Appalachian State University

Physical Education Teacher Education

Program Evaluation

April 2006

Table of Contents

Section Detail Page Program Overview Program Description ProBlock Sequence Profile of Student Majors Mission Statements Conceptual Framework Principle 1: Community of Practice Principle 2: Knowledge is Socially Constructed Principle 3: Novice to Expert Principle 4: Knowledge Base Principle 5: Dispositions Bibliography Standard 1 Program Assessment Matrix NC DPI Standard 1 Program Assessment NC DPI Standard 2 Program Assessment NC DPI Standard 3 Program Assessment NC DPI Standard 4 Program Assessment NC DPI Standard 5 Program Assessment NC DPI Standard 6 Program Assessment NC DPI Standard 7Program Assessment NC DPI Standard 8 Program Assessment NC DPI Standard 9 Program Assessment NC DPI Standard 10 Program Assessment

Program Overview Program Description The Appalachian State University Physical Education Teacher Education (PETE) program is one of 5 academic areas within the Department of Health Leisure and Exercise Science. Other academic areas include, Athletic Training, Exercise Science, Health Promotion and Recreation Management. The Department of HLES housed in the College of Fine and Applied Arts. The PETE program has substantive relationships with the Reich College of Education. Since the Reich College of Education is the ASU licensing agent for NC teaching licensure, our students take professional education classes in the Department of Curriculum and Instruction. Appalachian State University offers Bachelor of Science (B.S.) degree in Physical Education Teacher Education (PETE), K-12 (with teacher licensure). Candidates must earn a minimum of 122 semester hours and must earn a minimum of a 2.5 GPA for graduation. The PETE program consists of 40 semester hours in addition to the core curriculum requirements, the professional education requirements, and the second academic concentration requirements. The core curriculum requirements total 44 semester hours. As part of the core curriculum requirements, the student must select eight semester hours of biology, chemistry or physics; take SOC 2700 and PE 3008 which also meets the two semester hour physical activity/wellness requirement. The professional education requirement consists of 24 semester hours. Twelve of those hours include CI 4900, student teaching. Courses in the major requirements include PE 1550, PE 2002, PE 2015, PE 2115, PE 3002, PE 3003, PE 3009, PE 3015, PE 3031, PE 4000, PE 4002, PE 4014, ES 2001, ES 2010, and CI 4020. [A “C” (2.0) is required in each major course.] Proficiency is required in Emergency Care/CPR and must be current at the time of graduation. Not included in the 40 semester hour major requirement is the two semester hours of free electives outside the major. No minor is required, but the student must select a second academic concentration from one of the following: Biology, ESL, Human Studies, Psychology, Natural Science, or Sociology. Prior to the Fall 2004 semester, majors’ second academic concentration requirement included a total of 24 semester hours. Beginning with the Fall 2004 semester, the second academic concentration was reduced to 18 semester hours (The PETE program as initiated Academic Policies and Procedures (AP & P) proposals to increase the credit hour requirements for the following courses: PE 3009 (1 credit hour to 3 credit hours), PE 3031 (2 credit hours to 3 credit hours), PE 4014 (2 credit hours to 3 credit hours) and CI 4020 (2 credit hours to 3 credit hours).

ASU PETE Program of Study

PPrroo--BBlloocckk 11 ((99 hhrrss..)) SSeemmeesstteerr II,, SSoopphhoommoorree IIII PE Courses Prerequisites Suggested Courses/Recommendations Total Hrs.

PE 1550 (3) PE 2002 (3) ES 2001 (3)

Nonea

CCScience Sequenceb Nonec

Passed Praxis I (Reading, Writing, & Math) CI/SPE 2800 (3) PSY 3000

PPrroo--BBlloocckk IIII ((1155 hhrrss..)) SSeemmeesstteerr IIII,, JJuunniioorr II PE Courses Prerequisites Suggested Courses/Recommendations Total Hrs.

ES 2010 (3) PE 2015 (3) PE 2115 (3) PE 3002 (3) PE 3015 (3)

ES 2001 PE 1550 & PE 2002 PE 1550 & PE 2002 PE 2002

PE 1550d & >Mat 1010

Declaration of 2nd academic concentration No other courses recommended

PPrroo--BBlloocckk IIIIII ((88 hhrrss..)) SSeemmeesstteerr IIIIII,, JJuunniioorr IIII PE Courses Prerequisites Suggested Courses/Recommendations Total Hrs.

PE 3003 (3) PE 3008 (2) PE 3009 (1) PE 3031 (2)

PE 2115 & PE 3002 PE 2115 & PE 3002 PE 2115 & PE 3002

PE 2115e & PE 3015

Admitted to College of Education: 2.5 GPA , 45 s.h., Praxis I, CI /SPE 2800, Speech, English, & Reading proficiencies Declaration of 2nd academic concentration

SOC 2700 (3) 2nd concentration course

PPrroo--BBlloocckk IIVV ((1100 hhrrss..)) SSeemmeesstteerr IIVV,, SSeenniioorr II PE Courses Prerequisites Coreq. Suggested Courses/Recommendations Total Hrs.

A f PE 4000 (3) PE 4014 (2)

ES 2010 & PE 3003 PE 3008, PE 3009, & PE 3031

PE 4014 PE 4000

Take Praxis II Remaining prof. ed. courses Remaining 2nd AC Courses

B f PE 4002 (3) CI 4020 (2)

PE 3008 & PE 3009 PE 3008, PE 3009, & PE 3031

CI 4020 PE 4002

PPrroo--BBlloocckk VV ((1122 hhrrss..)) SSeemmeesstteerr VV,, SSeenniioorr IIII PE Courses Prerequisites/Requirements Total Hrs.

CI 4900 (12) All Professional Education Courses & All Major Requirements

* A minimum grade of C (2.0) is required in all PE majors courses. a Suggested Core Curriculum English Requirements. b Core Curriculum Natural Science Requirement: Biology, Chemistry, or Physics.

c Suggested Core Curriculum Natural Science Requirement: Biology, Chemistry, or Physics. d Currently PE 2015, will require permission to add e Currently PE 3008, will require permission to add f Pro-block IV can be divided across 2 semesters. However, both “A” courses must be taken simultaneously and before both “B” courses.

Program Admission Policies (Gateways

PETE Advisement Process Curricular Changes in the PETE Program Regularly Scheduled Meetings UNIVERSITY, DEPARTMENTAL AND PETE MISSION STATEMENTS The Appalachian State University PETE first under the Appalachian State University mission. This mission is in the as its mission the practice and propagation of scholarship. This mission is accomplished primarily through instruction, but also through the research, creative, and service activities of the University community (The University of North Carolina Board of Governors, 1998). The Health, Leisure and Exercise Science Mission Statement is a more focused permutation of the University mission statement.

The fundamental purpose of the Department of Health, Leisure, and Exercise Science is to enhance the human condition through development of physical, mental, social and spiritual health. We believe we can impact on this mission by applying art and science to the ideal of developing mind and body as an inseparable entity.

Our constituency consists primarily of undergraduate students, the University community, and allied groups, organizations and practitioners. Our five interrelated academic units of Athletic Training, Exercise Science, Health Promotion, Physical Education, and Recreation Management serve our constituents through teaching, research/creative endeavors, and service designed to prepare professionals that will impact the well being of humanity. Although united by a common mission, each academic unit has its own distinct body of knowledge. Consequently, appropriate degrees acknowledging the specific program of study are awarded at the end of each academic year.

To continue to accomplish our mission, the following goals have been established:

1. Provide undergraduate and graduate professional degrees in each unit of study; 2. Provide service courses that will enable students to make informed decisions about their

lifestyles; 3. Provide opportunities for reassigned time for teaching enhancement, research/creative

endeavors, and service activities; and 4. Provide professional service to our constituents.

Growing out of the University and departmental mission statements, the PETE program operates on a profession-specific mission. This PETE mission statement follows:

The mission of the ASU PETE program is to educate, in the age of accountability, perspective physical educators to equip them with the knowledge, skills and dispositions to teach* to identified learning outcomes using differentiated instruction and document learning for the purpose of student improvement and instructional improvement (NASPE Position Paper on

Physical Activity and Instructional Activity, IS IT PHYSICAL EDUCATION OR PHYSICAL ACTIVITY?)

The ASU PETE program mission statement is located at the following URL:

http://www.hles.appstate.edu/areas/physical_education/philosphy.htm

The guiding document for the ASU PETE Majors’ curriculum are the NAPE 2001 Initial Standards in Physical Education Teacher Education. Within this document are 10 standards expected of beginning teachers. These standards for beginning teachers serve as the foundation for the ASU PETE Curriculum. The facilitation of program goals that take place through processes are further defined in the Conceptual Framework

Profile of Majors

Year Gender Race Composition Male Female Total AI/A A/PI B H W Other Total 2000-2001 46 20 66 1 65 66 2001-2002 35 14 49 49 49 2002-2003 44 10 54 54 54 2003-2004 42 14 56 56 56 2004-2005 49 12 61 1 60 61

THE CONCEPTUAL FRAMEWORK

The context of learning experiences in physical education teacher education are similar identified experiences in the Reich College of Education. The similarities include, but are not limited to, the mission to prepare young people to enter into a democratic society here and abroad. It also includes that we prepare preservice teachers to effectively apply knowledge, skills and dispositions in the dissemination of instruction to K-12 students in the public schools. Differences rest primarily with the understanding that physical education addresses learning predominately in the psychomotor domain. The common thread for the provision of learning experiences is found in the Reich College of Education (RCOE) Conceptual Framework. The RCOE Conceptual Framework consists of five guiding principles. The following paragraphs are

describes these principle in relation to the learning processes majors experience while in the physical education teacher education program.

Principle 1: Learning occurs through participation in a community of practice:

The community of practice is consists of the students in the ASU PETE program, faculty in the RCOE College of Education, and teachers and administrators in the public schools. It is our belief that there are other professionals and agencies that enter into this community of practice. These may include others on campus with which students have relationships. These may be the faculty of courses that are a part of the students’ second academic concentration, the Learning Assistance Program, faculty advisors (both in the general college and in the ASU PETE program), secretarial staff and other support personnel on the ASU campus.

Entry into the community of practice first begins when students choose to declare physical education teacher education as their academic major. Students enter into this community of practice from a number of avenues. Often students declare physical education as their major upon matriculation at the University as freshmen. Other, upon transfer from community colleges, will declare physical education as their major. Still others declare physical education as their major after short-term experiences with other majors (It is the observation by the author of this report that students do not decide upon physical education as consequence of academic failure in other majors). As students enter into the community of practice, they agree to a common set of goals (identified as PETE Gateways and RCOE Gateways).

The knowledge an individual must possess to gain full membership in the Community of Practice takes two forms. These forms or processes are identified as acquisition and learning. The process of acquisition addresses primarily what is achieved via experiences within the community of practice. These experiences include (but is not limited to the following list), cooperative activities inside of class and outside of class, independent activities inside and outside of class, clinical teaching, field experiences, interaction with faculty and public school personnel, and incidental contacts within the learning environments.

The following are examples of specific acquisition outcomes preservice teachers might experience in the ASU PETE program.

1. Managing Student Behaviors – Students are given guidelines for developing rules and consequences. In their field experiences, they learn that there are many variations to the way in which teachers identify and implement rules and consequences. Further they develop a much clearer understanding that students do not respond in the same way to rules and consequences. They also acquire further understanding of concepts not directly addressed in class: 1) Combinations of students are catalysts for inappropriate behavior, 2) There is a relationship between the complexity of learning tasks and student behaviors, and 3) There is greater understanding of parental expectations regarding rules and consequences.

2. Using Technology – Students are given a myriad of tasks in classes where the use of technology is required. Often these tasks are accompanied by directions for using the technology. However, a considerable amount of expertise is acquired simply by using the technology to complete their tasks. At the beginning point of students’ use of technology is the notion that technology is foolproof. Students discover the fallibility of technology when they prepare to deliver their PowerPoint presentation and discover that their PowerPoint file

has been corrupted. They quickly acquire the understanding that “I need to have back-up copies of my file available.”

3. Preservice teachers in PE 3009 are provided learning experiences which support the value of health-related behaviors. One may assume that preservice teachers in physical education possess, to some degree, complimentary or similar values, since they have chosen physical education teacher education as their major. However, their field experiences, discussions with one another and experiences interfacing with the general public that others may profess these values but do not practice these values.

4. In PE 2115, students are provide experiences with effective teaching practices which includes peer teaching. When attempting to use these effective practices in a field experiences, they realize that the processes is complex, ‘real’ students do not respond in the same way as their peers. They also learn that appropriate instruction is targeted to individual needs through a continuum of tasks from simple to complex. In reality, they learn the effective management of instruction does not immediately take place…that they need many repetitions targeting instruction.

5. In PE 3015, preservice teachers learn that techniques for assessment of student learning. They are provided with the skills for use in ideal circumstances. In field experiences they quickly learn that they must develop strategies for assessing student learning in a class of 50 or more students.

Learning involves direct teaching and conscious reflection, typically found in formal schooling. In the ASU PETE program, students experience formal learning in all of their classroom based instruction. Related to the social construction of knowledge, preservice teachers learn from one another as well as faculty. Examples of learning in the ASU PETE Program include the following:

1. PE 1550 – Majors learn specific information about the historical foundations physical education and the evolution of physical education as a profession.

2. PE 2002 - Majors learn about the mechanisms that support the acquisition of psychomotor skills as well as how to provide information and feedback to support the acquisition of psychomotor skills.

3. ES 2010 – Majors learn about the body temperature regulation mechanism in the body. They also learn specific prohibitions for exercise in high temperatures and high humidity. Majors also learn to take preventative measures such as frequent hydration and rest as it relates to the conduct of activities in physical education.

4. In PE 2015 – Majors are learn that administration of physical education programs is the process of managing resources (people, money, and materials) to support the goal of student learning.

5. In PE 3009 – Majors learn that teaching dance is most effective when using a whole-part-who approach to learning dance sequences…

Principle 2: Knowledge is Socially Constructed

The ASU PETE program operates under the premise that learning does not take place in the vacuum of a classroom nor is learning simply the dissemination of information by the faculty to the student. Knowledge is defined as the creation of new meanings. These new meanings are knowledge, dispositions and skills that they do not possess prior to entry into the Community of Practice. Essentially students acquire the meanings and create new meanings for themselves. The RCOE Conceptual Framework defines this process as Transformation.

The transformation process to understand and value the expectations for instruction in physical education. The faculty of the PETE program also desires that the PETE major discern the difference between physical activity and physical education. As a part of the transformation, it is the vision of the PETE program to provide relevant, real world experiences in which the PETE major applies learning and begins to internalize and adapt these new knowledge, skills and dispositions to better support their function (Pedagogical Content Knowledge) as a teacher that will provide instruction in physical education based on identified learning outcomes NASPE Content Knowledge (National Association of Physical Education and Sport, Moving into the Future: National Standards for Physical Education, 2nd Edition, 2004).

Principle 3: Novice To Expert

This principle addresses the understanding that learners proceed through stages of development under the guidance of more experienced and knowledgeable mentors in the Community of Practice.

Practice of this principle is first evidenced in the program of studies sequence which the PETE major experiences. The PETE program is based on the premise learning experiences should move from simple to more complex. The faculty in the PETE program also believe that experiences should be preliminary experiences should support subsequent experiences in the program. The program of study for the PETE major evidences this belief in the arrangement and sequence of course in the major requirements. First, the program is sequenced into a sequence of five ProBlocks. A Problock is a cluster of related courses taken at the same time. Student movement through these sequences of courses are regulated by prerequisites.

Conformity to this principle is further evidenced by sequencing of clinical and field experiences within the major requirements. Initially, students in PE 1550 have experiences in observing students in the public schools. The following illustrates the complexity and interdependence of clinical and field experiences:

1. ProBlock 1 - These observational experiences are linked to National Standards for Physical Education as well as the NASPE/NCATE Beginning Teacher Standards.

2. ProBlock 2 - Following an introduction to instructional methods associated with effective teaching, majors in PE 2115 (Instructional Systems) are required to peer teach. The peer teaching experience requires the major to implement the instructional strategies and lesson construction introduced earlier in the course. The peer teaching episode is digitally taped and is evaluated by both the faculty and the peer teachers. In PE 3015, Measurement and Evaluation, majors are provided experiences in assessment of learning outcomes. In PE 3003, majors have experiences in interacting to observe and learn about developing motor patterns in preschool aged students.

3. ProBlock 3 – In PE 3003, students extend their initial introduction to instructional practices by delivering instruction to a population of home schooled students. In this setting, majors adapt instruction from the SPARK Curriculum (http://www.sparkpe.org/) to provide developmentally appropriate instruction and assessment student learning. In this setting, the majors have progressed from peer teaching to teaching to a population of students in a highly controlled and supervised environment. Instruction is delivered by small groups of majors)

In PE 3009, Planning, Implementation and Assessment of Dance and Rhythms, majors are provided limited experiences in introducing dance to students in the public schools. In this course, majors plan for and implement dance. Students have 2 to 3 experiences in different settings. Again, majors provide this instruction in small groups.

4. ProBlock 4 – In PE 4000, Adapted PE and Recreation, majors provide instruction to students who are identified under IDEA. In this experience, exceptional students from the Watauga Public Schools come to ASU once time per week during the semester. Majors, in small groups and under the guidance of faculty, provide learning experiences.

In PE 4014, majors provide instruction students in the University Core Physical Activity Program using the Pedagogical Approach to Sport Education (PASE) model. This activity clinical teaching experience takes place 2 times per week for 10 weeks. Teams of student majors are responsible for planning implementing the PASE instructional (PASE model Introduced in ProBlock 3) and documenting learning outcomes.

In CI 4020, majors also participate in an 21 hour internship in the Watauga Public Schools. Majors are assigned to a specific grade level in which they prepare and deliver instruction with full-sized classes in physical education. At this point, they have full responsibility to deliver instruction in a total ‘real’ world setting.

5. ProBlock 5 – Majors participate in the student teaching process (CI 4900) over the course of a semester. In this setting, they become individually responsible (with support from the cooperating teacher) for planning, implementing and assessing instruction. Unlike previous experiences, the duration for this field experience is for the entire semester.

Principle 4: Knowledge Base

The faculty recognize that for students to be successful in the classroom, that they must have a knowledge and understanding of three areas related to teaching. These include 1) Knowledge of learners, Knowledge of subject matter and the curriculum. These areas of study are addressed at within specified course work and experiences. The following delineations identify specific courses where the 3 parts of the knowledge base is emphasized. However, it is also important to state that 3 parts of the knowledge base is integrated in virtually every major requirement course that the majors take.

1. Knowledge of the learner: In the PETE program, we address the knowledge of the learner in the following courses: 1) ES 2001 – Kineisological Physiology, 2) ES 2010 Exercise Physiology, 3) PE 2002 – Motor Learning, 4) PE 3002 – Motor Development, 5) PE 3008 – Health Related Fitness, PE 4000 – Adapted Physical Education and Recreation, and PE 4002 – Psychological Aspects of Sport. Additionally, majors also learn about those whom

they will teach through the various clinical and field experiences imbedded within selected courses.

Additionally, majors are required to take SOC 2700 – Sociology of Sport. Sociology of sport is a Core Curriculum course that is a PETE program requirement. Since sport is intricately wedded to physical education, it is important that our majors have experiences in examining and discussing and debating social behaviors that are related to sport.

2. Knowledge of the subject matter: In the our alignment to subject matter, we define subject matter is the content knowledge portion of the curriculum…that is the knowledge related to movement. This includes: non locomotor skills, locomotor skills, manipulative skills, sport related skills, specific sport skills, movement concepts, fitness knowledge and concepts (primarily health related fitness) Knowledge of subject matter is addressed in the following courses: 1) PE 1550 – Introduction to Principles and Philosophy of PE , PE 3003 – PIA of the Elementary Curriculum, PE 3008 – PIA of Health Related Fitness, PE 3009 – PIA of Dance and Rhythms, PE 3031 – PIA of Invasion Game tactics.

3. Knowledge of Teaching: Providing the major knowledge of teaching is a significant part of the ASU PETE program. Our emphasis instruction is found in our program area mission statement, part of which states, that our goal is to provide preservice teachers with the knowledge, skills, and dispositions to deliver and document instruction based on identified outcomes. The courses in which knowledge and skills of teaching are emphasized include:1) PE 2115 - Instructional Systems, 2) PE 3003 - PIA of the Elementary Curriculum, 3) PE 3009 – PIA of Dance and Rhythms, 4) PE 3015 – Measurement & Evaluation in PE, 5) PE 4000 – Adapted Physical Education and Recreation, PE 4014 – PIA Practicum, CI 4020 – Teaching Physical Education and CI 4900 – Student Teaching.

Our experiences offer students opportunities to develop what is called Pedagogical Content Knowledge. Essentially, Pedagogical Content Knowledge is the use of teaching behaviors melded with content knowledge pertinent to physical education, physical activity and sport. The end result is that majors develop effectiveness via combining the foundations for teaching and content to provide instructional experiences in which all students can be successful.

Principle 5: Dispositions

The ASU PETE program, consistent with the RCOE philosophy agree that dispositions support the utilization of knowledge and skills that majors have acquired in their journey through their professional education requirements and their major requirements. We address dispositions in three primary areas. These include 1) meeting learner needs, 2) commitment to reflective practice and 3) commitment to professional and ethical practice. Connections of these dispositions to the PETE curriculum are acknowledged below:

1. Candidates exhibit a comment to meeting the needs of all learners: Educators almost universally express the commitment that all children can learn. However, instructional practices reveal the educator’s commitment to this value. In our program, we the need for physical educators to ‘walk the walk.’ In addressing the need, majors, first learn in PE 3003 that students development of motor patterns will vary greatly within a given age range. PE 2115, Instructional Systems targets this disposition with expectations regarding the provision of learning tasks. Majors experience content development for instruction. In the process of

content development, they learn to range learning tasks from simple to complex. The accompanying expectation is that in any given class, the learners will not always be engaged in the same tasks. Also, majors are introduced to the concepts of Teaching by Invitation and Intra Task Variation. Teaching by Invitation rests with the premise that learners know about their own strengths and weaknesses related to skillful performance. Accordingly, teachers who teach by invitation allow the learner to, at times, choose their learning task. Intra Task Variation is a process in which the teacher recognizes differences among learners and assigns tasks based on those differences. Majors, in PE 4000, have semester long-experiences with physically and mentally challenged learners. In clinical and field experiences, majors are expected to apply these dispositions facilitate instruction targeted to the individual learner’s strengths and weaknesses.

2. Candidates exhibit a commitment to reflective practice. In order for an educator to grow, we recognize that reflective practice is essential. Reflective practice is provided in a number of courses in the PETE curriculum. The following are courses in which reflective practice is a specific part of the course requirements. In the peer teaching requirements of PE 2115, majors peer teach a lesson that is digitally taped by a classmate. Following the peer teaching, majors are required to self-assess their own teaching by reviewing their teaching using the Instructional Effectiveness Rating Scale (IERS). The faculty also evaluates the major’s teaching performance using the same IERS instrument. Following the ratings, there is a collaborative process in which both the faculty and the major discuss their ratings of the teaching episode. In PE 3003, majors digitally tape a teaching episode while working with children in the Home School Physical Education Program. Majors again evaluate their teaching using the IERS instrument. Also, in CI 4020 students are required to complete two reflections using the Reflection Cycle found in the North Carolina Performance Based Licensure Process (Now defunct). In this process, reflections are evaluated to ensure that majors address the learner, specific content and or teaching behaviors rather than vague generalities. Finally, student teachers, on a weekly basis submit reflections to the academic consultant and the RCOE student teacher supervisor.

3. Candidates exhibit a commitment to professional and ethical practice: In the view of the PETE faculty, professional and ethical practice includes providing instruction that gives students equal opportunities to learn, equal opportunities to use equipment and instructional technology. In addition, ethical practice addresses behaviors that, by morality, policy or law are prohibited in the public schools The following are courses in which ethical practice are addressed. In PE 2015- Curriculum and Administration in Sport Pedagogy, students address issues such as liability, ethical issues (sexual harassment, embezzlement, etc), appropriate utilization of resources and requirements with students identified as disabled under the Individuals with Disabilities Education Act. In CI 4000, majors have a semester-long experience with learners with identified disabilities. They learn about the laws which provide the disable learner with equal opportunities within the educational setting. Additionally, they learn about specific disabilities.

Bibliography

Bransford, J.D. & Brown, A.L., & Cocking, R.R. (2000). How people learn: Brain, mind, experience and school. Washington, DC: National Academy Press.

Darling-Hammond, L. & J. Bransford (Eds.) (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. New York: Jossey-Bass.

Freire, P. (1970) Pedagogy of the oppressed. New York: Seabury Press.

Irvine, J.J. & Armento, B.J. (2001). Culturally responsive teaching: Lesson planning for elementary and middle grades. Boston: McGraw Hill.

National Council for the Accreditation of Teacher Education (2002). Professional standards for the accreditation of schools, colleges, and departments of education. Washington, DC: NCATE.

Salomon and Perkins (1998). Individual and social aspects of learning In P.D. Pearson and A. Iran-Nehad (Eds.), Review of Research in Education. (Vol. 23, pp. 1-24). Washington, DC: American Educational Research Association.

Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching, Educational Researcher, 1592), 4-14)

Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.

Shulman, L.S. (1998). Theory, practice, and the education of professionals. Elementary School Journal, 98(5), 511-526.

Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: MIT Press.

Wenger, E. (1998). Communities of practice: Learning, meaning and identity. http://www.co-i-1.com/coil/knowledge-garden/cop/1mi.shtml (is this URL correct?)

Describe How the Conceptual Framework is evaluated and reviewed

Describe changes, if any, in the conceptual framework since the last visit

Describe how the conceptual framework is evidenced in the program.

Summaries or references to the RCOE conceptual framework is found in PETE course syllabi. In syllabi, URL links are listed. A summary of the RCOE web page is found on PETE webpage at the following URL: http://www.hles.appstate.edu/areas/physical_education/philosphy.htm

Most importantly, the tenants the RCOE conceptual framework is found in the course requirements. Additionally, processes designed by faculty for completion of course requirements provide further evidence that the conceptual framework is wedded to the PETE program of study.

The RCOE conceptual framework is found at :

http://www.ced.appstate.edu/Conceptual_Framework.htm

Standard One

North Carolina Program Approval Standards Performance Standards and

ASU PETE Program Artifacts

Standard 1: Content Knowledge Indicator 1: Identify critical elements of motor skill performance, an combine motor skills in to developmentally appropriate sequences

Course Artifact Rubric Program Praxis II Exam (0091): Movement Forms NA PE 3009 Dance Lesson Plans PE 3031 Content Development

Indicator 2: Demonstrate competent motor skill performance in a variety of physical activity categories consistent with the N.C. Standard Course of Study

Course Artifact Rubric PE 3008 Health Related Fitness Data CI 4020 Unit Plans and Lesson Plans YES

Indicator 3: Describe performance concepts and strategies related to skillful movement, physical activity and fitness Course Artifact Rubric PE 4014 Content Development Program Praxis II Exam (0091): Fitness and Exercise Science

Indicator 4: Describe and apply bioscience and psycho-social concepts to skillful movement, physical activity and fitness Course Artifact Rubric

Program Praxis II Exam (0091): Social Science Foundations & Biomechanic NA PE 3008 FitnessGram Data

Indicator 5: Understand and debate current physical education/activities issues and laws based on historical philosophical sociological and economical perspectives

Course Artifact Rubric Program Praxis II Exam (0091): Social Science Foundations NA PE 1550 History Cooperative Learning Activity YES

SOC 2700 Student Presentation Videos YES Indicator 6: Demonstrate knowledge of approved local, state, and national content standards

Course Artifact Rubric PE 1550 Public School Observations/Interview Questions Rubric

Indicator 7: Demonstrate knowledge of principals related to organization and administration of physical education programs

Course Artifact Rubric PE 2015 Advocacy Presentation YES PE 2015 Inventory Database YES

Standard 2: Growth and Development Indicator 1: Monitor individual and group performance in order to ensure safe instruction that meets learner developmental needs…

Course Artifact Rubric Program Praxis II Exam (0091): Fundamental Movements, Motor Development,

and Motor Learning NA

PE 4002 Individual and Group Analysis ???

Indicator 2: Understand the biological, psychological, sociological, experiential, and environmental factors that impact the ability to learn and refine movement skills

Course Artifact Rubric PE 2002 Exams NA PE 3002 Observation (child development CTR) Portfolio

Indicator 3: Identify, select, and implement developmentally appropriate learning/practice opportunities based on understanding the interaction of the learner, the learning environment and the activity task to promote learning.

Course Artifact Rubric PE 3009 Public School Teaching/Cooperative Teacher Evaluation ???

Standard 3: Management and Motivation Indicator 1: Use managerial routines that create productive learning experiences and environments.

Course Artifact Rubric PE 3009 Dance Lesson Plans YES PE 4014 Skill and Fitness Combine YES

Indicator 2: Organize, allocate, and manage resources to provide active and equitable learning experiences. Course Artifact Rubric PE 3009 Dance Lesson Plans YES PE 4014 Skill and Fitness Combine YES

Indicator 3: Use a variety of developmentally appropriate practices to motivate learners to participate in physical activity inside and outside of the school

Course Artifact Rubric PE 3009 Dance Lesson Plans YES PE 4014 Skill and Fitness Combine YES

Indicator 4: use strategies to help learners demonstrate responsible personal and social behaviors that promote positive relationships and a productive learning environment.

Course Artifact Rubric PE 3009 Dance Lesson Plans YES PE 4014 Skill and Fitness Combine YES

Indicator 5: Develop effective behavior management strategies Course Artifact Rubric PE 3009 Dance Lesson Plans YES PE 4014 Skill and Fitness Combine YES

Standard 4: Communication Indicator 1: Communicate in ways that demonstrate sensitivity to all learners

Course Artifact Rubric PE 2115/PE 3003 VIDEO – IERS Evaluation of Video YES Indicator 2: Communicate managerial and instructional information in a variety of ways.

Course Artifact Rubric PE 2115/PE 3003 VIDEO – IERS Evaluation of Video YES Indicator 3: Describe and demonstrate effective communication skills

Course Artifact Rubric PE 2015 Advocacy Presentations YES PE 1550 History Presentations YES

Indicator 4: Describe and implement strategies for enhancing interpersonal communication among learners in physical activity settings

Course Artifact Rubric PE 2115/PE 3003 VIDEO – IERS Evaluation of Video YES

Standard 5: Pedagogy Indicator 1: Identify, develop, and implement developmentally appropriate program and instructional goals.

Course Artifact Rubric PE 3009 Lesson Plan Development LP Checklist CI 4020 Unit Plan and Lesson Plans YES Indicator 2: Create developmentally appropriate short and long term plans that are linked to program goals, learner needs and performance levels.

Course Artifact Rubric PE 2115 Curricular and Lesson Plans (B & G) IUP Checklist CI 4020 Unit Plans and Lesson Plans Yes Indicator 3: Select and implement instructional strategies, based on content, learner needs, facilities….

Course Artifact Rubric PE 2115 Curricular and Lesson Plans (B & G) IUP Checklist CI 4020 Unit Plans and Lesson Plans Yes Indicator 4: Design and implement learning experiences which are safe, developmentally appropriate, relevant, and based on principals of effective instruction…

Course Artifact Rubric PE 2115 Curricular and Lesson Plans (B & G) IUP Checklist CI 4020 Unit Plans and Lesson Plans Yes Indicator 5: Apply pedagogical and sub-disciplinary knowledge in developing and implementing effective learning environments… Course Artifact Rubric PE 2115 Peer Teaching and Planning IUP Check List Indicator 6: Provide learning experiences that allow learners to integrate knowledge and skills from multiple content areas Course Artifact Rubric PE 3009 LP and Unit Development LP Check List Indicator 7: Select and utilize teaching resources and curriculum materials

Course Artifact Rubric PE 3003 SPARK Planning Documents ??? PE 3009 Dance Program Check list Indicator 8: Select developmentally appropriate instructional cues and prompts to link physical education/activity concepts to appropriate learning experiences

Course Artifact Rubric PE 2015 Peer Teaching IERS PE 3009 PST CTE Indicator 9: Develop a repertoire of direct and indirect instructional strategies to accommodate student learning in movement settings.

Course Artifact Rubric PE 3003 IUP: Section E. Instructional Cues IUP Check List PE 3009 PST and LP Development CTE & LP Check List

Standard 6: Learner Assessment Indicator 1: Identify key components of various types of assessments, describe their appropriate, and inappropriate use…

Course Artifact Rubric PE 3015 AP Section 1, Ex. Assessment Instrument AP Check List PE 3009 Assessment In Dance Rubric CI 4020 Pocket PC Assessments Check List Indicator 2: Use a variety of appropriate authentic and traditional assessment techniques to assess learner performance, provide feedback, and communicate learner progress.

Course Artifact Rubric PE 3015 AP Section 1, Ex. Assessment Instrument AP Check List PE 3009 Assessment In Dance Rubric CI 4020 Pocket PC Assessments Check List Indicator 3: Involve learners in self and peer assessment

Course Artifact Rubric PE 3031 Sect 4: Student Assessment Sys ASP Check LIst PE 4014 IUP – Student Task Cards Check List/Rubric Indicator 4: Interpret and use performance data to make informed curricular and instructional decisions.

Course Artifact Rubric CI 4020 Summary Presentations Rubric

Standard 7: Technology Indicator 1: Demonstrate knowledge of current technologies and their application in physical education

Course Artifact Rubric PE 3008 FitnessGram/Activity/Gram ???? CI 4020 Professional/Technology/Portfolio// End of Semester Presentations YES

Indicator 2: Design, develop, and implement learning activities that integrate information technology Course Artifact Rubric PE 3008 FitnessGram/Activity/Gram YES CI 4020 Professional/Technology/Portfolio YES

Indicator 3: Use technologies to communicate, network, locate resources, and enhance continuing professional development

Course Artifact Rubric PE 1550 PS Observe (web page, contact, locate activities) Check List CI 4020 Professional/Technology/Portfolio YES

Standard 8: Diverse Learners Indicator 1: Identify, select, and implement appropriate instruction that is sensitive to strengths/weaknesses, multiple needs, learning styles, and/or experiences of learners.

Course Artifact Rubric PE 2002 Individual Differences Presentations PE 4014 Skill and Fitness Combine YES CI 4020 Lesson extension and refinements YES Indicator 2: identify and/or use appropriate strategies, services, and resources to meet diverse needs of all learners

Course Artifact Rubric PE 4000 IEP PE 3008 Fitness Portfolio Indicator 3: Create a learning environment that respects and incorporates learners’ cultural experiences

Course Artifact Rubric

Standard 9: Professional Growth and Development Indicator 1: Apply the five Step NC Performance Based Licensure Product reflection cycle

Course Artifact Rubric CI 4020 Summary Presentations YES CI 4020 Reflection Cycle YES Indicator 2: Use available resources to develop as a physical education professional

Course Artifact Rubric CI 4020 Summary Presentations YES CI 4020 Reflection Cycle YES Indicator 3: Construct a plan for continued professional growth

Course Artifact Rubric PE 2115/3015 IERS Assessment and Presentation YES PE 3008 IGP IGP Check list PE 3009 Reflective Goal Setting Rubric

Standard 10: Collaboration Indicator 1: Pursue productive relationships with parents/guardians and school colleagues to support learner growth and well-being.

Course Artifact Rubric PE 2015 Advocacy Presentations YES PE 3003 Home School Newsletters YES

Indicator 2: Identify strategies to become an advocate in the school and community to promote a variety of physical activity opportunities

Course Artifact Rubric PE 2015 Advocacy Presentations Yes PE 3003 Home School Newsletter

Indicator 3: Actively participate in physical education/activity professional organizations Course Artifact Rubric

Major’s Club Receipt for club dues NA Major’s Club Receipt for NCAAHPERD membership NA

Indicator 4: Identify and seek community resources to enhance physical education opportunities. Course Artifact Rubric PE 2015 Advocacy Presentations Yes

NC DPI Standard 1: Content Knowledge Appalachian State University

Physical Education Teacher Education

Artifact: Praxis II Scores Course: ASU PETE Curriculum NCDPI/NCATE/NASPE Initial Preparation Standard Alignment: Standard 1: Content Knowledge

1.1 Identify critical elements of motor skill performance, and combine motor skills into appropriate sequences for the purpose of improving learning. 1.2 Demonstrate competent motor skill performance in a variety of physical activities. 1.3 Describe performance concepts and strategies related to skillful movement and physical activity. 1.4 Describe and apply bioscience and psychological concepts to skillful movement, physical activity and fitness. 1.5 Understand and debate current physical education/activity issues and laws based on historical, philosophical, and sociological perspectives 1.6 Demonstrate knowledge of approved state and national content standards, and local program goals.

Co

nte

xt

The Content Knowledge test in Physical Education is designed to measure the professional knowledge of prospective teachers of physical education in elementary through senior high schools. The test assesses whether an examinee has the knowledge and competencies necessary for a beginning teacher of physical education. The exam which consists of 120 multiple-choice questions covers knowledge of fitness, fundamental movements, and sports that comprise the content of physical education classes; knowledge of areas in the natural and social sciences that provide the foundation for teaching these activities; and knowledge of crucial topics in health and safety. Candidates’ knowledge of the content areas supports teachers’ understanding of the nature and purpose of the activities in the physical education curriculum. An understanding of critical skills, developmental considerations and fitness supports the teachers’ ability evaluate and interpret the physical characteristics and performances of students in physical education classes as well as decision making regarding instructional planning and the conduct of physical education classes based on the needs of students. Praxis II (0091) exam items test knowledge of essential facts, including the meaning of terms and placement of content elements in proper categories; understanding of relationships between and among areas of content; and the ability to apply concepts appropriately. Students receive test preparation using two primary methods. Students as a requirement in the program, take the ASU PETE Virtual Praxis exam. This exam is available online in the ASU PETE Reference, available in WebCt. Students are encouraged to visit the website, pepraxis.com. The website features example exam items in each of the content areas for the Praxis II 0091 exam. Students are made aware of the physical education Praxis II preparation guide available from the Educational Testing Service. A North Carolina K-12 license in physical education requires a candidate to score 158 or better. Once employed, a candidate for licensure will have two academic years to remain employed.

Alig

nm

ent

The following Praxis II exam component description is linked to NASPE/NCATE Beginning Teacher Standard 1.1 Identify critical elements of motor skill performance, and combine motor skills into appropriate sequences for the purpose of improving learning. The courses in the ASU PETE curriculum which support this outcome and are related to the exam component include: PE 2002; PE 3002; PE 3002; PE 3009. I. Fundamental Movements, Motor Development, and Motor Learning ● Fundamental movements: locomotor, nonlocomotor, manipulative, and falling & landing movement skills; movement concepts such as body, space, effort, and relationship ● Growth and motor development: role of perception in motor development, such as in spatial movement relationships; neurophysiology of motor control; effects of maturation and experience on motor patterns; biological and environmental influences on gender differences in motor performances ● Motor learning: classical and current theories of motor learning; variables that affect learning and performance; effects of individual differences on learning and performance. The following Praxis II exam component description is linked to NASPE/NCATE Beginning Teacher Standard 1.1, Identify critical elements of motor skill performance, and combine motor skills into appropriate sequences for the purpose of improving learning and 1.2, Demonstrate competent motor skill performance in a variety of physical activities. The courses in the ASU PETE curriculum which support this outcome and are related to the exam component include: PE 3003, PE 3009, PE 3015; II. Movement Forms ● Dance and rhythmic activities: dance forms, such as folk, square, and aerobic dancing; skill analysis of dance movements ● Gymnastics: stunts and tumbling, use of gymnastic apparatus, movement themes in educational gymnastics ● Games: game forms, including invasion games; cooperative and competitive games; analysis of skills, rules, and strategies of particular games ● Individual/dual/team sports: analysis of skills, injury prevention and safety, rules and strategies, facilities and equipment, lifetime activities and recreational pursuits, adventure and outdoor pursuits, and the martial arts. The emphasis is predominantly on basketball, soccer, softball, swimming, tennis, track and field, and volleyball. 1.2 Demonstrate competent motor skill performance in a variety of physical activities. 1.3 Describe performance concepts and strategies related to skillful movement and physical activity. 1.4 Describe and apply bioscience and psychological concepts to skillful movement, physical activity and fitness. II. Fitness and Exercise Science ● Components: cardiorespiratory and muscular endurance, body composition, flexibility ● Conditioning practices and principles: frequency, intensity, time/duration, the role of exercise ● Human biology: anatomy and physiology, including identification of major muscles, bones, and systems of the human body and their functions; exercise physiology, including terminology, components of fitness, principles of exercise, roles of body systems in exercise, short and long-term effects of physical training, relationship between nutrition and fitness 1.5 Understand and debate current physical education/activity issues and laws based on historical, philosophical, and sociological perspectives IV. Social Science Foundations ● History of physical education leading men and women, major issues, and events in the history of physical education; historical relationship of physical education to health and fitness ● Current philosophical issues: purpose of physical education; relationship between teaching and coaching; accountability; roles, benefits, and effects of competition ● Sociological and sociopolitical issues: cultural diversity, equity (Title IX, Individuals with Disabilities Education Act, affirmative action), general educational issues ● Psychology: personality factors that affect participation, social psychological factors that affect participation, cooperation

1.4 Describe and apply bioscience and psychological concepts to skillful movement, physical activity and fitness. V. Biomechanics ● Terminology: mass, force, friction ● Basic principles of movement: summation of forces, center of gravity, force/speed relations, torque ● Application of basic principles to sports skills ● Methods of analyzing movement Health and Safety ● Safety and injury prevention: general and specific safety considerations for all movement activities; fitness related safety considerations, such as warm-up/cool-down, harmful exercise techniques, and environmental conditions ● Health appraisals and referrals: health-related fitness appraisals; personal goal-setting

A

sses

smen

t &

Dat

a S

um

mar

y

Testing Period 09.01.2002 through 08.31.2003

All Examinees ASU PETE Examinees

N = 4, 585 N = 28

Range = 183 - 102 Range = 170 - 147

Median Score = 155 Median Score = 159.5

Testing Period 09.01.2003 through 08.31.2004 All Examinees ASU PETE Examinees

N = 5, 614 N = 27

Range = 187 – 100 169 - 146

Median Score = 155 Median Score = 160

Testing Period -9.01.2004 through 8.31.2005 All Examinees ASU PETE Examinees

N = 5, 600 N = 25

Range = 100 – 185 Range 137 – 174

Median Score = 155 Median Score = 162

Robert, Make sure that you have the you are using data ranges in all rather than average data ranges.. The state of North Carolina requires a score of 158 on the Praxis II Examination for K-12 licensure in physical education.

Dat

a U

se

NC DPI Standard 2: Growth & Development Appalachian State University

Physical Education Teacher Education

Co

nte

xt

A partial assessment for PE 2002 and PE 3002 is derived from the grades achieved by the students on 4 tests given throughout the semester. The test items are cumulative only in the sense that they cover information from the assigned section of study. The test design has been developed to reflect the various teaching/learning styles incorporated into the lecture/discussion/application experienced by the students during the semester. For example, the tests include the standard True/False, Fill-in the Blank, Matching, and Identification Questions, but they are often presented in different formats such as: tables, charts and diagrams. At times, the test questions are in the form of scenarios that require the students to apply information covered in the class to potential teaching/coaching situations that may occur in real life. The assessment used to derive program effectiveness for NCDPI/NASPE/NCATE Standard 2 (2.1, 2.2, 2.3) is a semester-by-semester composite score consisting of a mean value derived from PE 2002 and PE 3002

Alig

nm

ent

2.1 In PE 3002 teacher candidates are provided information that identifies the progression of voluntary movement from immature to mature stages of development. In addition, they participate in field experiences with young children to further refine their observations skills in this domain. The knowledge base acquired via in class discussion and on site observations is assessed within the parameters of the four tests previously addressed. 2.2 This standard is addressed in PE 2002 from several perspectives. In order to better understand the workings of closed and open loop systems the students are required to learn about the neurological system and the functions of the brain to better understand closed and open loop feedback systems. They are also exposed to the Dynamical Systems Theory. In PE 3002 they learn about culture, social class, socializing agents, and social factors affecting motor development as well as Bronfenbrenner’s Ecological Model. Gender equity is discussed (particularly Title IX) as is sex stereotyping. 2.3 The main theme for PE 2002 is transfer of learning. Teacher candidates learn about Multiple Intelligences, individual differences, the effective use of feedback and guidance techniques, how to develop practice sessions, the development of teaching progressions, etc. As previously mentioned, a number of the test questions present the students with situations that require them to apply the knowledge learned in class.

Artifact: Tests1-4 for Motor Development & Learning Course: PE 2002 and PE 3002 NCDPI NCATE/NASPE Initial Preparation Standard Alignment: Standard 1: Content Knowledge

1.1 Monitor individual and group performance in order to ensure safe instruction that meets learner developmental needs in the physical, cognitive, and social/emotional domains. 2.2 Understand the biological, psychological, sociological, experiential, and environmental factors that impact the ability to learn and refine movement skills 2.3 Identify, select, and implement developmentally appropriate learning /practice opportunities based on understanding the interaction of the learner, the learning environment and the activity task to promote learning

A

sses

smen

t &

Dat

a S

um

mar

y

Spring 2003 Semester

N = A = D =

Range = B = F =

Average Score = C =

Fall 2004 Semester N = A = D =

Range = B = F =

Average Score = C =

Spring 2005 Semester N = A = D =

Range = B = F =

Average = Score C =

Fall 2005 Semester N = A = D =

Range = B = F =

Average = Score C =

Dat

a U

se

NC DPI Standard 3: Management & Motivation Appalachian State University

Physical Education Teacher Education

Co

nte

xt

Alig

nm

ent

3.1 3.2 3.3 3.4 3.5

Artifact: Dance Lesson Plans Course: PE 3009 NCDPI Standard 3: Management and Motivation

NCDPI NCATE/NASPE Initial Preparation Standard Alignment: Standard 4: Management & Motivation 3.1 Use managerial routines that create productive learning experiences and environments 3.2 Organize, allocate, and manage resources to provide active and equitable learning experiences 3.3 Use a variety of developmentally appropriate practices to motivate learners to participate in physical activity inside and outside of school 3.4 Use strategies to help learners demonstrate responsible personal and social behaviors that promote positive relationships and a productive learning environment 3.5 Develop effective behavior management strategies

A

sses

smen

t &

Dat

a S

um

mar

y

Spring 2003 Semester

N = A = D =

Range = B = F =

Average Score = C =

Fall 2004 Semester N = A = D =

Range = B = F =

Average Score = C =

Spring 2005 Semester N = A = D =

Range = B = F =

Average = Score C =

Fall 2005 Semester N = A = D =

Range = B = F =

Average = Score C =

Dat

a U

se

NC DPI Standard 4: Communication Appalachian State University

Physical Education Teacher Education

Co

nte

xt

Alig

nm

ent

4.1 4.2 4.3 4.4

Artifact: Dance Lesson Plans Course: PE 2115 & PE 3003 NCDPI Standard 4: Communication

NCATE/NASPE Initial Preparation Standard Alignment: Standard 5: Communication 4.1 Communicate in ways that demonstrate sensitivity to all learners 4.2 Communicate managerial and instructional information in a variety of ways 4.3 Describe and demonstrate effective communication skills 4.4 Describe and implement strategies for enhancing interpersonal communication among learners in physical activity settings.

A

sses

smen

t &

Dat

a S

um

mar

y

Spring 2003 Semester

N = A = D =

Range = B = F =

Average Score = C =

Fall 2004 Semester N = A = D =

Range = B = F =

Average Score = C =

Spring 2005 Semester N = A = D =

Range = B = F =

Average = Score C =

Fall 2005 Semester N = A = D =

Range = B = F =

Average = Score C =

Dat

a U

se

NC DPI Standard 5: Pedagogy Appalachian State University

Physical Education Teacher Education

Co

nte

xt

Artifact: Unit Plans Course: CI 4020 NCDPI Standard 5: Pedagogy

NCATE/NASPE Initial Preparation Standard Alignment: 5.1 Identify, develop, and implant developmentally appropriate program and instructional goals. 5.2 Create developmentally appropriate short and long term plans that are linked to program goals, learner needs, and performance levels 5.3 Select and implement instructional strategies, based on content, learner needs, facilities and equipment, context, and safety issues, to enhance learning in the physical activity setting. 5.4 Design and implement learning experiences that are safe, developmentally appropriate, relevant, and based on principles of effective instruction. 5.5 Apply pedagogical and sub-disciplinary knowledge in developing and implementing effective learning environments and experiences 5.6 Provide learning experiences that allow learners to integrate knowledge and skills from multiple content areas. 5.7 Select and utilize teaching resources and curriculum materials. 5.8. Select developmentally appropriate instructional cues and prompts that link physical education/activity concepts that appropriate leanring experiences. 5.9 Develop a repertoire of direct and indirect instructional strategies to accommodate student learning in movement settings.

Alig

nm

ent

5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9

A

sses

smen

t &

Dat

a S

um

mar

y

Spring 2003 Semester

N = A = D =

Range = B = F =

Average Score = C =

Fall 2004 Semester N = A = D =

Range = B = F =

Average Score = C =

Spring 2005 Semester N = A = D =

Range = B = F =

Average = Score C =

Fall 2005 Semester N = A = D =

Range = B = F =

Average = Score C =

Dat

a U

se

NC DPI Standard 6: Learner Assessment Appalachian State University

Physical Education Teacher Education

Co

nte

xt

6.1 Identify key components of various types of assessment, describe their appropriate and inappropriate use, and address issues of validity, reliability and bias. 6.2 Use a variety of appropriate authentic and traditional assessment techniques to assess learner performance, provide feedback, and communicate learner progress. 6.3 Involve learners in self and peer assessment 6.4 Interpret and use performance data to make informed curricular and instructional decisions.

Artifact: Course: PE 3015 NCDPI Standard 6: Learner Assessment

NCATE/NASPE Initial Preparation Standard Alignment: Standard 7: Student Assessment 4.1 Communicate in ways that demonstrate sensitivity to all learners 4.2 Communicate managerial and instructional information in a variety of ways 4.3 Describe and demonstrate effective communication skills 4.4 Describe and implement strategies for enhancing interpersonal communication among learners in physical activity settings.

Alig

nm

ent

4.1 4.2 4.3 4.4

A

sses

smen

t &

Dat

a S

um

mar

y

Spring 2003 Semester

N = A = D =

Range = B = F =

Average Score = C =

Fall 2004 Semester N = A = D =

Range = B = F =

Average Score = C =

Spring 2005 Semester N = A = D =

Range = B = F =

Average = Score C =

Fall 2005 Semester N = A = D =

Range = B = F =

Average = Score C =

Dat

a U

se

NC DPI Standard 7: Technology Appalachian State University

Physical Education Teacher Education

Artifact: Professional/Technology Portfolio Course: CI 4020 NCDPI Standard 7: Technology

NCATE/NASPE Initial Preparation Standard Alignment: Standard 10: Technology 9.1 Demonstrate knowledge of current technologies and their application in physical education 9.2 Design, develop, and implement student learning activities that integrate information technology 9.3 Use technologies to communicate, network, locate resources, and enhance continuing professional development

C

onte

xt

The artifact selected to address Standard 10 is a technology portfolio. The technology portfolio is a requirement for licensure in the teacher education program but it is also a requirement for Licensure in North Carolina, During the students’ movement through the core curriculum, major curriculum and professional education curriculum, students archive products of learning. These products of learning are most often produced using some form of technology. Prior to student teaching, in CI 4020: Teaching Physical Education, students must submit their portfolio with no fewer than sixteen products of learning. These products of learning must be associated with both the NCATE Beginning Teacher Standards as well as the National Education Technology Standards for Teachers (NETS-T). Students must submit a rationale statement which describes the manner in which the product was produced, how the students view the use of the product (or the skills used to create the product) in teaching and to describe the relationship between the product and the selected Beginning Teacher Standard and outcome and the NETS-T standard and outcome. The context requires the student to describe the setting in which the product was developed. This portion requires the student to identify the class in which the artifact was created, the purpose of the artifact (as a class requirement), the steps required to produce the product, how the product was used and other information contributed by the student. The impact portion of the rationale is a set of statements in which the student speculates on how they will use the artifact to support their teaching or student learning. Here, the student may also use divergent thinking to address use of the skills or the product in their future teaching. For example, a student may select an artifact from the core curriculum (such as a PowerPoint) and provide a description of they may use the skills in teaching, communication with other professionals or advocacy presentations.

A

lign

men

t

The Professional/Technology Portfolio requirement contains products of learning classes taken at Appalachian State University. These products are developed with current technologies. Outcome 9.1: Much of what they develop are developed using standard software technologies such as Microsoft Word, Excel, PowerPoint and Publisher. Students typically submit assignments using email and technology. They regularly use the Appalnet technology to manage their calendars, post and receive announcements and to register for classes. Many of the classes are taught primarily through WebCt, an online learning and resource environment. Also, physical education teacher education students work with technology and software dedicated to physical education and physical activities. Examples of such technologies include pedometers, body fat analyzers, heart rate monitors, FitnessGram software, online physical education resources as well as online physical activity logs. Students also have experiences in using software such as Behavior Tracker and OD Log to examine teacher behaviors and student behaviors that occur in teaching episodes.. Outcome 9.2: Students have multiple opportunities to design and implement student learning activities which infuse information technology and resources. Students create planning and instructional materials, instructional resources as well as advocacy resources. Students may use information technology to collect policy information, access the North Carolina Healthful Living Curriculum, review NASPE Content standards Benchmarks, use library electronic resources as well as to locate images and music to support instructional needs. Outcome 9:3 Students routinely use email to communicate with one another for class clarification of requirements, to communicate on a personal basis, to exchange digital images, Students have developed technology skills to create presentations, newsletters for the purpose of collaboration on professional endeavors and advocating physical activities. Students have experiences in using digital cameras for class assignments as well as digital video for reviewing and reflecting upon teaching performances.

D

ata

Su

mm

ary

See the attached Excel spreadsheets for the data summary. Fall 2005 Semester Spring 2005 Semester

D

ata

Use

Consistent with the conceptual framework, the evaluation of student portfolios often will reveal resources not previously known to the physical education teacher education faculty. For example, this semester I have come to the conclusion that students know how to start a sentence with only, “By having,…,” “By completing…,” or “By designing…”

NCDPI Standard 8 Appalachian State University

Physical Education Teacher Education

Artifact: Skill and Fitness Combine Course: PE 4014 PIA Practicum NCDP Standard 8: Diverse Learners

NCATE/NASPE Initial Preparation Standard Alignment: Standard 3: Diverse Learners 3.1 Identify, select, and implement appropriate instruction that is sensitive to students’ strengths/weaknesses, multiple needs, learning styles, and prior experiences (e.g. cultural, personal, family, community). 3.2 Use appropriate strategies, services, and resources to meet diverse learning needs.

Co

nte

xt

A skill and fitness combine was selected as the artifact to address Standard 3 – Diverse Learners. The skill and fitness combine is used to identify a students ability level in the areas of skill related to the content being instructed as well as their relative fitness level in four different health related categories (aerobic fitness, muscular fitness, flexibility, and body composition). As a supplement to the performance tasks in the combine, students also complete a biography report about their own personal experiences and their self-perception of their own ability is in a variety of areas. The combine is utilized at the onset of the course so the data taken from the students can be used to construct heterogeneous teams and to plan the subsequent instructional activities accordingly. The combine takes into account learners individual ability as well as their experiences. The combine takes place as part of a practicum in which the teacher candidates are provided the opportunity to teach a basic instruction physical education course to tertiary level students. The students are instructed on how to design a plan for this experience during the semester prior to this practicum for a similar content. As part of their teaching practicum, they will be placing students on teams that will remain constant throughout the entire semester. As such, the skill and fitness combine serves as a mechanism for creating teams of diverse learners with varying levels of skill, knowledge, and fitness ability. This requirement affords the teacher candidates an opportunity to objectively and thoughtfully measure student initial ability levels. This sets the stage for determining improvement later in the sports unit.

Alig

nm

ent

The skill and fitness requirements are aligned with selected NASPE Beginning Teacher Standards. Outcome 3.1 Identify, select, and implement appropriate instruction that is sensitive to students’ strengths/weaknesses, multiple needs, learning styles, and prior experiences: The teacher candidates design the skill and fitness combine for several reasons most importantly identifying the skill level as to address multiple needs and learning styles based upon student experiences. The combine is comprised of six to eight sports skill activities, twelve fitness activities, and a biography report. These viewed from a gestalt perspective, will provide the teacher candidates with a wealth of information to use as they begin to design instructional experiences for their students. Due to the measuring of ability in several areas, the results will provide information about strengths/weaknesses in multiple areas indicating multiple needs. In addition, the biography report will lend information about the students learning styles and how best to support them based on prior experiences. From these initial measurements, the teacher candidates can then select the most appropriate skill and fitness objectives for individuals to focus on throughout the course. Once outcomes have been selected for the individuals as well as the class as a whole, the teacher candidates can then use the information collected to implement appropriate instruction based on those individual levels of performance. By providing a mechanism for gathering such a wide variety of information, the teacher candidates are establishing an appropriate baseline in which to meet the diverse needs of all students.

Alig

nm

ent

Outcome 3.2 Use appropriate strategies, services, and resources to meet diverse learning needs. The combine is both a performance task as well as reflective tool that encourages the students to provide a rating of their own perceived abilities. The performance tasks provide an accurate measure of their actual ability. These two pieces of data taken in concert reveal a baseline of performance that the teacher candidates can use to plan appropriate instructional experiences. More importantly, if deficiencies are evident in a particular learner, that information is gleaned up front so that appropriate services and resources can be obtained or arranged. Students may or may not be aware of their learning peccadilloes so the teacher candidates will play a vital role in interpreting this information. The relative effectiveness of the interpretation will ultimately lead to either success or failure. As the teacher candidates aid in establishing heterogeneous teams for in class sports competitions and learning, the information gathered as part of the combine will be invaluable. Furthermore, completing the skill and fitness combine to criteria provides evidence of student attainment of the course competencies and NASPE Beginning Teacher Standard Outcomes that are directly associated with the combine. For example, the combine is comprised of three distinct sections and each section will provide information that directly impacts a specific PE 4014 course competency, which in turn is derived from selected NASPE BTS outcomes:

Newsletter Section Course

Competency NASPE BTS Outcome

1. Skill Combine 1, 3, 4, 6, 8 1-K1, 1-K2, 1-K3, 1-K7, 1-P2, 1-P3, 4-K1, 4-P2, 6-K1, 6-K3, 6-K5, 6-P2,

7-K2, 7-K4, 7-P1, 7-P2

2. Fitness Combine 3, 4, 6, 8 1-K2, 1-K3,1-P2, 4-K1, 4-P2, 6-K1, 6-K3, 6-K5, 6-P2, 7-K2, 7-K4, 7-P1,

7-P2

3. Biography Report 1, 6, 8 1-K1, 1-K7, 1-P3, 4-K1, 4-P2, 6-K1,

6-K3, 6-K5, 6-P2,

A

sses

smen

t & D

ata

Su

mm

ary

Assessment: See PASE Season Plan (Section 5) Criteria & Assessment Data Summary: See the attached Excel spreadsheet for the data summary.

Fall 2004 Semester Spring 2005 Semester

Dat

a U

se

The data from the Skill and Fitness Combine provides evidence of student obtainment of course competencies. This assessment is one of several that the students complete to show competency in course content. This assessment is viewed in combination with other artifacts and requirements in order to provide the most complete picture of student obtainment of competencies. As such, this particular artifact allows me to view the teacher candidate’s ability to design an experience that has valid and reliable protocols thereby leading to data that is useful in order to group students and plan future instructional activities that meet their specific needs. Specifically, students who can meet this requirement have established a mechanism for measuring baseline information about their own learners and the diverse nature of how each learns.

Artifact Rationale Appalachian State University

Physical Education Teacher Education

Artifact: Summary Presentations Course: CI 4020

NCDP Standard 9: Reflection and Professional Growth NCATE/NASPE Initial Preparation Standard Alignment: Standard 8: Reflection

9.1 Use a reflective cycle involving description of teaching, justification of teaching performance, critique of the teaching performance, the setting of teaching goals, and implementation of change. 9.2 Use available resources (e.g., colleagues, literature, professional associations) to develop as a reflective professional. 9.3 Construct a plan for continued professional growth based on the assessment of personal teaching performance.

Co

nte

xt

Candidates in the ASU PETE program are provided opportunities to develop as reflective pre-professionals throughout the program. Beginning in PE 1550, candidates are given experiences in which they reflect upon their conceptions of physical education through a mind-mapping process. Mind mapping is an alternative process designed to support critical thinking about a topic or concept. In this process candidates are challenged to use pictures and symbols to connect to the concept of physical education. In the process, candidates are likely to solidify their conceptions and to consider views that heretofore they had not considered. In PE 2115 candidates will engage in a peer teaching process which is digitally videotaped. As a part of the process, candidates review and evaluate their teaching using an Instructional Effectiveness Rating Scale. Candidates also use student learning data as a part of their evaluation of teaching effectiveness As a part of the process, candidates must establish numerical goals and identify strategies to support achievement of those goals. These data are presented to their peers in PE 3015, Measurement and Evaluation in Physical Education. Candidates use these skills to evaluate their teaching in PE 3003 and PE 4014. Another reflective activity is the writing of rationales for candidates’ Professional/Technology Portfolio (Used for evaluation of Standard 9). This process is introduced in PE 1550 and given emphasis in PE 2015. The process of writing rationales, essentially, is another higher order thinking process in which candidates must describe a process in which an artifact was produced, apply the artifact (or the process used to create the artifact) to teaching physical education and align the artifact (or process) to both the National Education Technology Standards for Teachers and the NASPE/NCATE Beginning Teacher Standards. Candidates complete writing their rationales in CI 4020 (Except for NETS-T Standard III which is completed during student teaching). During their internship in CI 4020, candidates will submit two reflections in the first or second week of their teaching. The format for this reflection process found in the North Carolina Performance-Based Licensure Handbook (2001). This reflective cycle requires candidates to: 1) Select, 2) Describe, 3) Analyze, 4) Appraise and 5 Transform. Essentially students use these same elements when preparing for and delivering their summary presentation near the conclusion of the semester…. The artifact used to evaluate the ASU program effectiveness with Standard 8 is the end-of-semester summary presentation. The summary presentation, in CI 4020, addresses effective instruction and student learning following a 7 week internship in the public schools. The summary process is a reflective process in that candidates must examine, analyze and evaluate their teaching with respect to student learning data. Candidates will deliver their presentations in their teaching teams. The summary presentation includes a 15 minute PowerPoint Presentation followed by opportunities for peers to ask questions or make comments. The only significant limitation imposed upon candidates is that they are prohibited from using student dispositions, facilities, or class size as contributing factors in candidate evaluation of their performance.

Alig

nm

ent

Candidates may earn up to 100 points. Elements upon which candidates are graded include 1) elaboration and fluency, 2) Presentation length, 3) PowerPoint design, 4) Use of Excel Graphs, 5) effective instruction, 6) student learning data, 7) setting descriptions and 8) Strengths and Weaknesses. The most heavily weighted portions of the summary presentations include content on effective instruction (25 points) and Student learning data (20 Points) 8.1 Use a reflective cycle involving description of teaching, justification of teaching performance, critique of the teaching performance, the setting of teaching goals, and implementation of change. The summary presentation is prefaced with a description of the setting in which the internship took place. This context description is much like the context description found in The Reflection Cycle found in the NC Performance-Based Licensure Handbook. Candidates will typically address contextual factors such as class size, grade level, unit(s) taught, equipment, exceptional children, students dispositions toward the learning activities. Often the intern method of presentation is different from that of the cooperating teacher. Often candidates will include digital pictures and digital video in their presentations. In the summary presentations, candidates will identify behaviors that will be addressed. These behaviors are selected based on the NASPE/NCATE Beginning Teacher Standards. It is the candidates’ discretion as to the particular behaviors they select. Candidate are encouraged to address either behaviors that were exemplary in supporting student learning. However, as a part of the reflection process, they are also encouraged to identify behaviors that did not support student learning. Candidates are not penalized for addressing sub par teaching behaviors. Candidates typically will identify lesson organization behaviors such as managing instructional time, verbal instruction and academic learning time. Instructional behaviors such as specific feedback, instructional monitoring or checks for understanding can also be addressed. Other organizational and instructional behavior that may be addressed by the candidate include, but are not limited to, teaching by invitation, intra-task variation, use of refinements and behavioral monitoring. Often, candidates will address the process for administering assessments. Students choose behaviors based on their interest, pride in success, or desire to examine behaviors or a desire to closely examine a behavior. In any case, candidates must address changes C. Critique of the teaching performance - Student learning data (descriptive narrative, descriptive statistics, making sense of the data) - Knowledge of what constitutes effective instruction (i.e., reduce management time, increase ALT) - Examination of the relationship between effective teaching behaviors and student learning. D. Setting of teaching goals E. Implementation of change 8.2 Use available resources (e.g., colleagues, literature, professional associations) to develop as a reflective professional. A. Associations with cooperating teachers… B. Literature C. Professional Associations 8.3 Construct a plan for continued professional growth based on the assessment of personal teaching performance.

A

sses

smen

t & D

ata

Su

mm

ary

Dat

a U

se

Artifact Rationale Appalachian State University

Physical Education Teacher Education

Artifact: Home School Newsletter Course: PE 3003 PIA Elementary Curriculum

NCATE/NASPE Initial Preparation Standard Alignment: Standard 10: Collaboration 10.3 Identify and seek community resources to enhance physical activity opportunities. 10.4 Establish productive relationships with parents/guardians and school colleagues, to support student growth and well-being.

Co

nte

xt

A home school community-based newsletter was selected as the artifact to address Standard 10 – Collaboration. The newsletter is a group project that highlights a variety of current topics, advocates physical activity opportunities within the community, and to serves as the catalyst for developing a relationship between parents/guardians and the teacher candidates. The newsletter is developed over a few weeks with a series of short-term goals to meet in order to maintain the focus and integrity of the product. The newsletter represents current information on physical activity and presents the teacher candidates with a platform for advocating current instructional practices and theories to the community in which it services. The newsletter takes place during the home school teaching practicum. While two of three groups are engaged in teaching and managing the home school physical education program, the third group is assigned to the newsletter project. The newsletter then becomes the transition between changing of group responsibilities. Once the teaching group has completed their instruction, the newsletter, a section of which outlines the upcoming instructional units, is provided the home school students. This project provides teacher candidates with the skills and knowledge to create a tool, which can serve to promote physical activity and establish relationships with those connected to a structured physical education program.

Alig

nm

ent

The newsletter requirements are aligned with selected NASPE Beginning Teacher Standards. Outcome 10.3 Identify and seek community resources to enhance physical activity opportunities: Teacher candidates complete several tasks (Sections 9 and 10) related to identifying and seeking community resources to enhance physical activity opportunities while developing the newsletter. Once teacher candidates are provided with a description of each section, they then begin the process of investigating potential opportunities for engagement. Section 9 – activity calendar outlines physical activity options in addition to being used to plan and record physical activity engagement. Across the month, teacher candidates prescribe activities for students and parents/guardians to engage as part of a healthy physical activity diet. The activities are those that students have learned as part of the program goals and those that are novel. Section 10 – community-based activities is designed to detail a specific and current opportunity in the community for the students to be physically active. This section extends upon section 9 in that it not merely a list of activities but a specific event or opportunity that exists within the community that presents a physical activity experience. Teacher candidates are encouraged to seek out those activities that have little to no cost to make them accessible to all students. This investigation requires that the teacher candidates make contact with the community resource in order to verify the time, date, and associated requirements. By researching and developing a list of options for their students, the teacher candidates are being proactive in identifying resources where facilities and expertise are employed in which opportunities to students might not otherwise be available.

Alig

nm

ent

Outcome 10.4 Establish productive relationships with parents/guardians and school colleagues, to support student growth and well being: When viewed from a gestalt perspective, the home school newsletter is designed to foster a relationship between the teacher candidates, whom ultimately run the home school physical education program, and the parents of those students. The newsletter is designed with both the parents/guardians and students in mind. Sections 1, 3, 7, and 10 are designed to be of value to the parents/guardians. Selecting topics that appeal and provide relevant information about health and wellness serves to educate not only the students of the home school program but also the parents/guardians of those programs. The ability to interest and engage the parents/guardians is paramount in establishing appropriate physical activity behaviors. The newsletter serves an outlet to connect the teacher candidates to those who make decisions for their children in terms of access to physical activity opportunities. By embracing this notion and directing attention to the identification of material that stimulates their interests as well as the students, a dual benefit is achieved. Supporting student growth is again a dual facet of the newsletter. While engaging the parents/guardians as stated, student growth is stimulated by several sections of the newsletter specifically sections 5, 7, and 9. Students are challenge to improve and strengthen their cognitive, affective and psychomotor domains. In addition, students are challenged to goal set using an activity calendar to plan and record their engagement in physical activity outside the home school physical education experience. Finally, teacher candidates engage in the creation of this newsletter along with their colleagues and learn to plan and execute such an undertaking. The development of cooperative and artistic behaviors is evident with the ultimate goal to stimulate student growth and well-being. While each section of this newsletter is assigned an individual teacher candidate, the overall product is given one score. Therefore, each member acknowledges that his or her contributions to the project are part of an overall mission. This fostering of relationships among the teacher candidates is evident. Furthermore, completing the home school newsletter to criteria provides evidence of student attainment of the course competencies and NASPE Beginning Teacher Standard Outcomes that are directly associated with the newsletter. For example, the newsletter is comprised of ten sections and each section(with exception of sections 4 & 6) corresponds with a specific PE 3003 course competency, which in turn is derived from selected NASPE BTS outcomes:

Newsletter Section Course

Competency NASPE BTS Outcome

4. Current Issues 3, 6 1-K2, 7-K1, 7-K2, 7K5, 7-P1, 7-P2 5. Future Instructional

Units 1, 6 1-K3, 1-K4, 7-K1, 7-K2, 7K5, 7-P1,

7-P2 6. Health News 2, 6 7-K3, 7-K1, 7-K2, 7K5, 7-P1, 7-P2 7. Funny Paper 8. Brain Gym 1 1-K3, 1-K4 9. Student Profiles 10. Healthy Diet 2, 6 7-K3, 7-K1, 7-K2, 7K5, 7-P1, 7-P2 11. Internet 7 5-P2 12. Activity Calendar 1, 6 1-K3, 1-K4, 7-K1, 7-K2, 7K5, 7-P1,

7-P2 13. Community Activities 1 1-K3, 1-K4

A

sses

smen

t &

D

ata

Su

mm

ary

Assessment: See Newsletter Criteria & Assessment Data Summary: See the attached Excel spreadsheet for the data summary.

Fall 2004 Semester Spring 2005 Semester

D

ata

Use

The data from the Home School Newsletter provides evidence of student obtainment of course competencies. This assessment is one of several that the students complete to show competency in course content. This assessment is viewed in combination with other artifacts and requirements in order to provide the most complete picture of student obtainment of competencies. As such, this particular artifact allows me to view a level of professionalism about the students’ work ethic and attention to detail within planning and creating an advocacy project. Specifically, students who perform deficient in this requirement often experience like deficiencies in other areas of planning and implementation. This one assessment can be used a data point identifying motivational and professional commitment issues. Conversely, those who approach this assessment with a professional fervor for manufacturing a product that will affect their students and their parents/guardians can be seen with the same disposition in other pertinent areas.

Standard 1:A CSV Files since the last visit, sorted for the major

Admision Policies and Procedures

Policies and Procedures limiting and monitoring progression

Sample Completed candidate Applications

Standard 1:B

Written policies and procedure verifying information contained in the institutional report

Sample individualized education plans/programs of study for licensure –only candidates

Samples of any artifacts/documentation submitted by candidates seeking to demonstrate standards through alternate means.

Standard 2

Written Assessment Plan and Process

Documentation of annual program review

Copies of assessment instruments

Aggregated data on candte performance derived from the assessment system

Aggregated data on the program derived from the assessment system

Standard 3: Field Experiences and Clinical Practice

Standard 3.A: Field Experiences and Clinical Practices

Standard 4: Diversity Syllabi with topics and assignments related to diversity highlighted.

Sample candidate artifacts related to diversity

Policies and procuedures that ensure candidates have field experiences and clinical priacatice in diverse settings

Demographic information on the schools in which candidates are placed for field experiences and clinical practice

Demographic information on the actual placement of candidates.

Demographic information on higher education and P-12 faculty

Demographic information onc andiates

Faculty and candidate recruitment activities

Standard 5: Diversity – Faculty Qualifications, Performance and

Development

Faculty Vita

Samples of Faculty Scholarship

Aggregated data on faculty service and scholarship activities

Faculty Evaluation Policies and procedures

Faculty evaluation protocols

Aggregated faculty evaluation data

Sample faculty goals/annual objectives

Samples of Professional Development Opportunities

Schedule of Classes

Standard 5A: Faculty Assignment Job Description for the Program Coordinator

Samples of where the Program Coordinator is identified

Policies and procedures for faculty selection

Materials used to orient faculty to the program

Standard 6: Program Governance and Resources

Organizational chart depicting the administrative location of the program in

relationship to the unit

Minutes of program level meetings

Summary of recent purchases of instructional materials for the program

Summary of recent purchases of technology resources for the program

Summary of the Program’s Budget

Standard 6:A Working Conditions

Institutional Policies related to faculty Loads (typically in a faculty Handbook

Explanations for any overloads taught by faculty

.