Annual Assessment of Evidence of Learning Cover Page...

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Weber State University Annual Assessment of Evidence of Learning

Cover Page Department/Program: Health Promotion and Human Performance/Physical Education Academic Year of Report: 2014/15 Date Submitted: November 16, 2015 Report author: Chad E. Smith Contact Information: Phone: 801.626.7664 Email: [email protected]

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A. Brief Introductory Statement:

Please review the Introductory Statement and contact information for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if this information is current, please place an ‘X’ below. No further information is

needed. We will indicate “Last Reviewed: [current date]” on the page.

___ Information is current; no changes required.

_X_ Information is not current; updates below.

Update:

Contact information:

Dr. Chad Smith

Weber State University

1435 Village Drive, Department 2801

Ogden, UT 84408-2801 Swenson Gym, 307D

(801) 626- 7664

http://www.weber.edu/portfolio/departments.html

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B. Mission Statement

Please review the Mission Statement for your department displayed on the assessment site: http://www.weber.edu/portfolio/departments.html - if

it is current, please indicate as much; we will mark the web page as “Last Reviewed [current date]”. No further information is needed.

If the information is not current, please provide an update: _X_ Information is current; no changes required.

___ Information is not current; updates below.


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C. Student Learning Outcomes Please review the Student Learning Outcomes for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if they are current, please indicate as much; we will mark the web page as “Last Reviewed

[current date]”. No further information is needed.

If they are not current, please provide an update: _X_ Information is current; no changes required.

___ Information is not current; updates below.


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D. Curriculum

Please review the Curriculum Grid for your department displayed on the assessment site: http://www.weber.edu/portfolio/departments.html - if it

is current, please indicate as much; we will mark the web page as “Last Reviewed: [current data]”. No further information is needed.

If the curriculum grid is not current, please provide an update:

___ Information is current; no changes required.

_X_ Information is not current; updates below

Curriculum Grid

2008 National Initial Physical Education Teacher Education Standards

National Association for Sport and Physical Education (NASPE)

Standard 1: Scientific and Theoretical Knowledge

Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically

educated individuals.

Elements – Teacher candidates will:

1.1 Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness.

1.2 Describe and apply motor learning and psychological/behavioral theory related to skillful movement, physical activity, and fitness.

1.3 Describe and apply motor development theory and principles related to skillful movement, physical activity, and fitness.

1.4 Identify historical, philosophical, and social perspectives of physical education issues and legislation.

1.5 Analyze and correct critical elements of motor skills and performance concepts.

Standard 2: Skill and Fitness Based Competence

Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent

movement performance and health enhancing fitness as delineated in the NASPE K – 12 Standards.


2.1 Demonstrate personal competence in motor skill performance for a variety of physical activities and movement patterns.

2.2 Achieve and maintain a health-enhancing level of fitness throughout the program.

2.3 Demonstrate performance concepts related to skillful movement in a variety of physical activities.

Standard 3: Planning and Implementation

Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national


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standards to address the diverse needs of all students.


3.1 Design and implement short and long term plans that are linked to program and instructional goals as well as a variety of student needs.

3.2 Develop and implement appropriate (e.g., measurable, developmentally appropriate, performance based) goals and objectives aligned with local,

state, and /or national standards.

3.3 Design and implement content that is aligned with lesson objectives.

3.4 Plan for and manage resources to provide active, fair, and equitable learning experiences.

3.5 Plan and adapt instruction for diverse student needs, adding specific accommodations and/or modifications for student exceptionalities.

3.6 Plan and implement progressive and sequential instruction that addresses the diverse needs of all students.

3.7 Demonstrate knowledge of current technology by planning and implementing learning experiences that require students to appropriately use

technology to meet lesson objectives.

Standard 4: Instructional Delivery and Management

Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and

learning.


4.1 Demonstrate effective verbal and non-verbal communication skills across a variety of instructional formats.

4.2 Implement effective demonstrations, explanations, and instructional cues and prompts to link physical activity concepts to appropriate learning

experiences.

4.3 Provide effective instructional feedback for skill acquisition, student learning, and motivation.

4.4 Recognize the changing dynamics of the environment and adjust instructional tasks based on student responses.

4.5 Utilize managerial rules, routines, and transitions to create and maintain a safe and effective learning environment.

4.6 Implement strategies to help students demonstrate responsible personal and social behaviors in a productive learning environment.

Standard 5: Impact on Student Learning

Physical education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions.


5.1 Select or create appropriate assessments that will measure student achievement of goals and objectives.

5.2 Use appropriate assessments to evaluate student learning before, during, and after instruction.

5.3 Utilize the reflective cycle to implement change in teacher performance, student learning, and/or instructional goals and decisions.

Standard 6: Professionalism

Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals.


6.1 Demonstrate behaviors that are consistent with the belief that all students can become physically educated individuals.

6.2 Participate in activities that enhance collaboration and lead to professional growth and development.

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6.3 Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers.

6.4 Communicate in ways that convey respect and sensitivity

NASPE National Initial Physical Education Teacher Education Standards

Course

Number Course Title Credits 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 3.1 3.2 3.3 3.4 3.5 3.6 3.7

PEP

2000

Foundations of

Physical

Education

3 A E

PEP

3100

Principles of

Motor

Learning &

Motor

Development

3 I I E E

PEP 4700

Methods of

Teaching

Junior High

School

Physical

Education

3 I I E E E E E E

PEP

4720

Methods of

Teaching High

School

Physical

Education

3 I I E E E E E E

PEP

3280

Methods of

Teaching 3 I I E E E E E E

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Strength &

Conditioning

PEP

3290

Methods of

Teaching

Fitness for Life

3 I I E E E E E E E

PEP

3450

Structural

Kinesiology 3 E

PEP

3510

Exercise

Physiology 3 E

PEP

3520/3520L

Curriculum

and

Assessment/

Lab

3 A A A A

PEP

3630

Methods of

Teaching

Physical

Education for

Elementary

Teachers

3 E E E

PEP

3660

Adaptive

Physical

Education

3 E E E

PEP

4990 Senior Seminar

3 A A A A A A A A

I=Introduced E=Emphasized A=Assessed

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E. Assessment Plan Please review the Assessment Plan for your department displayed on the assessment site: http://www.weber.edu/portfolio/departments.html - if the

plan current, please indicate as much; we will mark the web page as “Last Reviewed [current date]”. No further information is needed.

The site should contain an up-to-date assessment plan with planning going out a minimum of three years beyond the current year. Please review the

plan displayed for your department at the above site. The plan should include a list of courses from which data will be gathered and the schedule, as

well as an overview of the assessment strategy the department is using (for example, portfolios, or a combination of Chi assessment data and student

survey information, or industry certification exams, etc.).

Please be sure to include your planned assessment of any general education courses taught within your department. This information will be used to

update the General Education Improvement and Assessment Committee’s planning documentation. Assessment plan: The assessment plan displayed on the assessment site is current


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F. Report of assessment results for the most previous academic year:

There are a variety of ways in which departments can choose to show evidence of learning. This is one example. The critical pieces to include are 1) what learning outcome is being assessed, 2) what method of measurement was used, 3) what the threshold for ‘acceptable performance’ is for that measurement, 4) what the actual results of the assessment were, 5) how those findings are interpreted, and 6) what is the course of action to be taken based upon the interpretation.

A. Evidence of Learning: Courses within the Major

Program

Learning Goal

Measurable

Learning Outcome

Students will:

Method of

Measurement

Direct and

Indirect

Measures

Threshold for

Evidence of

Student Learning

Findings Linked to

Learning Outcomes

Interpretations of

Findings

Action Plan/Use of

Results

Physical

education

students know

and apply

discipline-

specific

scientific and

theoretical

concepts critical

to the

development of

physically

educated

individuals.

1.1 Describe and

apply

physiological

and

biomechanical

concepts related

to skillful

movement,

physical activity

and fitness.

National Praxis

Content

Knowledge Test

85% of students

will score 80% or

better.

100% (12 of 12) of the

senior students passed

the test.

The students appear to

be prepared with the

needed content

knowledge.

Continue as previously

planned.

Incorporate measures in

classes.

1.2 Describe and

apply motor

learning and

psychological/

behavioral theory

related to skillful

movement,

physical activity,

and fitness.

National Praxis

Content

Knowledge Test

85% of students

will score 80% or

better.

100% (12 of 12) of the


the test.



needed content

knowledge.


planned.


classes.

1.3 Describe and

apply motor

development

theory and

principles related

National Praxis

Content

Knowledge Test

85% of students

will score 80% or

better.

100% (12 of 12) of the


the test.



needed content

knowledge.


planned.


classes.

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to skillful

movement,

physical activity,

and fitness.

1.4 Identify

historical,

philosophical, and

social perspectives

of physical

education issues

and legislation.

20 Question

Exam on the

History of

Physical

Education

Class average will

be 80% correct.

PEP 2000

Fall ’15 class mean

score: 76%

Spring ’15 class mean

score: 80%

Fall ’15 students did not

perform to our

expectations though the

Spring ’15 students did.

Continue to use

application of facts in

testing students on

historical issues.

1 Exam

Class average will

be 80% correct.

Students in PEP 3660

averaged 78.0%;

however one student

earned a “0”. Of those

who took the exam,

they earned on average

an 89.14

Meet the Threshold, for

those who took the

exam. Students

demonstrated sufficient

knowledge and

application of historical

and social perspectives

in relation to APE.

Continue current topics,

teaching methodologies,

and assessment

strategies. Spend more

time on making direct

analysis.

1 Assignment 80% correct All students completed

the assignment with

100% accuracy.

Students appear to fully

know important historical, philosophical,

and social perspectives

of physical education

issues and legislation as

pertaining to Adapted

Physical Education.

Continue use of

assignment.

1.5 Analyze and

correct critical

elements of motor

skills and

performance

concepts.

National Praxis

Content

Knowledge Test

85% of students

will score 80% or

better.

100% (12 of 12) of the


the test.



needed content

knowledge.


planned.


classes.

Exams

Class average will

be 80% correct.


averaged 78.0; however

one student earned a

“0”. Of those who took

the exam, they earned

on average an 89.14

Students appear to be

prepared with the needed

content knowledge.

Emphasis on skill cue

and feedback

development and use

needs to be priority in

future courses.

Portfolio Class average will

be 80% correct.


averaged 78.80%

Students are, on average,

below the threshold in

their identification of

Re-examine portfolio

guidelines. Made them

more difficult from

previous year.

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skill cues and corrective

feedback strategies.

Physical

education

students are

physically

literate

individuals with

the knowledge

and skills

necessary to

demonstrate

competent

movement

performance

and health

enhancing

fitness as

delineated in the

NASPE K – 12

Standards.

2.1 Demonstrate

personal

competence in

motor skill

performance for a

variety of physical

activities and

movement

patterns.

Skill

Assessments

Class average will

be 80% correct.


averaged 88.39%

Students are meeting the

utilization level of skill

proficiency in a variety

of skills.

Continue with current

course structure,

expectations, and skill

development.

2.2 Achieve and

maintain a health-

enhancing level of

fitness throughout

the program.

FitnessGram

measures:

9 health-related

physical fitness

assessments of

cardiovascular,

muscular

strength/enduran

ce, BMI, and

Flexibility.

85% of students

will achieve

satisfactory scores

on FitnessGram

measures.

88% (42 out of 48) of

students tested received

satisfactory scores on

FitnessGram measures.

The majority of the

students are meeting the

standards set for

maintaining health-

enhancing levels of

fitness.


Skill Development and

Methods of Teaching

Fitness for Life course

and in Foundations of

Physical Education.

2.3 Demonstrate

performance

concepts related to

skillful movement

in a variety of

physical activities.

Skills

Assessment

Class average will

be 80% correct.


averaged 88.39%

Students are meeting the

utilization level of skill

proficiency in a variety

of skills.


course structure,

expectations, and skill

development.

Physical

education

students plan

and implement

developmentally

appropriate

learning

experiences

aligned with

3.1 Design and

implement short

and long term

plans that are

linked to program

and instructional

goals as well as a

variety of student

needs.

Semester Long

Curriculum Plan

Assignment

Class average will

be 80% correct.

PEP 3520

Fall ’14 mean score:

89.7%

Spring ’15 mean score:

88.1%

Students understand how

to use the state

curriculum guide to

develop a semester

curriculum plan.

Continue with this

assignment.

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local, state, and

national

standards to

address the

diverse needs of

all students.

3.2 Develop and

implement

appropriate (e.g.,

measurable,

developmentally

appropriate,

performance

based) goals and

objectives aligned

with local, state,

and /or national

standards.

Practicum

Teaching

Experience

Lesson Plan

Development

Class average will

be 80% correct.

PEP 3520


18%


91.3%

Fall’14: Three of the five

students did not submit

lesson plans regularly for

the ten teaching

opportunities given.

These three students

enrolled in the class

again Spring ’15

semester. Students can

now develop lesson

plans correctly.

Continue with this

lesson planning

assignment.

Practicum

Teaching

Experience

Observations

2 successful

teaching

experiences

PEP 3520


18%


91.3%




the ten teaching




again Spring ’15


now develop lesson

plans correctly.

Continue to provide

practicum teaching

experiences for the

students.

3.3 Design and

implement content

that is aligned with

lesson objectives.

Practicum

Teaching

Experience

Lesson Plan

Development

Class average will

be 80% correct.

PEP 3520


18%


91.3%




the ten teaching




again Spring ’15


now develop lesson

plans correctly.

Continue with this

lesson planning

assignment.

Practicum

Teaching

Experience

Observations

2 teaching

experiences

PEP 3520

Fall ’14 and Spring ’15:

All students taught at

least 2 successful

lessons aligned with

lesson objectives.

Students are able to

effectively implement

the lessons they have

planned.

Continue to provide

practicum teaching

experiences for the

students.

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Lesson Plans Class average will

be 80% correct.


averaged 82.8%


effectively match

learning objectives/goals

and styles/models and

use space, equipment,

etc. to achieve identified

objectives/goals

Continue current course

structure.

Institute “new” teaching

evaluation to emphasize

areas of teaching

effectiveness.

3.4 Plan for and

manage resources

to provide active,

fair, and equitable

learning

experiences.

Practicum

Teaching

Experience

Lesson Plan

Development

Class average will

be 80% correct.


averaged 100%

Students can develop

lesson plans correctly.

Continue with this

lesson planning

assignment.

Practicum

Teaching

Experience

Observations

2 teaching

experiences

PEP 3520



least 2 successful

lessons providing

resources for all

students.




planned.

Continue to provide

practicum teaching

experiences for the

students.

Final Exam

Class average will

be 80% correct.

On average, students in

PEP 3660 earned ~

78% on the final,

however one student

earned a “0”. Of those

who took the exam,

they earned on average

an 89.14

Students demonstrate

above average

proficiency in

developing and

implementing

modifications for various

learners and learning

styles


structure, but emphasize

modification

development and

application more.

Assignment

80% of students

will complete the

assignment.

100% of students

completed the

assignment.


above average

proficiency in

developing and

implementing



styles

Implement / emphasize

modification

development and use

for additional classes.

Make stronger

connections to exam

material.

3.5 Plan and adapt

instruction for

diverse student

needs, adding


be 80% correct.

The class average for

students in PEP 3660

was 100%


above average

proficiency in

developing and


modification

development and use


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specific

accommodations

and/or

modifications for

student

exceptionalities

implementing



styles

3.6 Plan and

implement

progressive and

sequential

instruction that

addresses the

diverse needs of

all students.

Exams

(Essay portion

primarily)

Class average will

be 80% correct.


averaged 78%; however

one student earned a

“0”. Of those who took

the exam, they earned

on average an 89.14%

Students are adequate in

their development of

appropriate progressive

and sequential

instruction.

Continued emphasis on

progressive and

sequential instruction

should be paramount in

all courses.

3.7 Demonstrate

knowledge of

current technology

by planning and

implementing

learning

experiences that

require students to

appropriately use

technology to

meet lesson

objectives.

Peer Teaching

Using

Technology

Lesson Plan

Class average will

be 80% correct.

PEP 3520


18%


91.3%




the ten teaching




again Spring ’15


now develop lesson

plans correctly.

Continue with this

lesson planning

assignment.

Peer Teaching

Using

Technology

1 teaching

experience

PEP 3520



least 1 lesson utilizing

technology.




planned with their peers.

Continue to provide

peer teaching

experiences for the

students. Consider

planning for practicum

teaching experiences.

Physical

education

students use

effective

communication

4.1 Demonstrate

effective verbal

and non-verbal

communication

skills across a

Practicum

Teaching

Experience

Lesson Plan

Development

Class average will

be 80% correct.

PEP 3520


18%


91.3%




the ten teaching


Continue with this

lesson planning

assignment.

16

and pedagogical

skills and

strategies to

enhance student

engagement and

learning.

variety of

instructional

formats.



again Spring ’15


now develop lesson

plans correctly.

Practicum

Teaching

Experience

Observations

2 teaching

experiences

PEP 3520


18%


91.3%




the ten teaching




again Spring ’15


now develop lesson

plans correctly.

Continue to provide

practicum teaching

experiences for the

students.

4.2 Implement

effective

demonstrations,

explanations, and

instructional cues

and prompts to

link physical

activity concepts

to appropriate

learning

experiences.

Practicum

Teaching

Experience

Lesson Plan

Development

Class average will

be 80% correct.

PEP 3520


18%


91.3%




the ten teaching




again Spring ’15


now develop lesson

plans correctly.

Continue with this

lesson planning

assignment.

Practicum

Teaching

Experience

Observations

2 teaching

experiences

PEP 3520



least 2 successful

lessons incorporating

demonstrations and

verbal cues.




planned.

Continue to provide

practicum teaching

experiences for the

students.

4.3 Provide

effective

instructional

feedback for skill

Practicum

Teaching

Experience

Lesson Plan

Development

Class average will

be 80% correct.

PEP 3520


18%


91.3%




the ten teaching


Continue with this

lesson planning

assignment.

17

acquisition,

student learning,

and motivation.



again Spring ’15


now develop lesson

plans correctly.

Practicum

Teaching

Experience

Observations

2 teaching

experiences

PEP 3520



least 2 successful

lessons incorporating

instructional feedback.




planned.

Continue to provide

practicum teaching

experiences for the

students.

4.4 Recognize

the changing

dynamics of the

environment and

adjust

instructional

tasks based on

student

responses.

Practicum

Teaching

Experience

Lesson Plan

Development

Class average will

be 80% correct.

PEP 3520


18%


91.3%




the ten teaching




again Spring ’15


now develop lesson

plans correctly.

Continue with this

lesson planning

assignment.

Practicum

Teaching

Experience

Observations

2 teaching

experiences

PEP 3520



least 2 successful

lessons responding to

changes in the

classroom environment.




planned.

Continue to provide

practicum teaching

experiences for the

students.

Final Exam

80% correct 88% of students in PEP

3264 completed the

assignment, and the

average score for

students was 76.13%

It appears students are

not recognizing the

changing dynamics of

the environments and

being able to adjust their

instructional tasks based

on student responses,

however 2 students

failed the assignment.

Without these scores, all

Of those who completed

the assignment, and do

so sufficiently, they

were able to

successfully recognize

and adjust to meet

student responses.

18

other students effectively

(+90%) do.

Assignment

Class average will

be 80% correct.


PEP 3264 earned

82.81% on their lesson

plans.

Students are effectively

preparing for potential

instructional

adjustments.


procedures.

Lesson Plans 80% correct 88% of students in PEP

3264 completed the

assignment, and the

average score for

students was 76.13%

It appears students are

not recognizing the

changing dynamics of

the environments and

being able to adjust their

instructional tasks based

on student responses,

however 2 students

failed the assignment.

Without these scores, all

other students effectively

(+90%) do.

Of those who completed

the assignment, and do

so sufficiently, they

were able to

successfully recognize

and adjust to meet

student responses.

4.5 Utilize

managerial rules,

routines, and

transitions to

create and

maintain a safe

and effective

learning

environment.

Practicum

Teaching

Experience

Lesson Plan

Development

Class average will

be 80% correct.

PEP 3520


18%


91.3%




the ten teaching




again Spring ’15


now develop lesson

plans correctly.

Continue with this

lesson planning

assignment.

Practicum

Teaching

Experience

Observations

2 teaching

experiences

PEP 3520



least 2 successful

lessons using

managerial routines.




planned.

Continue to provide

practicum teaching

experiences for the

students.

Class

Management

Techniques

2 submitted PEP 4990


All students submitted

at least 2 successful

Students can recognize

an effectively run class

and can implement

strategies they have seen

used by other teachers.

Continue this

assignment.

19

management

techniques.

4.6 Implement

strategies to help

students

demonstrate

responsible

personal and

social behaviors

in a productive

learning

environment.

Practicum

Teaching

Experience

Lesson Plan

Development

Class average will

be 80% correct.

PEP 3520


81.6%


91.3%

Students can develop

lesson plans correctly.

Continue with this

lesson planning

assignment.

Practicum

Teaching

Experience

Observations

2 teaching

experiences

PEP 3520



least 2 successful

lessons using

appropriate strategies to

promote responsible

behavior.




planned.

Continue to provide

practicum teaching

experiences for the

students.

Single Student

Interventions

2 submitted PEP 4990


All students submitted

at least 2 successful

single student

interventions.

WSU students recognize

students they teach that

may need more help with

behavior concerns in the

classroom.

Continue this

assignment.

Physical

education

students utilize

assessments and

reflection to

foster student

learning and

inform

instructional

decisions.

5.1 Select or

create

appropriate

assessments that

will measure

student

achievement of

goals and

objectives.

Evaluation and

Grading

Assignment

Class average will

be 80% correct.

PEP 3520


89.7%


88.1%

Students understand how

to use the state

curriculum guide to

develop a semester

curriculum plan.

Continue the

assignment providing

descriptive grading

rubrics.

5.2 Use

appropriate

assessments to

evaluate student

learning before,

during, and after

instruction.

Practicum

Teaching Using

Technology

2 teaching

experience

PEP 3520



least 2 lessons utilizing

some type of

assessment.




planned in a practicum

teaching experience.

Continue to provide

practicum teaching

experiences for the

students.

20

5.3 Utilize the

reflective cycle

to implement

change in teacher

performance,

student learning,

and/or

instructional

goals and

decisions.

Peer and

Practicum

Teaching

Experience

2 teaching

experiences

PEP 3520

Fall ’14: Only one of

five students taught at

least 2 lessons and used

the reflective process to

implement changes.

Spring ’15: 78% of the

students taught at least

2 lessons and used the

reflective process to

implement changes.

Students need many

reminders to reflect on

their teaching.

Forgetfulness is the

excuse given by all

students. Three of the

five students enrolled in

the fall semester course

repeated the course in

the spring.

Remind students that

growth occurs during

reflection. Remind

students to reflect every

day.

Physical

education

students

demonstrate

dispositions

essential to

becoming

effective

professionals.

6.1 Demonstrate

behaviors that

are consistent

with the belief

that all students

can become

physically

educated

individuals.

Service Learning

Assignment

Class average will

be 80% correct.

PEP 2000


score: 98.93%


score: 93.3%

Students can work with

students of various

diversities successfully.

Continue this

assignment.

Final Exam

Class average will

be 80% correct.


PEP 3100 earned 80.0%

on the final exam.


adequate average

proficiency in

developing and

implementing



styles.


structure.

Assignment 80% of students

will complete

assignment.

100% of students in

PEP 3660 completed

the assignment, and the

average score was

99.6%


above average

proficiency in

developing and

implementing



styles.


modification

development and use



be 80% correct.


PEP 3660 earned 100%

on their lesson plans.


above average

proficiency in

developing and

implementing



modification

development and use


21


styles.

6.2 Participate in

activities that

enhance

collaboration and

lead to

professional

growth and

development.

Cooperating

teacher

evaluation of

practicum

teacher.

Class average will

be 80%.

PEP 4990


All cooperating

teachers gave positive

evaluations of the

practicum teachers

concerning growth.

New evaluation form

allows CT to give better

feedback on student

strengths and

weaknesses.

Continue with the new

evaluation form.

6.3 Demonstrate

behaviors that

are consistent

with the

professional

ethics of highly

qualified

teachers.

Cooperating

teacher

evaluation of

practicum

teacher.

Class average will

be 80%.

PEP 4990


All cooperating

teachers gave positive

evaluations of the

practicum teachers

concerning professional

ethics.

New evaluation form

allows CT to give better

feedback on student

strengths and

weaknesses.

Continue with the new

evaluation form.

6.4

Communicate in

ways that convey

respect and

sensitivity.

Home

Communications

Assignment

Class average will

be 80%.

PEP 4990


score: 87% (only one

student enrolled)


score: 100% (only one

student).

Students benefit from an

explicit planning rubric

to know what is

considered appropriate

communication.

Continue to provide a

planning rubric for

students.

22

G. Summary of Artifact Collection Procedure

Artifact Learning Outcome Measured When/How Collected? Where Stored? Quizzes and Final Exam 1 2-3 times during

semester, and at semester’s end.

Faculty paper and electronic files

Skill evaluations 2 2 – 3 times during semester

Faculty Paper Files

Student Lesson Plans 3 2-3 times during semester

Faculty paper files

Teaching Demonstrations 4 2-3 times during semester

Faculty paper files

Student Essays 5 End of semester Faculty paper files Professional Dispositions Scores 6 End of semester;

program faculty assess students in 11 different disposition categories.

Electronic files

23

Appendix A Most departments or programs receive a number of recommendations from their Five-Year Program Review processes. This page provides a means of updating progress towards the recommendations the department/program is acting upon.

Date of Program Review: Fall 2015 Recommendation Recommendation 1 Text of recommendation Progress Description

Update program’s mission statement. The mission statement does not have any

language about how the missions will be

met. We believe it is looking for a “ways

and means” statement.

The program’s mission statement was

amended to include language indicating

that “students will achieve this mission by

completing a variety of coursework and

practicum hours, ultimately allowing them

to develop and practice sound physical

education pedagogical skills.

Recommendation 2 Text of recommendation Progress Description

Address scope and sequence of the program.

There needs to be a clear scope and

sequence of the program, specifically the

teaching licensure track.

Although we already had an articulated

program “scope,” a clear “sequence” for

completion of coursework was articulated

in a “degree map,” and completed in the

early Winter of 2015. Extensive program

changes proposed to reflect the degree map

and were approved by Faculty Senate in

February of 2015.

Recommendation 3 Text of recommendation Progress Description Address student learning outcomes. Student Learning Outcomes and

Assessment: Develop standard assessment

tools, such as rubrics, to assess the

artifacts.

Program faculty is working to standardize

syllabi for courses that are taught by

multiple instructors, and to creating

assessment rubrics that will be used in

those courses. Though the majority of the

courses taught were standardized with the

program changes, there are some that are

still being completed.

Recommendation 4 Text of recommendation Progress Description

24

Number of methods courses. There is a concern for the total number of

“methods” courses students are required to

complete.

As of Spring, 2015 the program faculty

have revised the curriculum, to include

reducing the number of 2-credit methods

courses by consolidating material into 3-

credit courses that are fewer in number.

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Appendix B Please provide the following information about the full-time and adjunct faculty contracted by your department during the last academic year (summer through spring). Gathering this information each year will help with the headcount reporting that must be done for the final Five Year Program Review document that is shared with the State Board of Regents.

Faculty Headcount 4 With Doctoral Degrees (Including MFA and other terminal degrees, as specified by the institution)

4

Full-time Tenured 0 Full-time Non-Tenured (includes tenure-track) 4 Part-time 0 With Master’s Degrees 0 Full-time Tenured Full-time Non-Tenured Part-time With Bachelor’s Degrees 0 Full-time Tenured Full-time Non-tenured Part-time Other 0 Full-time Tenured Full-time Non-tenured Part-time Total Headcount Faculty 4 Full-time Tenured 0 Full-time Non-tenured 4 Part-time 0

26

Please respond to the following questions.

1) Based on your program’s assessment findings, what subsequent action will your program take?

Although the program’s faculty is satisfied with the assessments provided herein, it recognizes that there are challenges to be met. We have developed and articulated both a “scope” to the program, and a clear “sequence” for completion of coursework, and have implemented recently approved program changes. Since it is the first semester of these changes, the faculty will be evaluating its effects over the coming year. It is anticipated that the effects of the changes will be positive, but we also acknowledge that adjustments may be required. The Physical Education faculty intends to continue evaluating the program for purposes of creating efficiency and appropriateness in the curriculum. The program faculty is committed to preparing students (physical educators) who are capable of teaching physical education to meet National Standards; this means that they are highly skilled in teaching all forms of physical activity, not simply team sports. In short, our objective is to prepare physical educators to provide quality physical education.

2) Are there assessment strategies within your department or program that you feel are particularly effective and/or innovative? If so, what are those strategies and what do you learn about your students by using them? The use of both formative and summative assessment strategies has proved to be very beneficial to our students. Evidence of this is demonstrated in the students’ preparedness for Teacher Education. Our students receive significant praise for their readiness by the Teacher Education Faculty. Their preparedness is the product of a variety of projects that the students are required to engage in; specifically, teaching demonstrations, and lesson planning. Throughout their experience, students enrolled in Physical Education are given opportunities to practice by teaching their peers, and by teaching students the local schools. In addition to this, they become well acquainted with lesson plan development. The culmination of which, is displayed at the end of their senior year. The students share electronic portfolios that reflect how they’ve mastered the NASPE Standards for Beginning Teachers. This is a very rewarding experience for both students and faculty to see the hard work and accomplishments of the students.

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