CIEP Template 12 01 Health and Physical Education Reviews/CIEP Template 12 01... · Web viewContinuous Improvement in Educator Preparation (CIEP) Program Report Submission Form Class

Continuous Improvement in Educator Preparation (CIEP)Program Report Submission Form

Class B or Alternative Class A Health (6-12) and Physical Education (P-12)

Institution Name: Date Submitted: Program Report Status: Choose one of the options below.

Initial Review Continuing Review Feedback Only

Essential Purpose for Each Section:I. Background Information: Provide background knowledge of the structure of the program

(checklist; numbers of admissions, completers, and recommendations for certification).II. Key Assessments: Provide an overview of the assessment plan for the program in the chart. Key

Assessments are typically summative assessments of candidates’ proficiencies. Evaluation of Key Assessments is based on the assessment instruments, scoring guides or rubrics, data tables, and data analysis. Review teams use the Rubric for Key Assessments.

III. Alignment of Standards to Curriculum and Key Assessments: Provide an overview of how the program ensures each indicator is adequately addressed in curriculum and Key Assessment(s) so reviewers know where to look to for evidence. Reviewers use the course descriptions and assessment documents, not the chart, to determine each indicator is addressed and whether the standard itself is met.

IV. Summary of Field Experiences: Provide an overview of how the program requires candidates to demonstrate developing proficiencies in field experiences prior to internship. Evaluation of field experiences is based on the chart and assignments or assessments. Copies of assignments or assessments must be submitted. No data are required unless a field experience assessment is also a Key Assessment. Reviewers use the Rubric for Field Experiences Prior to Internship. The evidence should demonstrate field experiences are well-planned, sequential, and meaningful.

V. Presentation of Data and Analysis: For each key assessment, include the coversheet; assessment instrument; rubric or scoring guide; data chart(s); and data analysis.

VI. Discussion of How Data Analysis Informs Continuous Improvement: Provide an overview of what the program has learned from analyzing all of the data across Key Assessments and provide evidence of program changes that have been or will be made as a result.

Last revised: 3-5-2018 Page 1

SECTION I Background Information

1. Include proposed checklist.

2. Data on Unconditional Admissions, Program Completers, and Certificates Issued

Academic YearSeptember 1 to August 311

Number of Unconditional Admissions

Number of Program Completers2

Number Recommended for Alabama Certification

Additional Information (Optional): If needed, provide brief information to explain the data. For example: The program was first approved in July 2011. Candidates have been unconditionally admitted but no program completers are expected until May 2014.

1 Minimum of three years of data required. 2 Use the Title II definition for program completers.


SECTION II Key Assessments Assessments #1-#5 are required.

# Key Assessment Title

Name of Key Assessment3

Type of Key Assessment4

When Required by Program5

1 a

1 b

1 c

Praxis II Tests:6

Praxis II Content

Praxis II Reading(if required)

Praxis II Special Education

(if required)

State Certification Tests

2 Content Knowledge7

3 Planning Instruction8

4 Internship

5 Effect on Student Learning9

610

78

3 Identify assessment by title used in the program. 4 Types of assessment include but are not limited to essay, case study, project, comprehensive exam, reflection, state certification test, and portfolio. 5 Assessments might be required at the time of admission to the program, admission to internship, during a required course, or at program completion.6 Praxis II test data must include the percentage of candidates who passed the tests for the last three years. Total scores and appropriate sub-tests must be included. 7 Examples of appropriate content knowledge assessments include comprehensive examinations and portfolio tasks. If grades or GPAs are used, provide information on the criteria for the grades and how they align with standards for the teaching field or area of instructional support. 8 Examples of appropriate assessments for planning instruction include an evaluation of abilities to develop lesson or unit plans, individualized education plans, needs assessments, or intervention plans. 9 Examples of appropriate assessments for effect on student learning include those based on samples of student work, portfolio tasks, case studies, and appropriate follow-up studies. 10 Examples of optional assessments addressing program standards include but are not limited to evaluations of field experiences, case studies, specific portfolio artifacts, complete portfolios, and follow-up studies.


SECTION III Alignment of Standards to Curriculum and Key Assessments Teaching Field11

For each standard on the chart below, identify the curriculum components and Key Assessments listed in Section II that address the standard and indicators. Each indicator must be supported by at least one Key Assessment that provides solid and direct evidence of candidate mastery of the standard. In most cases, a standard will be addressed by more than one Key Assessment. Cross-references to the standards and indicators should be inserted into the assessment instruments, scoring guides, and/or data tables.

Health Education Section

Health Education Standard 1 Content KnowledgeCandidates demonstrate the knowledge and skills of a health literate educator.

IndicatorsCurriculum Components—

Courses or Other Requirements12

(Include course prefix, number, and name.)

Key Assessment(s)(Identify by key

assessment number[s] in

Section II.)HE 1.1Candidates describe the theoretical foundations of health behavior and principles of learning.HE 1.2Candidates describe the National Health Education Standards.HE 1.3Candidates describe practices that promote health or safety.HE 1.4Candidates describe behaviors that might compromise health or safety.HE 1.5Candidates describe disease etiology and prevention practices.HE 1.6Candidates demonstrate the health literacy skills of an informed consumer of health products and services.

11 Standards have been informed by the Alabama Courses of Study for each teaching field and the national specialty area organizations.12 IHEs must submit course descriptions or course summaries. A link to catalog course descriptions may be submitted if the catalog course descriptions have sufficient detail to show key concepts in the indicators are addressed.


Health Education Standard 2 Needs AssessmentCandidates assess needs to determine priorities for school health education.


Courses or Other Requirements




Section II.)HE 2.1Candidates access a variety of reliable data sources related to health.HE 2.2Candidates collect health-related data.HE 2.3Candidates infer needs for health education from data obtained.


Health Education Standard 3 PlanningCandidates plan effective comprehensive school health education curricula and programs.






Section II.)HE 3.1Candidates design strategies for involving key individuals and organizations in program planning for School Health Education.HE 3.2Candidates design a logical scope and sequence of learning experiences that accommodate all students.HE 3.3Candidates create appropriate and measurable learner objectives that align with assessments and scoring guides.HE 3.4Candidates select developmentally appropriate strategies to meet learning objectives.HE 3.5Candidates align health education curricula with needs assessment data and the National Health Education Standards.HE 3.6Candidates analyze the feasibility of implementing selected strategies.


Health Education Standard 4 Implementation Candidates implement health education instruction.






Section II.)HE 4.1Candidates demonstrate multiple instructional strategies that reflect effective pedagogy, and health education theories and models that facilitate learning for all students.HE 4.2Candidates utilize technology and resources that provide instruction in challenging, clear, and compelling ways and engage diverse learners.HE 4.3Candidates exhibit competence in classroom management.HE 4.4Candidates reflect on their implementation practices, adjusting objectives, instructional strategies, and assessments as necessary to enhance student learning.


Health Education Standard 5 AssessmentCandidates assess student learning.






Section II.)HE 5.1Candidates develop assessment plans.HE 5.2Candidates analyze available assessment instruments.HE 5.3Candidates develop instruments to assess student learning.HE 5.4Candidates implement plans to assess student learning.HE 5.5Candidates utilize assessment results to guide future instruction.


Health Education Standard 6 Administration and CoordinationCandidates plan and coordinate a school health education program.






Section II.)HE 6.1Candidates develop a plan for a comprehensive school health education (CSHE) within a coordinated school health program (CSHP).HE 6.2Candidates explain how a health education program fits the culture of a school and contributes to the school’s mission.HE 6.3Candidates design a plan to collaborate with others such as school personnel, community health educators, and students’ families in planning and implementing health education programs.


Health Education Standard 7 Being a ResourceCandidates serve as a resource person in health education.






Section II.)HE 7.1Candidates use health information resources.HE 7.2Candidates respond to requests for health information.HE 7.3Candidates select educational resource materials for dissemination.HE 7.4Candidates describe ways to establish effective consultative relationships with others involved in Coordinated School Health Programs.


Health Education Standard 8 Communication and AdvocacyCandidates communicate and advocate for health and school health education.






Section II.)HE 8.1Candidates analyze and respond to factors that impact current and future needs in comprehensive school health education.HE 8.2Candidates apply a variety of communication methods and techniques.HE 8.3Candidates advocate for school health education.HE 8.4Candidates demonstrate professionalism.


Physical Education Section

Physical Education Standard 1 Scientific and Theoretical KnowledgePhysical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals. Prior to program completion, prospective physical education teachers:






Section II.)PE 1.1Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness.PE 1.2Describe and apply motor learning and psychological/behavioral theory related to skillful movement, physical activity, and fitness.PE 1.3Describe and apply motor development theory and principles related to skillful movement, physical activity, and fitness.PE 1.4Identify historical, philosophical, and social perspectives of physical education issues and legislation.PE 1.5Analyze and correct critical elements of motor skills and performance concepts.


Physical Education Standard 2 Skill-Based and Fitness-Based CompetencePhysical 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 P – 12 Standards. Prior to program completion, prospective physical education teachers:






Section II.)PE 2.1Demonstrate personal competence in motor skill performance for a variety of physical activities and movement patterns.PE 2.2Achieve and maintain a health-enhancing level of fitness throughout the program.PE 2.3Demonstrate performance concepts related to skillful movement in a variety of physical activities.


Physical Education Standard 3 Planning and Implementation Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students. Prior to program completion, prospective physical education teachers:






Section II.)PE 3.1Design and implement short-term and long-term plans that are linked to program and instructional goals as well as a variety of student needs.PE 3.2Develop and implement appropriate (e.g., measurable, developmentally appropriate, performance-based) goals and objectives aligned with local, state and/or national standards.PE 3.3Design and implement content that is aligned with lesson objectives.PE 3.4Plan for and manage resources to provide active, fair, and equitable learning experiences.PE 3.5Plan and adapt instruction for diverse student needs, adding specific accommodations and/or modifications for student exceptionalities.PE 3.6Plan and implement progressive and sequential instruction that addresses the diverse needs of all students.PE 3.7Demonstrate knowledge of current technology by planning and implementing learning experiences that require students to appropriately use technology to meet lesson objectives.


Physical Education Standard 4 Instructional Delivery and ManagementPhysical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning. Prior to program completion, prospective physical education teachers:






Section II.)PE 4.1Demonstrate effective verbal and non-verbal communication skills across a variety of instructional formats.PE 4.2Implement effective demonstrations, explanations, and instructional cues and prompts to link physical activity concepts to appropriate learning experiences.PE 4.3Provide effective instructional feedback for skill acquisition, student learning and motivation.PE 4.4Recognize the changing dynamics of the environment and adjust instructional tasks based on student responses.PE 4.5Use managerial rules, routines, and transitions to create and maintain a safe and effective learning environment.PE 4.6Implement strategies to help students demonstrate responsible personal and social behaviors in a productive learning environment.


Physical Education Standard 5 Impact on Student LearningPhysical education teacher candidates utilize assessments and reflection to foster student learning and inform decisions about instruction. Prior to program completion, prospective physical education teachers:






Section II.)PE 5.1Select or create appropriate assessments that will measure student achievement of goals and objectives.PE 5.2Use appropriate assessments to evaluate student learning before, during, and after instruction.PE 5.3Utilize the reflective cycle to implement change in teacher performance, student learning and/or instructional goals and decisions.

Physical Education Standard 6 ProfessionalismPhysical education teacher candidates demonstrate dispositions essential to becoming effective professionals. Prior to program completion, prospective physical education teachers:






Section II.)PE 6.1Demonstrate behaviors that are consistent with the belief that all students can become physically educated individuals.PE 6.2Participate in activities that enhance collaboration and lead to professional growth and development.PE 6.3Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers.PE 6.4Communicate in ways that convey respect and sensitivity.


SECTION IV Summary of Field Experiences Prior to Internship

Complete the chart below to provide summary information about the program’s required field experiences prior to internship. Two or more levels are required. Programs should use their own terms for levels. Identify required courses or other required curriculum components with field experiences at each level. Information in the chart and copies of assessments or assignments should provide evidence the program ensures candidates develop and demonstrate essential knowledge, skills, and dispositions.

Levels(Use

program terms, such as Phase I,

Block 2, or STEP 3.)

Course Minimum number of

hours

Placement Requirements13

Teaching Field

Specific Knowledge,

Skills, Dispositions

To Be Developed [use plain English]

Alignment to Standards for the Teaching

Field or Area of Instructional

Support[ex. 2.4]

Assessments 14

Identify type of required

assessment. Submit copies

of assessments

or assignments.

Semester 1

Semester 2

Semester 3

Are field experiences always completed in the order noted above? If no, provide additional information about other possible sequences of required field experiences.

If the column for Placement Requirements does not indicate specific schools or types of schools, briefly explain how the program ensures placements in diverse schools.

13 Placement requirements responses might include rural, urban, or suburban; Title I; grade 4-6; School for the Deaf and Blind; magnet school, or general education classroom.14 Assessment instruments which are Key Assessments will be reported elsewhere in this report. It is not necessary to provide data tables, an analysis of data, or discussion of the use of data in continuous improvement for all assessments of field experiences.



SECTION V Presentation of Data and Analysis

1. Use a separate coversheet with each Key assessment. For each Key Assessment, submit the coversheet, rubric or scoring guide, data, and data analysis as one document in SharePoint.

The coversheet is available online at: http://www.alsde.edu/sec/ep/Pages/programreviews-all.aspx?navtext=Program Reviews.

Click on the CIEP Template tab and scroll to the bottom of the page.

2. Refer to the CIEP Rubric for Key Assessments for criteria used by review teams to evaluate each Key Assessment and its rubric or scoring guide, data table(s), and data analysis.

The CIEP Rubric for Key Assessments is available on the same web page listed above. It is located at the top of the page.

SECTION VI Discussion of How Data Analysis Across Key Assessments Informs Continuous Improvement

Include a document, no more than four pages in length, presenting evidence that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should summarize principal findings from the evidence, the faculty’s interpretation of those findings, and changes made (or planned) in the program as a result. Describe the steps the faculty has taken to use information from assessments for improvement of both candidate performance and the program. This information should be organized around:

1. Content knowledge

2. Ability to fulfill identified professional responsibilities

3. Ability to promote student achievement


Documents

CIEP Template 12 01 Health and Physical Education Reviews/CIEP Template 12 01... · Web viewContinuous Improvement in Educator Preparation (CIEP) Program Report Submission Form Class