Programa de Preparación de Maestros de UPR Aguadilla (PPM UPRAg)

Educator Preparation Program
University of Puerto Rico at Aguadilla

The PPM UPRAg has been placed under Probationary Status by the accreditation agency (CAEP) in November 2019 and the probation visit is scheduled for November 21-23, 2021.
University of Puerto Rico in Aguadilla
Education and Physical Education Department English Department
Teacher Preparation Program
(PPM UPRAg)

This Teacher Preparation Program is based on a learning communities’ perspective under which everyone can develop, participate, and grow through community involvement. As a result, learning communities, teamwork, and cooperative cork of the highest caliber as a fundamental part of our program. Furthermore, the general education component places emphasis on areas such as content knowledge, skills, dispositions, ethics, and educational technology.

Our program also places great importance on academic activities such as creative expression for the development of the candidate as well as other members of the university community. We consider the human being as an active part of its own development and learning, so we provide the space for this growth. Consequently, our candidates develop the capacity to produce and integrate history, society, and culture into their teaching in dynamic ways.

Mission

The mission of our Teacher Preparation Program is in harmony with the goals and objectives of the University of Puerto Rico at Aguadilla Strategic Plan. This innovative teacher preparation program is committed to the development of elementary and secondary highly qualified educators with sound knowledge in general education, in the principles, concepts, and processes of the discipline they plan to teach and in the effective and creative use of educational technology for the development of powerful teaching and learning strategies.

Vision

In accordance with the vision of the University of Puerto Rico in Aguadilla, this Teacher Preparation Program responds to the commitment of being a model of excellence. The program completers will be recognized as knowledgeable, reflective, and transforming professionals in continuous learning, with the capacity to modify educational processes within a global and democratic society. In addition, they will model social responsibility, respect, commitment, ethics, and sensitivity towards human beings, their environment, and their culture.

Areas of Study:

PPM-UPRAG Professional Dispositions

  • Candidates should demonstrate that they:
  1. Respect diversity.
  2. Model and promote fairness.
  3. Apply a reflective approach towards teaching and learning.
  4. Recognize that every student has the potentiality to learn.

Philosophy and Goals

The philosophy of the PPM-UPRAg contextualizes the goals and objectives of the unit by providing diverse experiences that enable the teacher candidates to demonstrate their knowledge through critical analysis, inquiry, and synthesis. As a result, they will develop ethical values that will allow them to fulfill their potential in significant ways. The faculty of the PPM-UPRAg empowers teacher candidates to build connections between content areas and field experiences, integrating the principles established in our conceptual framework.

The program is grounded in the philosophical foundation that integrates the cognitive, humanistic, and constructivist principles and is committed to develop a knowledgeable, reflective, and transforming teacher. These theoretical foundations are based on the ideas, schools, and research of Piaget, Dewey, Vygotsky, and Brooks and Brooks, among others.

The philosophical principles that the PPM-UPRAg embraces are the following:

  • Knowledge is an active process where the students are not just passive recipients of information, but active participants (Brooks and Brooks, 1999; Vygotsky, in Dunn, 2005).
  • Cognitive process a result of the construction and interaction of the individuals with their environment (Piaget in Driscoll, 2000) to transform the teaching and learning experience in response to diverse cultural backgrounds and learning styles (Gardner, 2002)
  • Awareness of ethical and aesthetic values (Kohlberg, in Santrock, 2006) and appreciation of the Puerto Rican society and its relationship with other cultures to promote social commitment and responsibility (Hostos, 1903).
  • Educational technology, as an innovative tool for education, empowers the individual; therefore, the teacher candidates are skilled in using a variety of technologies in instruction, assessment, and in their own research and professional development (Wiens, 2005).
  • Life-long learning is ingrained in the teacher candidates so that they are committed to pursue knowledge, reflect, inquire, and generate changes that will contribute to the student’s learning experiences (Stronge and Tucker, 2004).
  • Cognitive development occurs as the individuals act on their ideas in societal settings and reflect on their own learning experiences (Dewey, in Gutek, 2004).

Completer Profile

The program will train graduated professionals with the knowledge and skills that allow them to:

  • Serve as teachers of ESL at elementary or secondary level.
  • Know the nature of human development and its educational implications and understand the foundations of universal culture.
  • Integrate technology resources into education through the practical study of the theories that support its application, the analysis of studies and research, and the evaluation and selection of educational programs.
  • Adjust the curriculum to the different styles, rhythms, and potentialities of individual learning, as well as the needs, attitudes, aspirations, and points of view of their students.
  • Make well-documented decisions for the evaluation and use of modern technology and the global communication network, creatively applying it in the teaching-learning process.
  • Carry out the continuous process of self-analysis and self-evaluation that contribute to their personal and professional improvement.

Teacher Preparation Program Faculty: English Department

Prof. Hiramys Santiago Ramírez – Directora Interina
Catedrática; B.A. Universidad de Puerto Rico en Mayagüez, 1990; M.A. Akron University, Ohio, 1994. Certificate in Educational Technology, World Campus, Penn State University, 2004.
Oficina B201, Extensión 3308. Correo electrónico: hiramys.santiago@upr.edu

Dr. Michelle Crespo Ortiz
Catedrática; B.A. – English Education, Inter American University, San Germán, 1985; M.A.- English Education, Universidad de Puerto Rico en Mayagüez, 1991; Ed. D. Universidad Interamericana de Puerto Rico, Recinto Metro, 2009.
Oficina B208, Extensión 4468. Correo electrónico: michelle.crespo2@upr.edu

Prof. Robert Guzmán Sosa
Catedrático; B.A. – Elementary English, Inter American University, 1988; M.A. – Bilingual Education, Early Childhood, SUNNY Búfalo, 1991
Oficina B200, Extensión 4404. Correo electrónico: robert.guzman@upr.edu

Prof. Arlinda López Rodríguez
Catedrática Auxiliar; M.A.-TESOL, Inter American University, San Germán, 2001; B.A. Secondary Education-TESOL, Inter American University. Aguadilla, 1989: Ph.D. in Curriculum and Instruction, New Mexico State University Las Cruces, New Mexico, 2019.
Oficina B203, Extensión 4402. Correo electrónico: arlinda.lopez@upr.edu

Dra. Verenice Rodríguez Ruiz
Catedrática Auxiliar; B.A. in Office Systems, Universidad de Puerto Rico en Aguadilla, 2003; M.B.A. Ana G Méndez University, 2008; Ph.D. in Instructional Technology and Distance Education, NOVA Southeastern University, 2016.
Oficina B205, Extensión 4403. Correo electrónico: vernice.rodriguez@upr.edu

Dra. Alison Torres Ramos
Catedrática Auxiliar; B.A. in Secondary Education in English with Multimedia Technology, Universidad de Puerto Rico en Aguadilla, 2009; M.A. in Education English as a Second Language, Universidad de Puerto Rico en Mayagüez, 2012; PhD in English, The University of Texas at Arlington, 2017.
Oficina B208, Extensión 4468. Correo electrónico: alison.torres@upr.edu

Prof. Ariana Morgan Gilliam
Instructora; B.A. English Literature, Inter American University en San German, 1989; English Education, Universidad de Puerto Rico en Mayagüez, 1995
Oficina B205, Extensión 4403. Correo electrónico: ariana.morgan@upr.edu

Prof. Belinda Rodríguez Loperena
Instructora; B.A. – Modern Languages, Universidad de Puerto Rico en Río Piedras, 1995; M.A. Teaching English as a Second Language, Inter American University en San German, 2008
Oficina B203, Extensión 4402. Correo electrónico: belinda.rodriguez@upr.edu

Prof. Leira Martínez Toro
Instructora; B.A. English, Universidad de Puerto Rico en Mayagüez, M.A. English Education, Universidad de Puerto Rico en Mayagüez
Oficina B204, Extensión 4405. Correo electrónico: leira.martinez@upr.edu

Prof. Marilyn Sanabria Rivera
Instructor: B.A. in Secondary Education in English with Multimedia Technology, Universidad de Puerto Rico Recinto Universitario de Aguadilla, 2014, B.A. in Natural Sciences, Concentration in Biomedical Sciences, 2014; M.A. in English Education, Universidad de Puerto Rico en Mayagüez, 2019
Oficina B204, Extensión 4405. Correo electrónico: marilyn.sanabria@upr.edu

Teacher Preparation Program Faculty: Education Department
 
Dra. Ángela L. Méndez Villanueva, Directora Interina
Extensiones: 2241, 3336. Correo electrónico: angela.mendez1@upr.edu

Ayala Lizardi, Eldon
Catedrático. Instructor en Educación. M.A. Ed. en Ciencias del Movimiento de la Universidad Interamericana en San Germán; B.A. en Artes con Concentración en Educación Física de la Universidad de Puerto Rico Recinto de Mayagüez.
Oficina: B-121, Extensión: 4412
Correo electrónico: eldon.ayala@upr.edu

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