Educación Física (B.A)
El Programa de Salud, Educación Física y Recreación ofrece un variado y sólido currículo de instrucción orientado hacia el desarrollo orgánico, mental, emocional, social e intelectual de sus estudiantes.
Se ofrecen programas de estudio para el Bachillerato en Artes en la Enseñanza de la Educación Física en el Nivel Elemental, en el Nivel Secundario y en Educación Física Adaptada. Además, se ofrece el Bachillerato en Artes en Tecnología Deportiva.
El Bachillerato en Artes en Educación en Salud Escolar está diseñado para ofrecer a los alumnos conocimientos en la enseñanza de la salud, proporcionándoles un trasfondo de las teorías y los métodos educativos en los respectivos niveles, conceptos y principios de las ciencias naturales, sociales y de las humanidades. Dirige al futuro maestro al desarrollo de una mejor calidad de vida, concienciándolos sobre la importancia de la salud y del equilibrio físico, mental y social del ser humano en su interacción constante con su entorno. Provee inmersión temprana a la sala de clases.
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Requisitos del PEM
Todo estudiante admitido a la Universidad que desee admisión al Programa de Educación de Maestros (PEM) se clasificará en PRE-PEM hasta que sea admitido oficialmente a la concentración del PEM de su interés.
Al momento de solicitar admisión y readmisión al Programa de Educación de Maestros, el estudiante deberá cumplir con los siguientes requisitos:
- Tener un promedio general mínimo de 2.50 en el nivel universitario.
- Haber aprobado un mínimo de 18 créditos universitarios, entre éstos:
- EDUC 1080 (Experiencias de Campo en el Escenario Educativo I), o su equivalente, con una calificación mínima de B.
- EDUC 2021 (Historia y Filosofía de la Educación) o EDUC 2022 (Sociedad y Educación) o EDUC 2031 (Psicología del Desarrollo), con una calificación mínima de B.
- GESP 1101 (Literatura y Comunicación: Narrativa y Ensayo) y 1102 (Literatura y Comunicación: Poesía y Teatro), con una calificación mínima de B.
- GEEN 1101 y 1102 (Inglés como Segundo Idioma I y II) o GEEN 1201 y 1202 (Desarrollo del Inglés a través de la Lectura I y II) o GEEN 2311 (Lectura y Redacción) y 2312 (Literatura y Redacción) con una calificación mínima de B.
El estudiante que aspire ingresar al programa de Enseñanza de Inglés como Segundo Idioma en el Nivel Elemental o al programa de Enseñanza de Inglés como Segundo Idioma en el Nivel Secundario deberá haber aprobado los cursos GEEN 2311 (Lectura y Redacción) y GEEN 2312 (Literatura y Redacción), con una calificación mínima de B.
- Radicar, en el departamento académico correspondiente, la Solicitud de Admisión al Programa de Educación de Maestros.
- El estudiante tendrá tres (3) semestres o cuatro (4) trimestres académicos para completar los requisitos de admisión al PEM. De no completar los requisitos de admisión en el tiempo requerido, el estudiante deberá optar por otro programa de estudios.
Notas adicionales:
- Los estudiantes que presenten evidencia oficial de que han trabajado bajo contrato de maestro o ayudante de maestro durante un semestre o más, estarán exentos de tomar el curso EDUC 1080 – Experiencias de Campo en el Escenario Educativo I.
- Los estudiantes de los cursos ofrecidos a distancia que requieran visitas a escuelas realizarán los trámites correspondientes previos a matricularse en el curso.
Requisitos de Retención para el PEM:
(Aplica a estudiantes admitidos o readmitidos al PEM a partir de agosto de 2009.)
- Para permanecer en el PEM, el estudiante deberá finalizar el año académico con el promedio general mínimo que se indica a continuación:
- 47 créditos o menos: 2.50
- 48-71 créditos: 2.75
- 72-95 créditos: 2.90
- 96 o más créditos: 3.00
- El estudiante deberá cumplir con la norma institucional de créditos intentados y aprobados.
- El estudiante que no cumpla con el promedio mínimo requerido para permanecer en el PEM será sometido a un período probatorio no mayor de dos semestres o tres trimestres académicos.
- El estudiante que durante el período probatorio no alcance el promedio mínimo requerido será dado de baja del PEM.
- El estudiante que sea dado de baja del PEM podrá optar por solicitar admisión o hacer cambio de concentración a otro programa de estudios.
Requisitos de Graduación del PEM
Todo estudiante candidato a graduación de alguna de las concentraciones del Programa de Educación de Maestros (PEM), que haya sido admitido o readmitido al PEM a partir de agosto de 2009, deberá:
- Obtener un promedio general mínimo de 3.00.
- Obtener un promedio mínimo de 3.00 en los Requisitos Medulares.
- Obtener un promedio mínimo de concentración y de subconcentración de 3.00.
- Obtener una calificación mínima de B en el curso de Experiencias Clínicas II (Práctica Docente).
Promedios de Graduación para Estudiantes Admitidos o Readmitidos al PEM antes de agosto de 2009
| Año Académico de Graduación | Promedio General, en los Medulares, y en la
Concentración y Subconcentración |
| 2009-2011 | 2.50 |
| 2011-2013 | 2.80 |
| 2013-2014 en adelante | 3.00 |
CAEP Acreditation
Introduction
Accreditation by the Council for the Accreditation of Educator Preparation (CAEP) is a mark of distinction and provides recognition that the College of Education has met national professional standards for the preparation of teachers and other educators. The National Council for Accreditation of Teacher Education (NCATE) and the Teacher Education Accreditation Council (TEAC) merged with CAEP in September 2014. The NCATE- and TEAC- accredited educator preparation providers (EPPs) are CAEP-eligible until such time as the CAEP accreditation review process is completed. Under CAEP performance-based accreditation system, institutions must provide verification of proficient teacher candidate performance. Studies indicate that student achievement increases when teachers are fully prepared as well as licensed.
Inter-American University of Puerto Rico, Aguadilla Campus (IAUPR) Department of Education and Humanistic Teacher Preparation programs were accredited by TEAC in 2015. Today is one of 20 CAEP/NCATE/TEAC EPPs accredited programs in P.R. (Source: Accredited Provider & Recognized Program Search – Council for the Accreditation of Educator Preparation (caepnet.org).
The mission at the Department of Education and Humanistic Studies at our Campus is to is to be a leader across Puerto Rico in teaching, scholarship, advocacy, and service by developing professionals with pedagogic and disciplinary expertise who advance the intellectual and social conditions of all learners in a globalized society. IAUPR’s The Teacher Education Program (TEP) at the Aguadilla Campus is comprised of two levels: initial and advanced. The TEP offers 10 B.A. degrees in Education at the initial level (accredited by TEAC), and three graduate programs at the advanced levels.
Programs at the initial level (accredited by TEAC) – The TEP offers the following B.A. degrees in education: (1) Secondary Education in Spanish, (2) Secondary Education in the Teaching of English as a Second Language, (3) Teaching of Physical Education at the Secondary Level, (4), Teaching of Physical Education at the Elementary Level, (5) Teaching of English as a Second Language at the Elementary Level, (6) Elementary Education in Special Education, (7) Teaching at the Elementary Primary Level K-3, (8) Teaching at the Elementary Primary Level 4-6, (9) Teaching Biology at the Secondary Level, and (10) Childhood Preschool Level.
CAEP Standards
CAEP Impact and Outcome Measures
2022-present
The Inter American University of Puerto Rico’s Aguadilla Campus (IUAPR-A) Department of Education and Humanities Teacher Education Program are accredited by the Teacher Education Accreditation Council (TEAC) since 2015. As a requisite for this accreditation, an Annual Data Report from our PEM needs to be exhibited on our institution’s website. This Annual Report needs to evidence two Impact Measures and two Outcomes Measures of our Teacher Education Program. The Impact Measures include: Completer effectiveness and Impact on P-12 learning and development (Component R4.1) and Satisfaction of employers and stakeholder involvement (Components R.4.2/ R5.3). The Outcome Measures include: Candidate competency at program completion (Component R3.3) and Ability of completers to be hired in education positions for which they have prepared. Below are the four CAEP measures that provide additional supporting evidence:
2015-2021
The Inter American University of Puerto Rico, Aguadilla Campus provides impact and outcome indicators based on the eight annual measures designated by the Council for the Accreditation of Educator Preparation (CAEP). These measures allow the EPP to provide information to the general public about EPP program outcomes and EPP candidates’ and program completers’ impact on P-12 learning. All Assessment instruments are validated and aligned with CAEP and/or InTasc standards. Below are the eight CAEP measures that provide additional supporting evidence:
CAEP Annual Reporting Measures
- 2024 ANNUAL REPORTING MEASURES – Full Report
- 2024 Individual Measure and Outcomes:
- Measure 1: Completer effectiveness and Impact on P-12 learning and development (Component R4.1).
- Measure 2. Satisfaction of employers and stakeholder involvement (Components R.4.2/ R5.3).
- Measure 3. Candidate Competency at Program Completion (R3.3).
- Measure 4. Ability of Completers to be Hired in Education Positions for which they have prepared.
- 2024 Individual Measure and Outcomes:
- 2023 ANNUAL REPORTING MEASURES – Full Report
- 2023 Individual Measure and Outcomes:
- Measure 1: Completer effectiveness and Impact on P-12 learning and development (Component R4.1).
- Measure 2. Satisfaction of employers and stakeholder involvement (Components R.4.2/ R5.3).
- Measure 3. Candidate Competency at Program Completion (R3.3).
- Measure 4. Ability of Completers to be Hired in Education Positions for which they have prepared.
- 2023 Individual Measure and Outcomes:
- 2022 ANNUAL REPORTING MEASURES – Full Report
- 2022 Individual Measure and Outcomes:
- MEASURE 1: Completer effectiveness and Impact on P-12 learning and development (Component R4.1).
- MEASURE 2: Satisfaction of employers and stakeholder involvement (Components R.4.2/ R5.3)
- MEASURE 3: Candidate Competency at Program Completion (R3.3).
- MEASURE 4: Ability of Completers to be Hired in Education Positions for which they have prepared.
- 2022 Individual Measure and Outcomes:
- 2021 ANNUAL REPORTING MEASURES – Full Report
- 2021 Individual Measure and Outcomes:
- MEASURE 1: Impact on P-12 Learning and Development (Component 4.1)
- MEASURE 2: Indicators of Teaching Effectiveness (Component 4.2)
- MEASURE 3. Satisfaction of Employers and Employment Milestones (Components 4.3 | A.4.1)
- MEASURE 4: Satisfaction of Completers (Components 4.4 | A.4.2)
- MEASURE 5: Graduation Rates (Initial)
- MEASURE 6. Ability of Completers to Meet Licensing and Additional State Requirements (Initial)
- MEASURE 7. Ability of Completers to be Hired in Education Positions (Initial)
- MEASURE 8. Student Loan Default Rates and Other Consumer Information (Initial)
- 2021 Individual Measure and Outcomes:
- 2020 ANNUAL REPORTING MEASURES – Full Report
- 2020 Individual Measure and Outcomes:
- MEASURE 1: Impact on P-12 Learning and Development (Component 4.1)
- MEASURE 2: Indicators of Teaching Effectiveness (Component 4.2)
- MEASURE 3. Satisfaction of Employers and Employment Milestones (Components 4.3 | A.4.1)
- MEASURE 4: Satisfaction of Completers (Components 4.4 | A.4.2)
- MEASURE 5: Graduation Rates (Initial & Advanced Levels)
- MEASURE 6. Ability of Completers to Meet Licensing and Additional State Requirements (Initial & Advanced Levels)
- MEASURE 7. Ability of Completers to be Hired in Education Positions (Initial & Advanced Levels)
- MEASURE 8. Student Loan Default Rates and Other Consumer Information (Initial & Advanced Levels)
- 2020 Individual Measure and Outcomes:
- 2019 ANNUAL ANNUAL REPORTING MEASURES 2020 – Full Report