b 20 20

Std. Deviation 4.387 4.272 1.732 2.449 2.055 1.000 .577 1.054

Variance 19.243 18.250 3.000 6.000 4.221 1.000 .333 1.111

Range 15 14 3 8 8 2 1 3

Minimum 35 36 45 42 12 18 19 17

Maximum 50 50 48 50 20 20 20 20

Grade Distributions

Courses Educ 202: Preparation of Instructional Materials and Educ 214: Computers in Education comprise

concepts and skills related to technology integration into the instructional process. Data of grades distribution for

EDUC 202 course was gathered: 100% of the students enrolled got at least a C-Grade; for EDUC 214 course: 92.1%

of the students enrolled got at least a C-Grade.

Table 41: Grade Distributions for Pedagogical Professional Courses - Technology


Educ 202 23 52.27 12 27.27 3 6.82 38 86.36 1 2.27 5 11.36 44

Educ 214 92 77.31 17 14.29 5 4.20 114 95.80 1 0.84 4 3.36 119


Appendix E

Inventory of evidence

a. Grades

Grade distributions are available as part of the sustaining evidence for Claims 1, 2, 3 and 4.

b. Standardized Tests

Evidence of Standardized Tests designed by College Board is available as part of the sustaining evidence for Claims

1, and 3.

The Institutional Comprehensuive Exam substituted the Standardized Exam administered by College Board.

c. Survey of students, alumni, employers

Surveys were not used as evidence for the claims.

d. Ratings of Portfolios, work samples, cases

Portfolios and work samples are gathered each semester and kept in the SOED at least one year. Portfolio data was

gathered for students in practicum. Data was analyzed and used as evidence for Claims 1, 2 and 3.

e. Basis for rates: hiring/promotion, certification, graduate study, professional awards, publications, etc.

UT as part of the AGMUS complies with all systemic regulations regarding hiring, promotions, certifications, graduate

study opportunities, professional awards, publications, etc. AGMUS publishes a Faculty Handbook and an Employee

Handbook that covers all of the above mentioned activities.

f. Reasons for neglecting of rejecting certain categories of evidence

All data gathered through the SOED Assessment System was used as evidence in the annual report.

g. Plan for inclusion of new categories of evidence in a subsequent Inquiry Brief.

Two main categories of evidence will be addressed in a subsequent Inquiry Brief. First, new data and evidence will be presented from students feedback forms. This feedback will include students’ perceptions about how

the SOED provides learning experiences to foster each of the claims proposed in this Inquiry Brief. Ascertain student

perception will ensure them a means to express their views about their learning process and to feel involved in the

process of sharing their opinions about what the SOED offers. As for faculty, they recognize the importance of student

feedback to have a better understanding of their learning process and to guide their selection of teaching strategies to

enhance learning.

Second, evidence from alumni status after graduation will be provided. The SOED will like to use surveys

to alumni and school administrators among other possible tools to gather information about how they are applying

knowledge and skills acquired through the learning experience in the SOED. Also, to determine the impact in

academic achievement of students taught by SOED alumni. SOED faculty understands that ultimate quality of alumni

will be demonstrated by their student’s achievement. Recently, the Puerto Rico Department of Education (PRDE)

prepared a report of SOED alumni working in the public school system that will be used to contact alumni.


Table E.1 Inventory of evidence

Inventory: Status of evidence from measures and indicators for TEAC Quality Principle I

Type of evidence Relied on Not relied on For future use Not for future use

Reasons for including

the results in the Brief

Pages Reasons for not relying

on this evidence

Reasons for including in future

Briefs

Page

Reasons for not including in

future Briefs

Page

Grades

Students grades and grade

point averages

Grades are used as

value added indicators

to students’ admission

GPA and PEAU scores

6, 8, 11, 15,

16, 20, 21

Grades are used as value added

indicators to students’ admission

Scores on standardized tests

Student scores on standardized license or board

examinations

Proven validity and reliability

7, 10, 15 Proven validity and reliability

Institutional Comprehensive

exam

Proven predictability of

PRTCE

5, 13

Student scores on

undergraduate admission

tests of verbal aptitude

Data for all students

admitted was not

available

It will provide a base data to

compare students’ achievement

and progress

Student scores on

undergraduate admission

tests of subject matter

knowledge

Data for all students

admitted was not

available

It will provide a base data to

compare students’ achievement

and progress

Ratings

Rating of portfolios of

academic and clinical

accomplishments

Data gathered offer

added value

information to other

assessment tools used

9, 10, 16 Data gathered from rubric

portfolio assessment will be

analyzed to demonstrate student

mastery of content and skills.

Third-party rating of program’s students

It will provide an external judgment of students

performance in school settings

Ratings of in-service,

clinical, and Practicum

experiences

Data gathered offers a

broader spectrum to

demonstrate how

students apply their

knowledge and skills

4, 7, 9, 10,

11, 14, 17,

18, 19, 20, 21


Ratings, by cooperating

teacher and

college/university

Data gathered offers a

broader spectrum to

demonstrate how



Inventory: Status of evidence from measures and indicators for TEAC Quality Principle I

Type of evidence Relied on Not relied on For future use Not for future use

Reasons for including

the results in the Brief

Pages Reasons for not relying

on this evidence

Reasons for including in future

Briefs

Page

Reasons for not including in

future Briefs

Page

supervisors, of practice

teachers’ work samples

students apply their

knowledge and skills

Rates of completion of

courses and program

Data will show SOED capacity

to offer a solid program that

helps students to finish their

teaching preparation and perform as a highly qualified

teacher

The PRDE report of SOED

alumni working in the public

school system will serve as a

starting point for data gathering

and analysis regarding these

criteria.

Graduates ‘career retention

rates

Data is not available

Graduates’ job placement

rates


Rates of graduates’ professional advanced study


Rates of graduates’

leadership roles


Rates of graduates’

professional Service

activities


Case studies and alumni competence

Evaluations of graduates by

their own pupils


Alumni self-assessment of

their accomplishments

Inclusion of self-assessments

will guide students and program

to improvement

Third-party professional

recognition of graduates

Data is not available It will provide an external

judgment of students

performance in school settings

Employers’evaluations of

the program’s graduates


Case studies of

graduates’own

pupils’learning and accomplishment

There are norms that

limit case studies

performed by teachers in the PR Department of

Education

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