PROFESSIONAL PHYSICAL EDUCATION TEACHER EDUCATION … · PSY 350 Human Lifespan Development or equivalent 3 cr. TCE 253 Learning Across the Lifespan 3 cr. TCE 216 Purpose, Structure

PROFESSIONAL

PHYSICAL EDUCATION TEACHER EDUCATION

HANDBOOK

PHYSICAL EDUCATION FACULTY:

Heidi Wegis, Ph.D. 737-9932

Physical Education Program Coordinator

SCHOOL OF EDUCATION:

Larry Flick, Ph.D. 737-3664

Dean

This handbook outlines the policies and procedures specific to

the Professional Physical Education Teacher Education

Program for Students, Cooperating Teachers, University

Faculty, and University Supervisors.

Table of Contents

Program Overview . . . . . . . 1

Program Benchmarks . . . . . . . 3

Yearly Course Schedule . . . . . . 4

Tentative Schedule by Term . . . . . . 5

Student Teaching Guidelines for Cooperating Teachers . . 7

Student Teaching Guidelines for Student Teachers. . . . 9

Block Outline of Responsibilities

Middle School Student Teaching - Fall Term. . . . 11

Elementary & High School (Choice) Student Teaching . . 12

Part-Time Student Teaching Contract . . . . 13

Full-Time Student Teaching Contract . . . . 15

Checklist of Effective Teaching Skills . . . . 17

Sample Systematic Observation Forms

Teacher - Student Interactions . . . . 19

Teacher Position & Function . . . . . 20

Signal for Attention Analysis Form . . . . 21

MS-PETE Supervision Form . . . . . 22

Work Sample Guidelines . . . . . . 24

Formative Evaluation . . . . . . 31

Student Teacher Summary Report . . . . 35

Physical Education Internship Grading . . . . 37

Professional MS-PETE Portfolio & Final Oral Exam Procedures. . 38

Course Descriptions . . . . . . 44

Conceptual Framework (To be added)

Overall Relationship of PETE Program to Conceptual Framework (To be added)

1

PHYSICAL EDUCATION PROGRAM OVERVIEW

The Physical Education Teacher Preparation Program is a one year professional graduate program

which includes graduate courses as well as extensive practical experiences in the public schools at

all levels. Beginning Fall Term, students are in continuous on-site supervised student teaching

experiences in elementary, middle and high school physical education settings. Coursework is

integrated with these student teaching experiences creating a unique mesh between theory and

practice. Successful completion of the program earns recommendation for an initial license across

four levels of authorization in physical education: Early Childhood (age3-grade 4); Elementary

(grades 3-8); Middle (grades 5-10); and High School (7-12).

The Physical Education program is housed in the College of Public Health and Human Sciences

and coordinated by the College of Education. The 54-hour program includes 24 credit hours of

course work taught by Sport Pedagogy Faculty in Exercise & Sport Science, 9 credit hours of

coursework taught by other Exercise and Sport Science faculty, and the remaining 21 credit hours

of internship experiences in public schools.

UNIQUE PROGRAM FEATURES

Graduates of Professional Physical Education Teacher Education Program:

EARN 4 LEVELS OF LICENSURE (K-12): The program offers continuous on-site

supervised student teaching in elementary, middle, and high school physical education

settings.

GAIN EXPERIENCE WITH SPECIAL POPULATIONS, INCLUDING STUDENTS

WITH DISABILITIES AND WHO ARE AT-RISK: In association with our nationally

recognized graduate program in Movement Studies in Disability, Physical Education students

work with children and youth with special needs in a variety of physical education

environments, including OSU's IMPACT.

STUDY WITHIN A CONTENT-CENTERED CURRICULUM: The body of knowledge

in pedagogy related to physical education is one of the strengths of this program along with a

central focus on field experiences. All 54 credits are delivered by faculty within the Exercise

& Sport Science Program.

MOVE AS A COHORT: Students move through the program as a cohort. That is, the

beginning and ending date is the same for all students during any one year. In addition, they

are placed in the same level student teaching each term and take the same EXSS courses

which allow maximum opportunity to build a support system for these beginning teachers

within their peer group.

2

HAVE CONTINUOUS ON-SITE STUDENT TEACHING: Students are in public school

physical education settings for student teaching experiences for the entire school year

(Fall/Winter/Spring). They begin in early fall at a middle school site with an opening of school

year experience and continue at that site throughout fall term. They are moved to an elementary

school physical education setting for a ten-week winter term followed by a ten-week

experience at a high school. Fall & Winter student teaching requires approximately 180 hours

of contact time in the schools, which equals 6 credits per term. Spring student teaching is full

time (9 credit hours) at a level of the student’s choice.

CONTRIBUTE TO THE PUBLIC SCHOOL PARTNERSHIP: Collaboration with area

public school teachers serves as the foundation for the student teaching portion of our program

in Physical Education. Master teachers are selected from the schools and invited to participate

in this joint effort to prepare outstanding teachers.

ENGAGE IN TEACHER EFFECTIVENESS RESEARCH: Students are introduced to

skills of effective teaching supported by research. Action research projects are completed in

conjunction with public school teachers and/or university faculty.

PHYSICAL EDUCATION FACULTY and EXSS SUPPORT FACULTY

Barbara Ewens Cusimano, PhD, Associate Professor (Retired)

Sport Pedagogy, Elementary School Physical Education

Simon Driver, PhD, Associate Professor

Adapted Physical Education

Megan MacDonald, PhD, Assistant Professor


Jennifer Morgan, PhD, Instructor

Adapted Physical Education, Sport Pedagogy

Heidi Wegis, PhD, Clinical Assistant Professor, Program Coordinator

Sport Pedagogy, Secondary School Physical Education, Sport Skill Analysis, Technology

Joonkoo Yun, PhD, Assistant Professor


3

Professional Physical Education Teacher Education Program Benchmarks

Oregon State University

Students must meet the following benchmarks to continue in the Professional Physical Education Teacher

Education Program. Any exceptions to these benchmarks must be appealed through the normal petition

procedure.

1. Students must earn a minimum 3.0 GPA each term and maintain an overall minimum 3.0 GPA in all

Professional Physical Education Teacher Education course work.

2. Students must complete all courses each term with a final letter grade. Incomplete grades

must be completed prior to enrolling in courses for the following term. If the incomplete was

given after course registration, the incomplete must be completed prior to the start of classes.

One exception may be allowed in summer term as determined by MS-PETE faculty.

3. To be placed in each Professional Internship experience, including student teaching and

IMPACT, students must successfully complete the courses required the previous term and be

recommended by the University supervisor and cooperating teacher from the term just

completed (Fall and Winter), and the physical education program and IMPACT coordinators.

4. Students must earn a B or better in each of the Professional Internships including student teaching

and IMPACT experiences to continue in the program.

5. If during the Professional Internship experiences (EXSS 506/510, Fall, Winter or Spring), either the

public school, the university supervisor, or IMPACT coordinator requests that the student be

removed from the school and/or IMPACT, the request will be honored immediately. The

Professional Teacher Education Program Retention Guidelines will be followed.

6. Students will complete a portfolio that meets the specific Departmental requirements and defend that

portfolio during the Master's Oral Examination.

7. Students must demonstrate professional behavior and commitment to the Professional

Physical Education Teacher Education program. This includes but is not limited to submitting

assignments on time, participating fully in all class functions, and fulfilling student teaching

obligations.

8. Students making satisfactory progress who voluntarily withdraw from the program will be

considered for readmission only if space is available after all qualified new applicants are admitted.

Whenever a student does not meet the requirements identified in these benchmarks, the situation will be

reviewed according to the retention guidelines of the program. It is possible that another student teaching

placement may be found for the student teacher, that the student be recommended to return to the program

after completing a remediation program, or that the student may be removed from the Professional Physical

Education Teacher Education program.

4

MASTER OF SCIENCE: Physical Education Teacher Education

(with all physical education pre-requisite content/experiences & exams completed plus)

Pre-requisite education courses must be taken prior to beginning the program.

PSY 350 Human Lifespan Development or equivalent 3 cr.

TCE 253 Learning Across the Lifespan 3 cr.

TCE 216 Purpose, Structure & Function of Education in Democracy 3 cr.

TCE 219 Multi-cultural Issues in Education 2 cr.

Total 11 cr. Summer

EXSS 551 Current Trends & Research Issues in P.E. 3 cr.

EXSS 599 ST/Sport Education 3 cr.

EXSS 555 Measurement & Evaluation in the Instructional Process 3 cr.

EXSS 512 Applied Motor Learning 3 cr.

EXSS 5XX Adapted Physical Education Course (APE ONLY) 3 cr.

EXSS 552 Analysis of Movement Skills 3 cr.

Total 15 cr. (APE 18)

Fall

EXSS 510 Middle School Internship 6 cr.

EXSS 553 Instructional Analysis Techniques I 3 cr.

EXSS 556 Instructional Skills I 3 cr.

EXSS 5XX Adapted Physical Education Course (APE only) (3 cr.)

EXSS 510 IMPACT (APE ONLY) (1 cr.)


Winter

EXSS 506 Project: Elementary School Internship 6 cr.

EXSS 554 Instructional Analysis Techniques II 3 cr.

EXSS 557 Instructional Skills II 2 cr.

EXSS 547 Inclusion in Physical Activity (APE & ALL) 3 cr.

EXSS 559 The Physical Educator as a Professional 1 cr.



Spring

EXSS 510 School Internship - choice 9 cr.

EXSS 558 Administrative & Curricular Practices in P. E. 3 cr.



Initial Licensure Total 54 cr. (APE 63)

5

MS-PETE Tentative Schedules by Term

1st SUMMER

8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00 4:00

Mon EXSS 555 3 credits

EXSS 551 3 credits

EXSS 512 3 Credits

Tues EXSS 555 3 credits

EXSS 551 3 credits

EXSS 512 3 Credits

Wed EXSS 555 3 credits

EXSS 551 3 credits

EXSS 512 3 Credits

Thurs EXSS 555 3 credits

EXSS 551 3 credits

EXSS 512 3 Credits

Fri

IMPACT/APE

2nd SUMMER 8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00 4:00

Mon EXSS 5XX 3 credits

EXSS 552 3 credits

EXSS 599 3 credits

Tues EXSS 5XX 3 credits

EXSS 552 3 credits

EXSS 599 3 credits

Wed EXSS 5XX 3 credits

EXSS 552 3 credits

EXSS 599 3 credits

Thurs EXSS 5XX 3 credits

EXSS 552 3 credits

EXSS 599 3 credits

Fri

IMPACT/APE

6

MS-PETE Tentative Schedules by Term

FALL 8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00 4:00 5:00 6:00

Mon

EXSS 510 Middle School

Student Teaching 6 credits

EXSS 556 1:30-2:50pm

3 credits

Tues

EXSS 553

2:00-3:20pm 3 credits

Wed

EXSS 556 1:30-2:50pm

3 credits

EXSS 5XX/APE 4:00-6:50pm

3 credits

Thurs

EXSS 553

2:00-3:20pm 3 credits

Fri

EXSS 510 IMPACT/APE

WINTER 8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00 4:00 5:00 6:00

Mon

EXSS 506 Elementary School Student Teaching

6 credits

EXSS 557 1:30-3:20 2 credits

Tues

EXSS 554 2:00-3:20 3 credits

Wed

EXSS 559 1 cr.

EXSS 5XX/APE

4:00-6:50 3 credits

Thurs

EXSS 554 2:00-3:20

3 credits

Fri

EXSS 510 IMPACT/APE

SPRING 8:00 9:00 10:00 11:00 12:00 1:00 2:00 3:00 4:00 5:00 6:00

Mon

EXSS 510 Choice Level Student Teaching

9 credits

EXSS 558 4:00-6:50pm

3 credits

Tues

Wed

Thurs

Fri EXSS 510

IMPACT/APE

7

STUDENT TEACHING GUIDELINES FOR COOPERATING TEACHERS

Each Student Teaching experience should provide the Student Teacher with as many quality,

supervised teaching opportunities as possible. He/She should fit into the Cooperating Teacher's

schedule and add to the overall positive learning taking place in the setting. The University invites

the Cooperating Teachers to work closely with us as partners in the development of this future

teacher.

Student Teachers are expected to match the Cooperating Teacher's teaching schedule during

their assigned time at school. When teachers have duties or meetings related to their academic

responsibilities, please inform the Student Teachers and expect them to attend.

Throughout the term, Student Teachers will have specific observation assignments to complete

within the internship setting. These should not interfere with the teaching or the learning of the

students. Some classes will be videotaped for self-evaluation by the Intern. It is the Intern's

responsibility to arrange for the taping of these lessons. Please let the Intern know what

arrangements need to be made.

There are a number of activities that each Student Teacher should be exposed to in order to

maximize the learning potential of their experience. The following are suggestions that have been

used successfully with other Student Teachers.

ORIENT YOUR Student Teacher TO YOUR SCHOOL. Be sure to give your Student Teacher

a tour of the school, introducing them to faculty and staff, and showing them the "important" areas

such as faculty bathroom, lounge, work areas, etc. It is also to your benefit to discuss the following

topics and provide copies of any applicable papers.

____ 1. general school rules

____ 2. procedures when ill/absent

____ 3. expected arrival and departure time (They should match your schedule and

responsibilities for the assigned time.)

____ 4. faculty duties/responsibilities (i.e. bus, hall, faculty meetings)

____ 5. district calendar with important dates emphasized

____ 6. procedures specific to physical education

a. student discipline plan

b. guidelines for nonparticipation

c. student evaluation and grading plan

d. accident procedures and report forms

e. fire drill procedures

f. regular class schedule and format (i.e. 4 part lesson, every other day, specific

class times)

g. rainy day schedule - alternative teaching station

h. other school responsibilities (bulletin boards, field

days, school demonstration nights, special

committees)

8

BREAK THE TEN-WEEK PERIOD INTO WORKABLE PHASES. As with any new skill,

small successful steps with specific feedback and guidance promote learning. Student Teachers are

NOT in the schools during OSU Finals Week. (See Block Outline of Responsibilities).

LESSON PLANNING. Every lesson or portion of a lesson should be planned in writing (see the

enclosed lesson plan format). These lesson plans should be turned in to the Cooperating Teacher

and University Supervisor (when asked) the Friday prior to the week the lesson is to be taught.

Based on Cooperating Teacher feedback, the lesson should be adapted in writing prior to teaching.

Student Teachers should not be allowed to teach without an approved lesson plan.

PROVIDE WRITTEN AND VERBAL FEEDBACK DAILY. Lessons taught by Student

Teachers should be observed and evaluated each day by the Cooperating Teacher. A variety of

observation forms are included (See Sample Observation Forms). Videotaping lessons to review

shortly after teaching maximizes the learning experience. Regular feedback is vital. Strive to

identify one or two important strengths followed by an area that needs improvement. It is difficult

to work on more than one or two things at a time.

ARRANGE DAILY CONFERENCE TIME. We understand that schedules are tight for you and

the Student Teacher, but we encourage you to set aside time each day to conference about the day's

lesson and resulting events. This time needs to be specific and uninterrupted (if only for 15

minutes). If a face to face time cannot be arranged, set a time for a phone or e-mail conversation.

FOCUS ON SPECIFIC TEACHING SKILLS AND GOAL SETTING. Helping the Student

Teacher focus on one or two areas for growth/improvement and working with them to set goals is a

primary responsibility of the supervision team. By assisting the student teacher to set appropriate

and timely goals for improvement, the supervisors are providing direction and clearly

communicating expectations. This also helps the Intern remain focused on specific tasks. Goals

should be challenging and attainable. Each lesson, each day, should be goal-oriented for students

and teacher. (See List of Effective Teaching Skills).

FORMATIVE EVALUATION. A minimum of three on-site observations are to be made during

each term by the University Supervisor. Areas of strength and concern should be identified and

discussed with Student Teacher. A minimum of one three-way conference between the Student

Teacher, the Cooperating Teacher, and the University Supervisor will be held during the last half

of each term. Additional conferences may be deemed necessary.

SUMMARY REPORT. During Week 10, the Cooperating Teacher will complete the Summary

Report (See Summary Report Form) and return it to the University Supervisor. A grade cannot be

turned in for the Student Teacher until this form is complete.

9

STUDENT TEACHING GUIDELINES FOR STUDENT TEACHERS

Student Teaching experiences are graded A-F based on lesson planning, work samples,

direct and videotaped observations, and interactions with students, teachers, and school personnel.

The University Supervisor is responsible for determining the final grade with input from the

Mentor Teacher. (REFER TO STUDENT TEACHING GRADING)

To successfully complete this Student Teaching, both cooperating and supervising teacher

must recommend teacher certification at the assigned level AND continuation in the MS Physical

Education Teacher Preparation Program.

School Student Teaching experiences are a very important component to our teacher

training program. Student teachers should view themselves as "teachers in training" and assume

appropriate professional behaviors. The following identifies assumed responsibilities.

BE PROMPT AND DEPENDABLE! YOUR PROFESSIONAL NETWORKING HAS

BEGUN - EVERYONE YOU MEET AND WORK WITH IS AN IMPORTANT PERSON

TO YOUR CAREER!

ATTENDANCE. As beginning teachers, Student Teachers should follow all of the rules and

regulations of a teacher. This includes notifying appropriate officials when ill (i.e. cooperating

teacher, school office, and university supervisor) maintaining punctual attendance, and dressing

professionally at all times. Excessive absences (more than 1) or repeated tardiness will influence

continuation in the program.

COMPLETE LESSON PLANS FOR ALL CLASSES EACH WEEK AND PREPARE

MENTALLY FOR TEACHING. Every lesson or portion of a lesson should be planned in

writing. Lesson plans should be turned in to the Cooperating teacher the Friday prior to the week

the lesson is to be taught and modified to the Cooperating teacher's suggestions. Student Teachers

are also responsible for complete unit plans for any unit they are to teach. Like daily lesson plans,

unit plans must be submitted in a timely fashion to the Cooperating teacher for pre-teaching

evaluation.

CRITIQUE EACH LESSON AND/OR PART OF LESSON YOU TEACH. Note strengths and

weaknesses of the lesson organization and content as well as your delivery of that lesson related to

specific teacher process/student process variables.

HELP WITH SET UP AND EXCHANGE OF EQUIPMENT. Volunteer or take the initiative.

Don't wait to be asked.

OBSERVE AND PARTICIPATE IN ALL PARTS OF THE LESSON. Critique one lesson of

each grade level during the first two weeks. Use anecdotal notes and systematic observation.

LEARN THE NAMES OF ALL STUDENTS BY THE END OF THE THIRD WEEK. We

suggest you use copies of school pictures or take group pictures of each class during the first week.

Do name checks often during the first three weeks.

10

OBSERVE AND PARTICIPATE WITH AT LEAST 3 OTHER TEACHERS AT THE

SAME ASSIGNED LEVEL. Critique lessons in writing using anecdotal notes and systematic

observation techniques. Discuss with your cooperating teacher and/or university supervisor.

MAKE BULLETIN BOARDS AND POSTERS. Preparing visual aids to assist and/or motivate

student learning are an integral part of teaching. Don't rely on your cooperating teacher to supply

these for your lessons. Take the initiative!

ATTEND PHYSICAL EDUCATION DISTRICT INSERVICE SESSIONS AND

PROFESSIONAL MEETINGS. Corvallis has physical education inservice sessions. Plan to

attend these whenever you are assigned to a Corvallis school. You are also expected to attend the

following:

OAHPERD - Oregon Alliance for Health, Physical Education, Recreation and Dance

Professional Conference held on Statewide Inservice Day in mid-October each year.

Friday - All Day

Northwest Conference on Children’s Physical Education held each year in Portland in

February or March. http://www.ccepe.net/

Optional: WEST’S BEST P.E. WORKSHOP held in Seattle in early February. Contact Bud

Turner, K-12 Physical Education Coordinator, Seattle Public Schools.

[email protected]

Optional: Northwest District American Alliance for Health, Physical Education,

Recreation, and Dance. Held in early March. Site changes. http://www.aahperd.org

Optional: American Alliance for Health, Physical Education, Recreation, and Dance

National Convention. Held each Spring. Site changes. http://www.aahperd.org

ATTEND OTHER SCHOOL FUNCTIONS. Site-based council, open house, demonstration

nights, parent/teacher conferences and meetings, faculty/team meetings, etc.

OBSERVE CHILDREN/YOUTH IN CLASSROOM SITUATIONS OTHER THAN

PHYSICAL EDUCATION, ON RECESS, AND DURING BREAKS AND AT LUNCH.

http://www.ccepe.net/

mailto:[email protected]

http://www.aahperd.org/

http://www.aahperd.org/

11

BLOCK OUTLINE OF RESPONSIBILITIES

FALL STUDENT TEACHING - MIDDLE SCHOOL

WEEK A Public School Inservice Week

1. Assist Cooperating teacher in opening of school procedures (create and display bulletin boards,

inventory and prepare equipment, prepare locker room, develop and post safety

rules/procedures)

2. Read staff handbook

3. Meet faculty and staff

4. Know the facilities and class schedule

5. Continue preparation for future lessons

6. Attend all professional meetings with cooperating teacher

WEEK B, C, D (1st two or three weeks of public school-no university classes)

1. Observe, participate and learn names. Set a goal to know all first names by the end of the third

week. Have Cooperating teacher systematically (event) record use of names.

2. Begin alternately teaching the introductory/warm up and or fitness development activity.

3. Have cooperating teacher systematically (event) record use of names during one class

each day. Discuss & goal set after each class.

4. Each week observe one other physical education teacher at the same assigned level. Discuss

written observations with Cooperating teacher and turn in to University Supervisor.

5. Identify a two-week Skill Unit for Student teacher to teach beginning Week 4 or 5.

UNIVERSITY CLASSES BEGIN HERE!!!!!

WEEK 1-4 (university classes in session)

BASED ON Student Teacher's READINESS:

1. Assume full responsibility for introductory/warm up activities and/or fitness development

activities. Plan lessons and personally evaluate all lessons or portion of lessons taught.

2. Share teaching responsibilities with Cooperating teacher by working with individuals and small

groups. Using the Cooperating teacher's Plans or with assistance, plan short (5-10 minute) skill

development activities to teach.

3. Plan and teach several ONE Day Units.

4. Identify and plan one two-week unit for which you are fully responsible during week 4 or 5.

(REFER TO WORK SAMPLE GUIDELINES)

WEEKS 5-10

1. Continue to share teaching responsibilities with Cooperating teacher.

2. Plan and teach several ONE Day Units.

3. Teach the two-week unit (WORK SAMPLE - THIS IS BIG STUFF!!)

4. Three-way conference with Cooperating teacher, Student teacher, and University Supervisor.

LAST DAY OF INTERNSHIP IN THE SCHOOL = FRIDAY OF REGULAR OSU CLASSES

PRIOR TO FINALS WEEK UNLESS MAKE-UP DAYS ARE NECESSARY DUE TO

ABSENCES.

12

WINTER AND SPRING STUDENT TEACHING

WEEK 1

Observe, participate and learn names. Set a goal to know all first names by the end of the third week. Have

Cooperating teacher systematically (event) record use of names. Observe one other physical education teacher at the

same assigned level during WEEKS 1, 2, & 3. Discuss written observations with Cooperating teacher. Turn in to

University Supervisor.

WEEK 2

Observe and participate. Begin alternately teaching the introductory/warm up activity. Have cooperating teacher

systematically (event) record use of names during one class each day. Discuss & goal set after each class.

WEEK 3

Teach the introductory/warm up activity to all classes. Begin alternately teaching the fitness activity. Cooperating

teacher and University Supervisor to make a minimum of one formal observation during week 3 or 4.

WEEK 4

Continue teaching the introductory and fitness activities to all classes. Begin alternately teaching the lesson focus. If

appropriate teach the closing activity. Turn in complete lesson plans. Evaluate only the portions you are teaching.

Week 5

Begin teaching the lesson focus to all classes. Alternate other parts of the lesson if appropriate. Turn in complete

lesson plans with personal evaluations.

WEEK 6

Complete responsibility for every other class or selected grade levels. Turn in complete lesson plans with personal

evaluation. Begin teaching Work Sample Unit.

WEEKS 7 - 10

Complete responsibility. Turn in complete lesson plans with personal evaluation. Cooperating teacher and

University Supervisor to make a minimum of two formal observations during this time period. Three-way

conference with Cooperating teacher, Student teacher, and University Supervisor during second half of term.

Cooperating teacher to turn in completed Summary Report during Week 10.

LAST DAY OF STUDENT TEACHING IN THE SCHOOL = FRIDAY OF REGULAR OSU CLASSES

PRIOR TO FINALS WEEK UNLESS MAKE-UP DAYS ARE NECESSARY DUE TO ABSENCES.

13

PART-TIME Student Teaching Contract: _______/________ (Enter Term/Year)

Student Teacher Home # E-MAIL School Name Phone:

Cooperating Teacher Home # School #

University Supervisor Home # School #

Unplanned Absence from Student Teaching:

If illness or an emergency makes it necessary to miss a day of student teaching:

1. CALL your cooperating teacher at home or school a

minimum of one hour prior to the start of the first class

AND

2. CALL your university supervisor at home or school.

(Before 9:00 PM at home and after 7:00 AM at school.

3. In both cases leave a message with the time you called,

the reason, and a way to contact you.

Pre-Planned/Pre-Arranged Absence from Student Teaching:

If you know ahead of time that you will be missing a day (or part of a day) of student teaching

for any reason (i.e., Job Fair, Interview, Doctor’s Appointment), be sure you pre-arrange that

absence with your cooperating teacher AND your university supervisor. Please talk directly to

both parties and send E-MAIL message to remind both a few days before your absence.

Assignments to be completed by the Student Teacher

Lesson Plans: All lesson plans must be prepared Thursday before the week they are to be taught. This allows an

opportunity for discussion with your cooperating teacher and modification on Friday, if necessary. You may also be asked

to turn in a copy of your lesson plans to your university supervisor via e-mail on Thursday. Follow the OSU/MS-PETE

lesson plan format. Be prepared to hand a copy of your lesson plan to your university supervisor at the time of supervision.

* If you don’t have a lesson plan, your teacher has been asked to not let you teach that day.

Lesson Plan Cards: Prepare your teaching cards prior to the day of each lesson. Your university supervisor will ask to see

these on supervision days.

14

Hours of Teaching: You are expected to schedule yourself to be on-site for a full half-day Monday thru Friday

roughly from 7:30-11:30 or 12:00. You (in conjunction with a peer, if placed in a dual placement) are expected to

assume responsibility for all classes scheduled during that time period in consultation with your cooperating

teacher. Please list your teaching schedule below.

Day

Specific Class Times: Start and End Grade Level Class Location

NOTE: Please attach a copy of the physical education schedule and highlight the classes you teach. PLUS a copy of

the School “Bell” Schedule!!

Cooperating Teachers are asked to

Review each written lesson plan with the student teacher on a daily basis.

Observe each student teacher every day for a minimum of one lesson or portion of lesson

(Approximately 30 minutes) and provide written feedback on that lesson.

Not allow a student teacher to teach without a lesson plan submitted on time for teacher review.

My cooperating teacher, university supervisor, and I have read and agreed to all requirements in this contract. I

agree to complete all items in a satisfactory and timely manner. After all parties have signed and dated the

contract, make copies and give one to your cooperating teacher and one to your college supervisor. Failure to meet

all requirements in this contract will negatively impact the successful completion of your student teaching and/or

negatively impact your final student teaching grade.

Signed_________________________________ Date________________________________

Student Teacher

Signed_________________________________ Date________________________

Cooperating Teacher

Signed_________________________________ Date________________________

University Supervisor

15

FULL-TIME Student Teaching Contract: _________/________ (Enter Term/Year)

Student Teacher Home # E-MAIL

School Name Phone:

Cooperating Teacher Home # School #

University Supervisor Home # School #

Unplanned Absence from Student Teaching:

In case illness or an emergency makes it necessary to miss a day of student teaching:

1. CALL your mentor/cooperating teacher at home or school a minimum of

one hour prior to the start of the first class AND

2. CALL your university supervisor at home or school. (Before 9:00 PM at

home AND after 7:00 AM at school.

3. In both cases leave a message with the time you called, the reason, and a

way to contact you.

Pre-Planned/Pre-Arranged Absence from Student Teaching: If you know ahead of time that you

will be missing a day (or part of a day) of student teaching for any reason (i.e., Job Fair,

Interview, Doctor’s Appointment), be sure you pre-arrange that absence with your

cooperating/mentor teacher and your university supervisor. Please talk directly to both parties

and send E-MAIL message to remind both TWO days before your absence.

Assignments to be completed by the Student Teacher

Lesson Plans: All lesson plans must be prepared before the week they are to be taught. This allows an opportunity for

discussion with your mentor teacher and modification, if necessary. Follow the OSU/MS-PETE lesson plan format. The

lesson plan may be handwritten if legible except for those that will go in portfolio or work sample.

Lesson Plan Cards: Prepare your lesson cards prior to the day of each lesson. Your university supervisor will ask to see

these on supervision days.

Cooperating Teachers are asked to

Review each written lesson plan with the student teacher on a daily basis.

Observe the student teacher every day for a minimum of one lesson or portion of lesson (approx. 30-45 minutes)

and provide written feedback on that lesson.

Not allow a student teacher to teach without a lesson plan submitted on time for teacher review.

16

Hours of Teaching: You are expected to schedule yourself to be on-site for the Full DAY Monday thru

Friday roughly from 7:30 -4:00 adjusted for your individual full-day school schedule. You are

expected to assume responsibility for all classes scheduled during that time period in consultation with

your cooperating teacher. In addition, you are to assume all responsibilities related to teaching during

this time (i.e., attend faculty and other school meetings, supervise facilities, deal with discipline,

ASSESS & GRADE STUDENTS, interact with students, parents, teachers & administrators). List

your teaching schedule below.

NOTE: Please attach a copy of the physical education schedule and highlight

the classes you teach. PLUS a copy of the School Bell Schedule! If the school has

an A/B schedule, attach the school A/B calendar.

Day

Specific Class Times: Start and End

Grade Level

Class Location

My cooperating teacher, university supervisor, and I have read and agreed to all requirements in this contract. I

agree to complete all items in a satisfactory and timely manner. After all parties have signed and dated the

contract, make copies and give one to your cooperating teacher and one to your college supervisor. Failure to

meet all requirements in this contract will negatively impact the successful completion of your student teaching

and/or negatively impact your final student teaching grade.

Signed_________________________________ Date______________________

Student Teacher

Signed_________________________________ Date______________________

Mentor Teacher

Signed_________________________________ Date_______________________

University Supervisor

17

CHECKLIST OF EFFECTIVE TEACHING SKILLS

1 = automatic/consistent use

2 = thinking about/shows improvement

3 = aware/needs more work

____ Learn and use students' first names

____ Model desired movement (i.e. hustle, fitness, enthusiasm, home position for equipment)

____ Use consistent start and stop signals

____ Wait for 100% listening before beginning instructions or signally the beginning of practice

____ Expect students to respond to a freeze signal within 5 seconds

____ Reinforce positive student behavior with specific statements that clearly convey teacher

expectations

____ Give short specific directions (30 sec or less)

____ Move with purpose throughout the teacher area

____ Instruct from the outside of the teaching area with no one behind the teacher

____ Instruct from all areas of the room - no front of a classroom

____ Move to and deal with problem areas and students

____ Use efficient grouping techniques (signals with quick response)

____ Organize and handle equipment efficiently (quick distribution and collection, home

position on freeze)

____ During practice episodes, all students should be in view when working with groups or

individuals

____ Scan the entire teaching area and reinforce on-task behavior across the room, move to

problem areas

18

1 = automatic/consistent use

2 = thinking about/shows improvement

3 = aware/needs more work

____ Use concise instructional cues to emphasize key points

____ Give positive and corrective specific skill feedback

____ Direct specific, relevant questions to check for student understanding

____ Consistently use an anticipatory set to introduce lesson

____ End class or lesson segment with relevant questions to review and reinforce learning

(CLOSURE)

____ Vary tone and loudness of voice for emphasis and clarity

____ Create a positive environment with a 4 to 1 ratio of positive to corrective feedback,

nonverbal behavior, and phrasing of statements

____ Plan time use for each activity. Check for accuracy.

____ Maximize appropriate practice time with many opportunities for student success on

relevant tasks

____ Eliminate repetitious words/phrases that detract.

19

TEACHER-STUDENT INTERACTIONS

“Do you get to ALL students??

Observation : ___ of ____.

Teacher Name: ____________ Lesson Content: Warm UP: _______________

Date of class: _____________ Fitness: ______________

Date of Observation: _______ Skill: ______________

Game: _____________

Student

Characteristic

Verbal Interactions

Student Name

Gndr. Skill

Level

Ethn

.

1

2

3

4

5

6

7

8

9

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

20

Teacher Position & Function

Teacher Coach

School Date

Class Unit

Lesson Activity

Diagram of teaching/learning space

Function Codes Min Funct Quad Min Funct Min Funct Quad

D Demonstration 1 11 21

WU Warm up 2 12 22

FB Feedback 3 13 23

SM Silent Monitoring 4 14 24

I Instruction 5 15 25

6 16 26

7 17 27

8 18 28

9 19 29

10 20 30

Totals 1

2

3

4

Quadrant 1 Quadrant 2

Quadrant 3 Quadrant 4

21

Signal for attention Analysis Form

Observation ___ of ___. Teacher name: _____________

Date of lesson: ___________ Observer Name: ____________

Date of Obs.: ____________ Lesson Content: 1. ____________________________

2. ____________________________

3. ____________________________

4. ____________________________

Time: The time during the lesson during which the signal occurred.

Response Latency: Time from the teacher’s signal until students are quiet and in “home position.” If

the teacher start with direction before attention is established (i.e., continued movement/chatting) record that

duration and circle that number.

Teacher reaction: Teacher’s reaction to students’ performance on freezing in “home position” and

getting quiet. Can be: Positive (+): “Thanks for freezing so quickly. . . “

No reaction (O): No comment . . . On to new directions

Negative (-): “You should be doing better on those freezes .”

RECORD ONLY THOSE SIGNALS THAT YOU USED TO START NEW INSTRUCTIONS

Signal Time Response Teacher

(Min:sec) Latency Reaction

3 4:40 8 -

1

2

3

4

5

6

7

8

9

10

Average Response Latency: __________

Teacher Reactions:

Positive: ______ (total); ________ (% of total)

Negative: ______(total); ________ (% of total)

No reaction: ______(total); ________ (% of total)

22

Teacher: Lesson: Date:

Observer: # of Students: Observation Number:

PREPARATION (6/6 = 0.6 pts) CONTENT (0.4 pts)

Equipment is placed out for easy distribution & collection Anticipatory Set/Objective communicated

Brings “Teaching Card” & any Audio/Visual materials needed Uses questions to assess student learning

Professionally dressed (shirt tucked in, no cargo pants) Relates to outside of school activity

Displays a professional demeanor Uses concise instructional cues to emphasize key points

Is actively involved

Selects appropriate content

TEACHER DELIVERY (10 = 2.5 pts)

Consistent start & stop signals Moved to a different area each minute to give

instructions/monitor

Consistent prompt to wait for “Go” Moved through area and gave FB during practice

Checks for understanding Interacts with most students

Length of instructions are appropriate (<30 sec for intro, <1 min for other lesson

sections)

Majority of students active during lesson

Back to the wall during instructions Uses students’ first names

Immediate activity with equipment Uses Praise – Positive Feedback

Models desired movements (i.e., hustle, fitness, enthusiasm, home position for

equipment)

Shows enthusiasm while teaching

1 2 3 4 5 6 7 8

9 10 11 12 13 14 15 16

17 18 19 20 21 22 23 24

25 26 27 28 29 30 31 32

23

EVALUATION OF LESSON PLAN

Student Objectives/Outcomes

Objectives are observable and measurable (required)

Psychomotor objective: task, situation, criteria

Cognitive objective: task, situation, criteria

Social/Behavioral objective: task, situation, criteria

Content

Briefly describes student learning activities for each section to be taught

Skills/Tactics to be taught are listed with key elements for students learning

Organization/Management/Safety

Arrangement of students (i.e., scattered, groups, lines)

Arrangement of equipment for distribution/collection/home position

Transition directions for moving students into new lesson sections

Transition directions for equipment distribution and immediate activity for each new lesson section

Safety issues specific to content – REQUIRED

Other

Anticipatory Set and Closure are planned in writing

Equipment is listed including audio and visual

Pre-Lesson activities described briefly

Time approximation listed

Observer Comments Total Points

Preparation (0.6)

Content (0.4)

Teacher Delivery (2.5)

Lesson Plan (3.5)

Student Teacher Key Area for Development Reflection (0.5)

Total (7.5)

24

Work Samples/ Evidence of Effectiveness

(OAR 584-017-0185) from TSPC

http://arcweb.sos.state.or.us/rules/OARS_500/OAR_584/584_017.html

(1) The unit assures that candidates provide evidence of effectiveness to foster student learning.

(2) Each student teacher preparing for an Initial Teaching License assembles and analyzes two

work samples to document the candidate's ability to demonstrate knowledge, skills and

competencies as designated in OAR 584-017-0100. If a candidate is seeking more than one

authorization level, one work sample must be completed for each authorization level. [OSU

MS--PETE students must complete three work samples – ONE AT EACH LEVEL OF

AUTHORIZATION.]

Work samples include:

(a) Context of the school and classroom is explained, learners with special needs, TAG learners,

ESOL learners and learners from diverse cultural and social backgrounds are described, adaptations

for their learning needs are discussed, and prerequisite skills required for the unit are considered.

(b) Goals for the unit of study, which is generally two to five weeks in length, that vary in kind

and complexity, but that include concept attainment and application of knowledge and skills;

(c) Instructional plans to accomplish the learning goals of the group(s) of students that include

differentiation of instruction for all students listed in (a);

(d) Data on learning gains resulting from instruction, analyzed for each student, and summarized

in relation to students' level of knowledge prior to instruction;

(e) Interpretation and explanation of the learning gains, or lack thereof; and

(f) A description of the uses to be made of the data on learning gains in planning subsequent

instruction and in reporting student progress to the students and their parents.

(g) Purposeful attention to literacy instruction based upon content requirements, appropriate

authorization level and student needs in at least one subject.

The purpose of the work sample is to provide an opportunity for you to demonstrate that you can

cause learning to take place. This process involves:

1. Planning for instruction

2. Implementing plans for instruction

3. Evaluating student achievement.

Your work samples should be carefully developed and be representative of your best quality work.

The work samples will be part of your portfolio and the basis of your final oral examination for the

degree of MS-PETE.

http://arcweb.sos.state.or.us/rules/OARS_500/OAR_584/584_017.html

25

Work Sample Documentation for College of Education Licensure File

Name: _________________________________________________________________

Date: ________________________ Term Completed: _______________________

Title of Work Sample: ____________________________________________________

_______________________________________________________________________

Licensure Program: Physical Education Teacher Education

Authorization Level: _______ ______________________________

Endorsement Area(s): _______Physical Education__________________________

School: ________________________________________________________________

Grade Level(s): _________________________

This work sample has been approved by the following people:

____________________________________________ __________________

Signature: Work Sample Advisor: Heidi Wegis Date

____________________________________________ __________________

Signature: Cooperating Teacher Date

____________________________________________ __________________

Signature: University Supervisor Date

____________________________________________ __________________

Signature: Student Date

Student: Attach the Work Sample Table of Contents to this Documentation Sheet.

26

Format for the Work Sample

(15 pages MAXIMUM plus Appendices)

GETTING STARTED: Choose one class as your "work sample" class. You will pre and post- assess

this group of students and document the learning that took place as a result of this work sample.

You may also be teaching the same content to other classes but are not asked to report learning gains

for those groups.

*Do not utilize a Sport Education unit for your Fall or Winter Work Sample. You may

however choose to use elements of a sport education format within the Fall and Winter work

samples.

*Do turn in a specific and complete reference list for each section – combine for final turn in.

* Do include a Header on each page with your name/Middle School Work Sample/date/page

number and “DRAFT” or “Final” on each page.

I. Front cover: (name, title of work sample, grade/authorization level/endorsement, WS

advisor (Cusimano), OSU supervisor, date) (See attached form).

II. Table of Contents - List the major sections of the work sample and the pages on which

these sections can be found.

III. Contextual Aspects (FUTURE TENSE) (2-3 PAGES)

(All information provided in this section regarding the school, personnel, families, and

students must be kept anonymous so that no individual can be identified from the student’s

descriptive information.)

Following the outline format, include the Roman Numerals and numbering system of the

outline with the accompanying headings. BEGIN each Roman Numeral Section with an

introductory paragraph telling the reader what is to be included in that major section. Begin

each smaller section with a lead in sentence or two describing what is coming in that section.

a) Classroom and school context. Overview of the classroom and school context (in

general-location: population - number of students and teachers, student/teacher ratio,

organization, facilities, etc.)

b) Description of learners.

In table format (see below) include ages, maturation level (physical and social,

emotional, intellectual) skill level. (Fall - Darst/Pangrazi; Winter – Pangrazi/Learner

Characteristics: Developmental Levels I, II, & III)

27

In narrative format discuss general information including learners with special

needs, TAG learners, ESOL learners, and learners from diverse cultural and

social backgrounds. Answer the question: How does information about

learner characteristics, ethnicity and social-economic status (free/reduced

lunch) inform you as a teacher and help you better meet the needs of these

students? How does it guide your curricular choices and teaching methods?

In LESSON PLANS, includes adaptations for learners described here.

Create a table to show School-wide Ethnicity. List percentage of represented ethnic

groups. (www.greatschools.net)

Identify the percentage of students on Free and Reduced Lunch.

c) Work Sample Specifics. Discuss content, class size, facility, equipment, limiting

factors, length of work sample (actual minutes of this content not just length of classes),

learners’ previous experience and prerequisite skills in this activity.

IV. Conceptual Framework: Rationale/Unit Goals/ Standards/Objectives (2-3 PAGES)

(TSPC: Goals that vary in kind and complexity to include concept attainment and

application of knowledge and skills.)

a) Rationale: Why teach this particular unit? How does it “fit” with the rest of the

curriculum? In what way will this serve these students?

b) Summary of Oregon’s Common Curriculum Goals (CCGs) -Learning skills and

knowledge students are expected to possess as a result of the school experience AND

Physical Education Content Standards – What students should be able to do and

know as a result of instruction.

List the Oregon Physical Education Content Standards & discuss their alignment

to the National Physical Education Content Standards. Be careful to line up

matching/similar standards and explain the ones without state or national

pairings.

Learner Characteristics and Implications for Physical Education

Physical Areas Implications Social, Emotional &

Intellectual

Implications

Ethnicity

Am Indian/Alaskan Nat. Asian/Pacific Islander Black Hispanic White

http://www.greatschools.net/

28

Example:

Oregon 1. Demonstrate motor skill competency in a variety of physical activities and motor

skill proficiency in one physical activity (ODE, 2001)

National 1. Demonstrate competency in motor skills and movement patterns needed to perform a

variety of physical activities. (NASPE 2004)

Similarities/Differences: ……………………….

Select three Oregon Standards and grade level benchmarks. (Fall – 8th

Grade;

Winter 3rd

or 5th

grade) Show how these connect to your work sample content.

Discuss the Oregon time-line and the district requirements and/or plans for

implementation and evaluation of these standards/benchmarks. Give specific

current information based on conversations with your cooperating teacher.

Include how district will implement the new physical education requirements of

150 minutes/week at elementary school and 225 minutes/week at middle school.

c) Unit Objectives stated in terms of what the students will be able to do as a result of

instruction. Include TASK, SITUATION, AND CRITERIA & they must be observable and

measurable. Describe Formative assessment techniques to be used throughout the unit for each

objective

Psychomotor skills (4)

Cognitive skills (Knowledge including rules and strategies) (3)

Affective skills (Attitudes and values) (2)

d) Strategy for literacy instruction * (see V-c)

NOTE: Include purposeful attention to literacy instruction based upon content requirements,

appropriate authorization level and student needs in at least one subject. Specifically, how will you

enhance students’ ability to read and/or write within your physical education work sample lessons?

V. Instructional Plans for unit that is generally two to five weeks in length (2-3 PAGES)

(TSPC: Instructional plans to accomplish the learning goals of the group(s) of students that

include differentiation of instruction for all students listed in II b). Remember to introduce

this section.

a) Outline Subject Content in detail (include source with page numbers or web links)

Fundamental skills with 3-5 critical elements

Drills, Strategies, Modified/Lead-up Games

Safety Issues Specific to Content

Basic and Modified Rules appropriate for developmental level

Introductory/warm up activities

Fitness activities

29

b) Prepare a block plan to show what will be taught each day. Include all days (introductory

activity, fitness development, skill, pre-assessment, post-assessment, game/tournament,

etc).

Tentative __________ Block Plan

Week 1 Monday Tuesday Wednesday Thursday Friday

Introductory Activity

Fitness

Development

Lesson/Skill Focus

Game/Closing

Activity

Week 2 Monday Tuesday Wednesday Thursday Friday

Introductory Activity

Fitness

Development

Lesson/Skill Focus

Game/Closing

Activity

c) Lesson plans (Place in Appendix).

Use MS-PETE format

All Terms: Include purposeful attention to literacy instruction based upon content

requirements, appropriate authorization level and student needs in at least one subject.

Lesson plans include differentiation of instruction for all students listed in III-b

Lesson reflections

VI. Assessment Strategies and Analysis of Learning (2-3 PAGES)

(TSPC: “Data on learning gains resulting from instruction, analyzed for each student, and

summarized in relation to students’ level of knowledge prior to instruction.”)

a) Pre/Post Assessment strategy for one psychomotor, one cognitive, and one affective

objective. When possible, utilize authentic assessment - within game play or game-like

play. Include the pre/post cognitive and affective test questions. (1 PAGE)

b) Report “Pre/Post” assessment data for each student (numbers/no names) in table format.

Include means and standard deviation.

c) Interpret and explain data. Describe how the assessments indicate that students met (or did not

meet, or partially met) the unit specific unit objectives (restate the objectives you measured).

d) Describe how the assessments indicate that your students met (or did not meet, or

partially met) the unit specific unit objectives (restate the objectives you measured) and

how this demonstrates that learners are moving toward standards and/or benchmarks.

Show a link between your objectives the benchmarks you chose and the standards.

30

VII Videotape of a Model Lesson (2 PAGES)

a) Select one videotaped model lesson from your work sample to critique and turn in with

the work sample. Videotape the lesson focus and game/closing activity. DO NOT USE

PRE-POST ASSESSMENT LESSON.

b) Identify one psychomotor objective/student outcome from a daily lesson plan and

describe how your teaching actions helped students meet this objective. Specifically:

Use event recording to analyze your use of specific skill feedback during the lesson

focus. Report skill Feedback (i.e., Rate/Minute)

Use duration recording to analyze the percentage of practice time during the lesson

focus. Report Summary Data (i.e. % Activity, Transition, Instruction/rate/minute

and specific % met to identified learner objective)

Report the data from 1 & 2 and reflect on how your teaching actions (time

management/practice time and specific skill feedback helped or did not help your

students meet the psychomotor objective for this lesson. If your teaching actions do

not demonstrate that you facilitated student learning toward the lesson objectives,

reflect on what you’ve learned or how you might change the delivery of the lesson.

VIII. Overall Unit Reflections (2-3 pages)

a. Highlight/Discuss strengths and weaknesses of the unit? (i.e., what worked well

and what did not work well?)

b. How might you improve student learning within this unit? Identify a high-, low-,

and average-skilled student, report their learning specific to the three measured

objectives. Describe the learning experiences of these three students.

c. Describe how the data from this unit will be used to plan future units within this

same activity/content and in other activity/content.

d. Describe how this data could be reported to students, parents, administrators.

Demonstrate how this content would be reported on the assessment forms you

designed for your assessment project.

e. Additional Comments…..

IX. Unit Resources and References. Include a list of references and resources used for the

work sample. Use APA style. Include a reference with each section turned in. (1

PAGE)

X. Appendix (NOT COUNTED IN PAGE TOTAL)

A. Lesson Plans - Include all daily lesson plans (skill & fitness) following the

acceptable format. Self-evaluate each lesson with a written reflection of content and

teacher delivery. Complete and thoughtful reflections are expected – DO NOT

include single sentence responses to the questions.

B. Handouts and tests.

C. Samples of student work. Remove students’ names.

D. Examples of Purposeful Literacy Instruction

31

FORMATIVE EVALUATION

PROFESSIONAL PHYSICAL EDUCATION TEACHER EDUCATION PROGRAM

OREGON STATE UNIVERSITY

_______________________________ Physical Education ____________

Intern's Name Endorsement Area School/Level

_______________________________ ___________________ ____________

Evaluator's Name Evaluator's Title Term

Please evaluate based on acceptable developmental performance at each point in time using a 1-4 scale.

1 - Considerably below present expectations.

2 - Somewhat or slightly below present expectations.

3 - Meeting present expectations or somewhat exceeding.

4 - Greatly exceeds present expectations.

N - Not applicable at this time.

In PLANNING FOR INSTRUCTION, the student intern:

_____ 1. Selects or writes learning goals that are consistent with schools long-term curriculum goals, State content standards

and district standards, research finding on how students learn, and physical and mental maturity of the pupils.

_____ 2. Determines the current achievement level of the pupils with respect to the learning goals.

____ 3. Establishes objectives for a unit of instruction that are useful in formulating daily lessons and in evaluating of pupils'

attainment of learning goals.

____ 4. Adapts unit and lesson plans for exceptional learners and for pupils from varying cultural, social, and linguistic

backgrounds.

____ 5. Adapts unit and lesson plans based on mentor teacher suggestions.

____ 6. Adapts unit and lesson plans based on results of previous lessons.

____ 7. Selects and organizes instructional materials (including visuals) and equipment needed to teach the unit of instruction.

____ 8. Designs instructional activities to achieve unit and lesson objectives.

____ 9. Estimates the time required for direct instruction, pupil practice and application, and evaluation of pupil learning.

____ 10. Demonstrates an accurate understanding of the subject matter in the statement of objectives, selection of instructional

materials, and planning statements about teaching activities.

____ 11. Designs progressions to fit developmental stages of learning.

____ 12. Designs an appropriate anticipatory set and closure for each lesson.

____ 13. Submits unit and lesson plans to mentor teacher in a timely fashion for feedback and modifications.

COMMENTS:

32

In ESTABLISHING A CLASSROOM CLIMATE CONDUCIVE TO LEARNING, the student intern:

____ 14. Affirms the dignity and worth of all students and provide the positive support students need to be effective learners

____ 15. Communicates classroom rules and behavioral expectations that are appropriate to the level of development of pupil

and consistent with laws governing student rights and responsibilities.

____ 16. Applies for all pupils principles of sex equity and racial justice; and applies to the extent possible principles of least

restrictive environment for the handicapped when establishing classroom rules and procedures.

____ 17. Recognizes the effects of the physical, social, and emotional climate of the pupils' homes and community on pupil

motivation and behavior.

____ 18. Encourages appropriate behavior and provides meaningful reinforcement when it occurs.

____ 19. Monitors pupil conduct and takes appropriate action when misbehavior occurs.

____ 20. Scans the entire teaching area and reinforces on-task behavior and/or moves to problem areas.

____ 21. Encourages student responsibility related to proper use and care of equipment.

____ 22. Interacts thoughtfully and courteously with students, colleagues, and parents and resolves conflicts in a professional

manner.

____ 23. Manage instructional transitions decisively and without loss of instructional time.

____ 24. Begins and ends classes on time.

____ 25. Establishes clear class entrance and dismissal procedures.

____ 26. Arranges and sets up instructional materials and equipment in advance of class to facilitate use during lessons.

____ 27. Arranges classroom for safe activities and establishes safety procedures pertinent to lesson.

____ 28. Arranges class for effective use of space allowing for maximum teacher monitoring of student response.

____ 29. Checks students' attire for appropriateness and safety prior to class.

____ 30. Coordinates the use of teacher aids, parent volunteers, student assistants, and other support personnel to achieve

instructional objectives, if these resources are available in the field setting.

____ 31. Maintains a 4 positive to 1 corrective feedback ratio to students, an indicator of a positive environment.

____ 32. Uses students' first names.

____ 33. Models desired movement (i.e. hustle, fitness, enthusiasm, home position for equipment).

____ 34. Shows enthusiasm for content being taught.

____ 35. Uses consistent start and stop signals.

____ 36. Waits for 100% listening before beginning instructions or signaling the beginning of practice.

____ 37. Expects students to respond to a freeze signal within 5 seconds.

____ 38. Reinforces positive student behavior with specific statements that clearly convey teacher expectations.

____ 39. Gives short specific directions (30 sec or less).

33

____ 40. Moves with purpose throughout the teacher area.

____ 41. Instructs from the outside of the teaching area with no one behind the teacher.

____ 42. Instructs from all areas of the room - no front of a classroom.

____ 43. Uses efficient grouping techniques (signals with quick response).

____ 44. Organizes and handles equipment efficiently (quick distribution and collection, home position on freeze).

____ 45. Keeps all student in view during practice episodes when working with groups or individuals.

____ 46. Eliminate repetitious words/phrases that detract.

____ 47. Uses correct grammar in oral and written presentations.

COMMENTS:

In IMPLEMENTING INSTRUCTIONAL PLANS, the student intern:

____ 48. Organizes pupils to engage in planned learning activities.

____ 49. Uses concise instructional cues to emphasize key points.

____ 50. Gives positive and corrective specific skill feedback related to key points/instructional cues.

____ 51. Directs specific, relevant questions to check for student understanding.

____ 52. Varies the method of selecting students to respond to questions.

____ 53. Allows reasonable time for students to answer questions.

____ 54. Communicates learning outcomes to be achieved and focuses pupil interest on tasks to be accomplished.

(Anticipatory Set)

____ 55. Provides instruction using a variety of instructional techniques to achieve planned objectives.

____ 56. Monitors the effectiveness of learning activities and modifies the pace and content of instruction as needed to achieve

unit and lesson objectives.

____ 57. Imparts accurate content information to the students.

____ 58. Ends class or lesson segment with relevant questions to review and reinforce learning (CLOSURE).

____ 59. Varies tone and loudness of voice for emphasis and clarity.

____ 60. Uses techniques that promote critical thinking and problem solving and that encourage divergent as well as

convergent thinking.

COMMENTS:

34

In EVALUATING PUPIL ACHIEVEMENT, the student intern,

____ 61. Selects and/or develops tests, performance measures, observation schedules, student interviews, or other formal or

informal assessment procedures that are valid and reliable to determine the progress of all students including those

from diverse cultural or ethnic backgrounds.

____ 62. Document student progress in accomplishing State content standards (CCG’s) and District standards, prepare data

summaries that show this progress to others, and inform students, supervisors, and parents about progress in learning.

____ 63. Refine plans for instruction, establish alternative goals or environments, or make referrals when appropriate.

____ 64. Collaborates with parents, colleagues, and members of the community to provide internal and external assistance to

student and their families if needed to promote student learning

____ 65. Assembles, reflect upon, interpret, and communication evidence of one’s own effectiveness as a teacher including

evidence of success in fostering students progress in learning and use evidence of effectiveness in planning further

intervention.

COMMENTS:

In EXHIBITING PROFESSIONAL BEHAVIORS, ETHICS, AND VALUES TO DEMONSTRATE they are able to:

____ 66. Be dependable, conscientious, and punctual

____ 67. Meet work schedule demands

____ 68. Be aware of the importance of dressing appropriately

____ 69. Be aware of, and act in accordance with, school policies and practices

____ 70 Respect cultural patterns and expectations that operate within a school

____ 71 Interact constructively with colleagues, administrators, supervisors, and educational assistants and parents.

____ 72. Perform advisory functions for students in formal and informal settings.

____ 73. Function as a member of an interdisciplinary team to achieve long-term curriculum goals, and State content standards

and district standards.

____ 74 Exhibit energy, drive and determination to make one=s school and classroom the best possible environment for

teaching and learning.

____ 75. Exhibit energy, drive and determination to become a professional educator.

COMMENTS:

Student Teacher Date

Cooperating Teacher University Supervisor

35

STUDENT TEACHING SUMMARY REPORT

Candidate’s Name Term/Year Institution School Grade Level(s) Subject Area(s)

The information reported on this form presents summary judgments by the candidate’s supervisors about his or her performance on the TSPC-prescribed teaching competencies. The Student Teaching Summary Report Manual, which presents a rationale, types of relevant data, and bases for summary judgments for each area of competence, should be used to complete this form. This form is to be completed by the cooperating teacher and the college supervisor at the end of the full-time student teaching experience. Prior to completion of the form, a minimum of six formal evaluations (by the cooperating teacher and the college supervisor) and two 3-way evaluations (to include the student teacher, cooperating teacher, and college supervisor) must have been completed. Final evaluation is to be completed at the conclusion of student teaching. The Student Teaching Summary Report may be required for each authorization level. Refer to academic advisor for information on student teaching and practicum evaluations.

DIRECTIONS: Check the appropriate box by each are of competence, to attest to the candidate’s performance in that area. Completion of student teaching requires verification of satisfactory performance by both College supervisor and cooperating teacher in all five areas below.

(1) Candidates plan instruction that supports student progress in learning

and is appropriate for the developmental level and demonstrate they are able to:

a) Select or write learning goals for units of instruction that are consistent with the schools long-term curriculum goals, State content standards and district standards, research findings on how students learn, and the physical and mental maturity of one’s students;

b) Determine the current performance level of one’s students with respect to the learning goals established for a unit of instruction;

c) Establish objectives within the unit of instruction that will be useful in formulating daily lessons and in evaluating the progress of students toward the attainment of unit goals;

d) Determine content, skills, and processes that will assist students in accomplishing desired unit outcomes, and design learning activities that lead to their mastery;

e) Select and organize materials, equipment and technologies needed to teach a unit of instruction;

f) Adapt unit and lesson plans for exceptional learners, and for students with varying cultural, social, and linguistic backgrounds; and

g) Estimate the time required within a unit for teacher-directed instruction, student-managed learning and practice, student evaluation/reporting and re-teaching/problem solving.

College Supervisor Met Not Met

Cooperating Teacher Met Not Met

(2) Candidates establish a classroom climate conducive to learning and

demonstrate they are able to:

a) Affirm the dignity and worth of all students and provide the positive support students need to be effective learners;

b) Communicate classroom rules and behavioral expectations that provide a safe and orderly environment for learning, are appropriate to the level of development of students, and are consistent with laws governing student rights and responsibilities;

c) When establishing classroom rules and procedures, apply to all students principles of sex equity and racial justice, and apply principles of least restrictive environment for students with disabilities;

d) When establishing and maintaining classroom rules and procedures, model appropriate social behavior, and provide meaningful reinforcement when it occurs;

e) When establishing and maintaining classroom rules and procedures, take into account the influence of the physical, social, and emotional climates of students’ homes and the community on motivation and behavior;

f) Monitor student conduct, and take appropriate action when misbehavior occurs; g) Interact thoughtfully and courteously with students and their parents and resolve

conflicts in a professional manner, respecting the cultural context of the community; h) Use classroom time effectively to provide maximum time for learning; i) Manage instructional transitions decisively and without loss of instructional time; j) Arrange and set up instructional materials and equipment in advance of class to

facilitate their effective and efficient use during lessons; and k) Coordinate the use of instructional assistants, parent volunteers, student assistants,

and other support personnel to achieve instructional objectives, if these resources are available in the school setting;



36

(3) Candidates engage students in planned learning activities and demonstrate they are able to:

a) Choose organizational structures appropriate for the objectives of instruction; b) Communicate learning outcomes to be achieved and focus student interest on tasks

to be accomplished; c) Implement instructional plans that employ knowledge of subject matter and basic

skills; d) Use a variety of research-based educational practices that reflect how students learn,

are sensitive to individual differences and diverse cultures, and encourage parent participation;

e) Emphasize instructional techniques that promote critical thinking and problem solving, and that encourage divergent as well as convergent thinking; and

f) Monitor the engagement of students in learning activities, and the progress they are making, to determine if the pace or content of instruction needs to be modified to assure that all students accomplish lesson and unit objectives.



(4) Candidates evaluate, act upon, and report student progress in learning and demonstrate they are able to:

a) Select and/or develop tests, performance measures, observation schedules, student interviews, or other formal or informal assessment procedures that are valid and reliable to determine the progress of all students including those from diverse cultural or ethnic backgrounds;

b) Document student progress in accomplishing State content standards and district standards, prepare data summaries that show this progress to others, and inform students, supervisors, and parents about progress in learning;

c) Refine plans for instruction, establish alternative goals or environments, or make referrals when appropriate;

d) Collaborate with parents, colleagues, and members of the community to provide internal and external assistance to students and their families if needed to promote student learning; and

e) Assemble, reflect upon, interpret, and communicate evidence of one’s own effectiveness as a teacher including evidence of success in fostering student progress in learning and use evidence of effectiveness in planning further intervention.



(5) Candidates exhibit professional behaviors, ethics, and values and demonstrate they are able to:

a) Be dependable, conscientious, and punctual; b) Meet work schedule demands; c) Be aware of the importance of dressing appropriately; d) Be aware of, and act in accordance with, school policies and practices; e) Respect cultural patterns and expectations that operate within a school; f) Interact constructively with colleagues, administrators, supervisors, and educational

assistants and parents; g) Perform advisory functions for students in formal and informal settings; h) Function as a member of an interdisciplinary team to achieve long-term curriculum

goals, and State content standards and district standards; i) Exhibit energy, drive and determination to make one’s school and classroom the best

possible environment for teaching and learning; and j) Exhibit energy, drive and determination to become a professional educator.



COMMENTS:

We have conferred in the summary of the candidate’s classroom performance and work samples, Our signatures below attest to our judgments regarding the student teacher’s performance on the five TSPC-prescribed teaching competencies. Name of College Supervisor Institution Date Signature Name of Cooperating Teacher School/District Date Signature

37

PHYSICAL EDUCATION STUDENT TEACHING GRADING

The grade for each Student Teaching Experience is based on - lesson planning AND work samples; direct and

videotaped observations; interactions with students, teachers, and school personnel.

A The intern consistently improves throughout the term and throughout the final three weeks of the

internship demonstrates effective and consistent performance in all of these areas:

. planning-consistently turns in complete lesson plans to mentor teacher the week before teaching

the lesson

. complete lesson given to OSU supervisor prior to observation in schools

. implementation of plans

. active interaction with students

. implementation of management strategies

. reflection on and revision of instruction

. professional communication

. demonstrates adequate knowledge of content and pedagogy appropriate for current assigned level

B The intern consistently improves throughout the term and by the end of the term is able to

demonstrate effective performance in all of these areas:


the lesson

. complete lesson given to OSU supervisor prior to observation in schools







C The intern has been inconsistent in at least one of these areas and by the end of the term continues

to have difficulty:


the lesson

. complete lesson given to supervising teacher prior to observation in schools







38

Professional MS-PETE Portfolio and Final Oral Examination Procedures

Eligibility:

You will be eligible to submit your portfolio and take your oral examination when you have verified

completion of the following:

1. All course work must have been satisfactorily completed with a grade of

"C" or better or the final credit hours must be in the process of

completion. An overall GPA of 3.00 is required.

2. All incomplete grades must have been officially removed and be on

record at the Registrar's Office. One exception may occur with Program

Coordinator approval for Summer EXSS 599 Sport Education due to

Spring Sport Education Work Sample.

3. The program of study must have been approved by the Program

Coordinator in the College of Health and Human Science, and any

program changes must be submitted on Petition for Change forms and be

on file in the Graduate School.

Portfolio Expectations:

The portfolio contains a demonstration of the quality of work completed by the prospective teacher. The

various components of the portfolio will serve as a reflection of the individual's skill and knowledge in

planning, implementing and evaluating the teaching-learning process in physical education, grades K-12.

The purpose of the document is to help you integrate what you have learned and to display your work in a

manner which demonstrates your abilities as a physical education teacher. The portfolio should present

your work in a positive manner to your graduate committee and potential employers.

Portfolios are to be written/created at the graduate level consistent with Graduate School standards. The

style and format of the document should conform to the guidelines of the American Psychological

Association (APA). Compiling the portfolio is a significant undertaking as it demonstrates authentic

evidence of your professional growth. You should work closely with your major professor throughout the

program concerning development of the portfolio and preparation for the final oral examination. A final

draft of the portfolio must be submitted to your major professor and each member of your committee two

(2) weeks prior to the oral examination. Committee members may require the student to make revisions in

the portfolio prior to and/or subsequent to the oral examination. A final revised copy must be submitted to

the major professor within four weeks after the oral.

Specific Content of the Portfolio:

The MS-PETE Portfolio should present persuasive evidence of your ability to employ sound teaching

practices as defined in the NASPE Initial Physical Education Teacher Standards (NASPE, 2004).

The following list serves as the Portfolio Table of Contents.

• Introduction to Portfolio

• Current Resume

• Philosophy of Physical Education

• Standard 1: Scientific and Theoretical Knowledge

• Standard 2: Skill-Based and Fitness-Based Competence

• Standard 3: Planning and Implementation

• Standard 4: Instructional Delivery and Management

• Standard 5: Impact on Student Learning

• Standard 6: Professionalism

• Portfolio Summary

• Appendix: All program documents used as evidence that you meet Standards 1-6. (See self-

evaluation table)

Begin each “Standard Section” with an introduction describing the content standard. Within this introduction

you are to articulate your personal view/philosophy/thoughts about what this standard means to you (i.e.,

“Why is each standard important to you professionally?”). From program documents included in the

appendices (see table of contents), select a minimum of three unique pieces of authentic evidence to show

you are meeting the standard and identify the location of that document in the appendices (Appendix B:

Middle School Work Sample). You MUST select a minimum of one videotaped segment with supporting

data/lesson plan plus reflection for each Standard. Be sure to discuss why you think this evidence is important

and your argument why this is a quality piece of evidence. You may select a piece of evidence to discuss

within multiple standards.

“UNIQUE” means that each piece of evidence may be used to support only one standard. “AUTHENTIC”

means that you’ve actually taught the lesson and/or implemented the project. Evidence must include

verification that you have performed the task/assignment. Do not include anything you’ve merely planned to

do such as an APE project you’ve written as a course paper without implementation in your school or in

IMPACT. Video clips are powerful evidence when combined with project write ups including resulting

data from the task/assignment.

A “piece of evidence is” defined as a complete course project or portion of a course project. Your evidence

must show that you were able to apply/implement the knowledge or experience directly to your teaching and

show the results (i.e. reflection). Link each piece of evidence directly to a stated outcome within the

Initial Teaching Standards Document.

For example, the reflections from work sample lessons would fit into the Reflection Standard and be a portion

of a project. Another example would be using one or two observations from the Best Teaching Profile to fit

within one Standard while other observations within that same project may fit into different Standards. NOTE:

Use Lesson plans very sparingly, as pieces of evidence. With the exception of Standard 6 (Planning &

instruction), emphasize what you did that reflects good teaching practices, not what you planned to do that

might reflect good teaching practices.

40

Physical Education Teacher Education (MS-PETE)

Initial Licensure Portfolio – Self-Evaluation Review Guide

Prior to submitting your Initial Licensure Portfolio, self-evaluate the document for completeness and

quality using the following guide. Once you are satisfied that your portfolio clearly represents

samples of your best graduate work, sign this form and submit the portfolio for your committee to

review. This form will also be utilized by your committee in their review process.

4 Exceeds Expectations: content is complete, well-written, shows excellent understanding & is

error free

3 Acceptance: content is complete, shows understanding and has minimal errors

2 Minimal Acceptance: contains multiple errors and/or content lacks depth

1 Unacceptable: missing content and/or poorly prepared with many errors. Not yet ready for

oral exam.

Initial Standard First # Second # Third #

1 Scientific &

Theoretical

Knowledge

2 Skill-Based &

Fitness-Based

Competence

3 Planning and

Implementation

4 Instructional

Delivery &

Management

5 Impact on

Student Learning

6 Professionalism

41

MS-PETE Final Oral Examination

Expectations: All students qualifying for the MS degree must pass an oral examination. The

examination is scheduled for a two-hour block of time. It is the student's responsibility to schedule

all aspects of the examination.

The examination will be conducted by the major professor, a second professor from physical

education, and a professor from the Department of Nutrition and Exercise Sciences. You have the

option of including a cooperating teacher, approved by the Graduate School, from your professional

internship instead of the second professor from physical education. The cooperating teacher may not

serve as the major professor or as a replacement for the subject matter specialist. The Department of

Nutrition and Exercise Sciences also requires you to have a Graduate Council Representative on

your committee.

Scheduling Procedures: To schedule your oral examination, please follow the procedures outlined

below. It is advisable to begin this process as early as possible due to the required Graduate

Council Representatives.

1. Determine your committee members: Major Professor (randomly assigned), PETE faculty

or Cooperating teacher, NES faculty, AND Graduate Council Representative. You must ask

each member (other than your assigned Major Professor) if he/she will serve on your

committee. If you are completing an Adapted Endorsement, you will need to include an

MSD faculty member (Yun, Driver, MacDonald). If you include a cooperating teacher, you

must obtain a copy of their current resume and submit it to Heidi Wegis, Program

Coordinator by mid February. Each cooperating teacher must be approved by Graduate

School to participate on Master’s Committees.

2. Master Oral Exam Schedule: Once a tentative Master Schedule has been

distributed, you will work with your committee to schedule one of the offered

days/times. In order to meet Graduate School deadlines, oral exams are scheduled

during the third week of May. The examination must be scheduled for a minimum of

two hours. You are responsible for meeting these deadlines.

3. Oral Exam Location: All of our Final Oral Exams will take place in our PETE

classroom/Women's Building 3.

4. Schedule with Graduate School: Once you have all committee members and an

identified date and location you must complete an Event Scheduling Form and

submit to Graduate School. This must be done two (2) weeks in advance of the

examination date – See Graduate School Deadlines.

5. Complete a Diploma Application Form: Submit it to the Graduate School. You

can get this form on-line from the Graduate School and it should be completed and

submitted five weeks before the final examination.

42

Professional Portfolio

Two weeks before your scheduled oral exam, you will hand a copy of your professional portfolio to

each member of your committee including your Graduate Representative. Include a copy of NASPE

Beginning Teacher Standards (NASPE, 2008) in the front of each portfolio. Meet your Graduate

Representative and explain what the portfolio is based on and give an overview of the documents

used as evidence. Two days before your exam, check in with each committee member to remind

them of the date/location. Following your exam, send a thank you to your committee members

beyond the MS-PETE program (i.e. Graduate Representative and Cooperating Teacher).

PowerPoint Guidelines:

During the examination, you will be asked to give a 20-25 minute PowerPoint presentation showing

your understanding of NASPE’s Initial Teaching Standards and share specific evidence that you

have met each of those standards. You are expected to link video clips, digital picture, and

documents into your PowerPoint. Each standard must be supported with a minimum of one video

clip showing you in action teaching your students at your school placement sites. Video clips should

be approximately 30 seconds in length with you providing a verbal introduction telling the

committee exactly what to watch for on each clip. Written lesson plans or documents created but not

implemented are inappropriate evidence. You MUST show authentic evidence of how each piece of

evidence was actually implemented in your teaching sites. Reporting data collected from video

observations along with video clips is encouraged.

Oral Exam Beyond the PowerPoint:

The remainder of the examination time will be open to questions from the various committee

members on topics related to the Standards and your supporting evidence. The role of the committee

is to appraise your competence as a physical education teacher in terms of your integrated

knowledge and application of subject matter knowledge to pedagogical practices that are

developmentally appropriate in public education, as well as your ability to evaluate your own

teaching effectiveness. You may bring a copy of your portfolio and/or the NASPE standards with

you to the exam. One dissenting committee member vote is allowed for a PASS decision.

After the Oral Examination:

Following the successful completion of the oral exam, you will have FOUR WEEKS to correct any

errors detected by committee members.

1. Collect all four portfolios at the end of your exam.

2. Pull any page with edits from each of the four portfolios, put those pages with marked edits

together in one portfolio, place your REVISED page behind the pages marked for edits. Leave any

post-it notes attached to edited pages.

3. Submit your corrected portfolio to your major professor within FOUR WEEKS of your exam.

43

FINAL DOCUMENT SUBMISSION (Monday of Finals Week/Spring Term):

Turn in on one DVD with the following to Heidi Wegis:

1. your entire MS-PETE Professional Portfolio, including the appendices/evidence

2. PowerPoint presentation including video clips,

3. a videotaped lesson of at least 30-minutes for each work sample/ Fall, Winter, and Spring

Plus the following two-sided hard copies

1. each complete work sample

2. your PowerPoint presentation (6 slides/page) black and white is fine

3. Resume, Philosophy and Standard write up (i.e. the beginning portion of your portfolio)

Format for the Final Oral Exam

(2 hours)

Part I Your POWER POINT presentation (20-25 minutes max!!) should present

Persuasive Evidence of your ability to employ Sound Teaching Practices as defined

in the Beginning Teacher Standards (NASPE, 2008). Multiple short (30-45 sec)

video clips should provide examples of evidence to support the beginning teacher

standards and be linked within your PowerPoint Presentation. This portion of the

exam is open to all faculty, students, and interested persons. The audience may ask

questions at the end of this presentation.

Part II Visitors will be asked to leave so the committee members may continue the oral

examination. Continued questioning will focus on evidence related to standards, as

reflected across course content, projects, internships, and other program experiences.

Responses should be thoughtful and reflective indicating your ability to analyze,

synthesize, and process knowledge gained throughout the year of study within the

professional physical education teacher education program.

Part III At the end of questioning, the candidate will be asked to step out of the room. The

committee will discuss and agree on the pass/no pass question. Two of the three

committee members must vote for pass. In the case of a “no pass”, specific

deficiencies will be identified along with provisions for a re-examination. All

program requirements including a “pass” of the oral exam and successful completion

of student teaching and course work are required for graduation and licensure

recommendation.

Part IV Candidates have FOUR weeks from the oral exam to revise portfolio and submit to

major professor. All additional Spring Term Projects and work sample videotaped

lessons must be submitted by Monday of Spring Term Finals Week to Heidi Wegis.

44

MS-PETE COURSE DESCRIPTIONS

EXSS 512 Applied Motor Learning 3 cr.

Application of research and theory to the teaching of motor skills with emphasis on development of

instructional strategies related to modeling, knowledge of results, practice, and motivational aspects

of learning.

EXSS 547 Inclusion in Physical Activity 3 cr.

Effectiveness of physical activity programs provided in inclusive settings. This will include a

lifespan/non-categorical approach to program development. PREREQS: EXSS 444 or equivalent.

EXSS 551 Current Trends & Research Issues in Physical Education 3 cr.

Introduction to current trends and research issues in school physical education. Focus on national,

state, and local trends, the need for physical activity to promote wellness, general guidelines of

curriculum development, introduction to instructional components, research on teacher

effectiveness, and developing systematic observation skills.

EXSS 510 Middle School Student Teaching 6 cr.

Full day observation and participation practicum experience in a secondary physical education setting

during the opening of the public school year prior to the beginning of OSU classes. After University

classes begin, students will continue observation and participation for a minimum of three consecutive

hours a day in the same secondary placement (M-F AM).

EXSS 506 Elementary School Student Teaching 6 cr.

EXSS 510 Choice Student Teaching 9 cr.

Structured supervised professional practice in assigned public schools for a minimum of three

consecutive hours or one half of the school day for the entire term. One term at the elementary school

level and one term at the secondary school level (Monday-Friday AM). Responsibility to include

teaching two to three (50 minute or equivalent) secondary school physical education classes or four to

six elementary school physical education classes.

EXSS 552 Analysis of Movement Skills 3 cr.

Isolating and analyzing movement tasks; organizing tasks into teachable components; arranging

sequences into logical progressions for students; using information feedback to refine skills;

extending, refining, and applying movement tasks.

EXSS 553 Instructional Analysis Techniques I 3 cr.

EXSS 554 Instructional Analysis Techniques II 3 cr.

Introduction to and development of techniques for instructional self-assessment.

EXSS 555 Measurement and Evaluation in the Instructional Process 3 cr.

Skills of evaluating programs of instruction in physical education grades K-12.

45

EXSS 556 Instructional Skills I 3 cr.

Skills of planning and implementing programs of instruction in physical education, grades 6-12.

EXSS 557 Instructional Skills II 2 cr.

Applying and refining skills of planning, implementing and evaluating programs of instruction in

physical education, grades K-5.

EXSS 558 Administrative and Curricular Practices in P. E. 3 cr.

Curricular programs and variations from kindergarten through grade 12; administrative policies and

practices.

EXSS 559 The Physical Educator as a Professional 1 cr.

Transition to teaching; developing a portfolio, certification, obtaining a position, teacher burnout,

professionalism, problems of first year teachers, developing patterns of behavior which lead to a

successful career.

Adapted Physical Education Endorsement

EXSS 512 APPLIED MOTOR LEARNING (3)

Application of research and theory to the teaching of motor skills with emphasis on development of

instructional strategies related to modeling, knowledge of results, practice, and motivational aspects

of learning. PREREQS: EXSS 411.

EXSS 544 ADAPTED PHYSICAL ACTIVITY (4)

Overview of cognitive, neuromuscular, sensory and orthopedic impairments; design and

implementation of physical activity programs for individuals with disabilities. PREREQS: EXSS

411, EXSS 324.

EXSS 547 INCLUSION IN PHYSICAL ACTIVITY (3)

Effectiveness of physical activity programs provided in inclusive settings. This will include a

lifespan/noncategorical approach to program development. PREREQS: EXSS 444 or equivalent.

EXSS 548 ASSESSMENT AND PROGRAMMING FOR SPECIAL POPULATIONS (3)

Use of appropriate assessment procedures for developing effective psychomotor programs for the

disabled. PREREQS: EXSS 444, EXSS 471.

EXSS 549 PHYSICAL ACTIVITY FOR THE SEVERELY DISABLED (3)

Effectiveness of motor programs, instructional strategies, behavior management practices, and data

analysis systems on the psychomotor performance of the severely disabled. PREREQS: EXSS

444/EXSS 544.

http://catalog.oregonstate.edu/CourseList.aspx?subjectcode=EXSS&level=grad&campus=corvallis#top






http://catalog.oregonstate.edu/CourseDetail.aspx?subjectcode=EXSS&coursenumber=548



Documents

PROFESSIONAL PHYSICAL EDUCATION TEACHER EDUCATION … · PSY 350 Human Lifespan Development or equivalent 3 cr. TCE 253 Learning Across the Lifespan 3 cr. TCE 216 Purpose, Structure