Students Entering in Fall 2011

St Bonaventure UniversitySchool of Education

Handbook for Undergraduate StudentsMajoring in

Physical Education Certification:

New York – Physical Education K-12

Sport StudiesNon-certification program

1

Students Entering in Fall 2011

For Undergraduate Students Entering in Fall 2015

Revised 8-20-15

2

Students Entering in Fall 2011NOTES and IMPORTANT INFORMATION

Dean of the School of Education: Dr. Nancy CaseyPlassmann Hall B17; 716-375-2394

Chair, Physical Education Dr. Claire Watson& Sport Studies: Butler Gym 1C; 716-375-2163

Director of Field Services: Ms. Julie HallPlassmann Hall, B07; 716-375-4044

Secretary, Office of Field Services: Ms. Patricia A. RiehlePlassmann Hall, B08; 716-375-2357

Administrative Assistant to the Dean: Mrs. Mary F. BeattyPlassmann Hall, B22; 716-375-2313

Name_______________________________________________________________________

SBU ID # _____________________ Date Started at SBU ______________________

Orientation Mentor’s Name ____________________________________________________

Academic Adviser __________________________________________________________

Office _______________________ Phone ___________________________________

SAT Scores Total (Math & Verbal) ____________Math ____________ Verbal ____________ Writing_________________

NY Certification Tests

As of this printing, the following testing requirements for Initial Certification in NY have been announced: ALL Physical Education Candidates seeking certification:

Teacher Performance Assessment (edTPA)

3

Students Entering in Fall 2011 Educating All Students Test (EAS) Academic Literacy Skills Test (ALST) CST: Physical Education

4

TABLE OF CONTENTS

I. ST. BONAVENTURE UNIVERSITY SCHOOL OF EDUCATION......................................................6

Mission Statement 6Conceptual Framework: A Journey to Excellence 6Principles for Implementation of the Conceptual Framework 7Employment Outlook 8A Note to Parents: The Making of a Professional Teacher 9

II. INTRODUCTION to UNDERGRADUATE PHYSICAL EDUCATION PROGRAM.................10

Grading Policy 10School of Education Attendance Policy 11University Policy on Incomplete Grades 11Electronic Portfolio and Exit Interview 11Technology Needs 12On-Going Student Monitoring 12Professional Expectations: Dispositions 12Professional Expectations: Appearance 13Guidelines for Students: Academic Advising at SBU 14Curriculum and GPA Requirements: General 16Clare College Core Curriculum 16

III. INTRODUCTION to TEACHER EDUCATION PROGRAMS....................................................19

Formal Acceptance to School of Education 19GPA Requirement 19Knowledge, Skills and Dispositions: Requirements for Successful Educators 19

IV. BACHELOR OF SCIENCE IN PHYSICAL EDUCATION..........................................................20

Overview 20Three-Tier Professional Development Model– Physical Education 21Physical Education- Undergraduate Freshmen entering Fall 2015 26Suggested Course Sequence 26

5

Worksheet for Physical Education Majors (131 credit hours) 27

V. 2008 NATIONAL INITIAL PHYSICAL EDUCATION TEACHER EDUCATION STANDARDS 28

VI. CERTIFICATION (PHYSICAL EDUCATION MAJORS ONLY)............................................35

Applying for Certification 35Certification Tests for Initial Teacher Certification in New York 35When Should I Take All of Those Tests? 36Certification Tests for Other States 36Steps in Applying for Certification 36

VII. BACHELOR OF SCIENCE IN SPORT STUDIES.......................................................................40

Overview 40General Information 41Sport Studies Suggested Course Sequence 42Concentration Coursework 44Sports Studies Degree Audit 45Major Program Descriptions: Sports Management Concentration 46Major Program Descriptions: Human Development and Learning Concentration 48Major Program Descriptions: Human Movement Sciences Concentration 50Major Program Descriptions: Social Foundations of Sport Concentration 52Major Program Descriptions: Sports Communication Concentration 54

VIII. COURSE DESCRIPTIONS............................................................................................................56

IX. FACULTY IN THE SCHOOL OF EDUCATION..........................................................................63

X. APPENDICES 65

Appendix A: Formal Admission to Teacher Education66Appendix B: Admission Check Sheet 67Appendix C: Faculty Recommendation for Formal Admission to the Education Program

68Appendix D: Student Observer Feedback Form: PHED 105 69Appendix E: Observation Verification Form: Special Education 230 70Appendix F: “Yellow Flag” Form for Education Students 71

6

Appendix G: Sample Professional Development Contract 72Appendix H: Field Placement Policies 73Appendix I: University Academic Forms 75Appendix J: Sports Management Schedule of Coursework 76Appendix K: SUPERVISOR’S FORMAL OBSERVATION REPORT 77Appendix L: Unit Plan/Lesson Plan Assignment 80Appendix M: Assessment #6 Physical Education Field Block 87Appendix N: ALT-PE Interval Recording Observation Form100Appendix O: Skill Feedback Event Recording Observation 103

7

I. ST. BONAVENTURE UNIVERSITY SCHOOL OF EDUCATION

St. Bonaventure University’s School of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE). The Elementary Education program is nationally recognized by the Association of Childhood Education International (ACEI) and the Council for Exceptional Children (CEC). The program is approved by the National Association for the Education of Young Children (NAEYC). The Physical Education program has received national recognition by the National Association for Sport and Physical Education (NASPE). This means that our programs meet high standards and prepare teachers who are highly qualified.

Mission Statement

The St. Bonaventure University School of Education prepares innovative educators at the graduate and undergraduate levels. The Franciscan commitment to social justice through respect for diversity and the dignity and worth of the individual provides the foundation for our work with university students and school communities. Our state and nationally accredited programs integrate theory with practice and meet rigorous academic and professional standards. Our collaborative and highly qualified faculty members guide candidates on their journey of professional and personal discovery.

Conceptual Framework: A Journey to Excellence

The Conceptual Framework for the School of Education at St. Bonaventure University is organized around three themes: Competence, Experience, and Social Justice. The School of Education prepares practitioners who are knowledgeable, reflective learners and who possess a keen understanding of the inherent worth of individuality and diversity.

Competence Professionals a) use reflective research models to improve professional practice and consistently apply professional standards for content and pedagogy within their disciplines; b) use and incorporate a variety of tools and strategies, including technology and communication formats; c) demonstrate professionalism in interactions, appearance, and behaviors; d) construct learning environments and experiences using data-driven decision making; and e) demonstrate culturally-responsive practice.

Experience refers to classroom and field-based experiences designed to increase candidate proficiencies through practice guided by competent faculty and reflection.

Social Justice refers to an understanding of the value of individuality and diversity in educational environments as well as in the larger community.

8

Principles for Implementation of the Conceptual Framework

- Teaching ability develops over time through self-reflection, feedback, and opportunities to experiment.- Pre-service teachers learn best in realistic and practical settings where theory is developed in context.- Teaching skills and knowledge exist in a moral and ethical context.- New professionals are best prepared collaboratively by university and K-12 personnel in a community of

learners that promotes reflective practice.- Technology, in its many forms, is an essential vehicle for gathering and disseminating knowledge.- The teacher preparation process must support and foster higher standards for both educators and

children.- Programs are to be evaluated utilizing a variety of assessment strategies.

9

Employment Outlook

It is important for all teacher candidates to be well informed about employment trends for teachers and sports studies students. To this end we encourage you to examine local and national employment outlook data. The Occupational Outlook Handbook http://www.bls.gov/ooh/a-z-index.htm is a good source of information discussing job opportunities in education.

Employment change. Employment of kindergarten, elementary, middle, and secondary school teachers is expected to grow by 13 percent between 2008 and 2018, which is about as fast as the average for all occupations. Through 2018, overall student enrollments in elementary, middle, and secondary schools—a key factor in the demand for teachers—are expected to rise more slowly than in the past as children of the baby-boom generation leave the school system. Projected enrollments will vary by region. Rapidly growing States in the South and West will experience the largest enrollment increases. Enrollments in the Midwest are expected to hold relatively steady, while those in the Northeast are expected to decline. Teachers who are geographically mobile and who obtain licensure in more than one subject are likely to have a distinct advantage in finding a job.

The number of teachers employed is dependent on State and local expenditures for education and on the enactment of legislation to increase the quality and scope of public education. At the Federal level, there has been a large increase in funding for education, particularly for the hiring of qualified teachers in lower income areas.

“Employment in the health fields will grow faster than average for all occupations. The increase in demand for the health professions ranges from 46% for physical therapy assistants to 20% for dietitians and nutritionists. The health fields that will continue to grow until 2020 are: physical therapy assistants (46%) and aides (43%), occupational therapy assistants (43%), diagnostic medical sonographers (44%), physical therapists (39%), occupational therapists (33%), athletic trainers (30%), physician assistants (30%), fitness trainers and instructors (24%), physicians (24%) and dietitians and nutritionists (20%). Additional sports studies careers that are expected to grow at a faster than average rate are: coaches and scouts (29%) and athletic directors in post-secondary institutions (19%).”

The SBU Career and Professional readiness Center (CPRC) web page provides you with guidance and links to many resources on the Internet. The Career and Professional Readiness Center (CPRC) is located on the second floor of the Reilly Center. It is highly encouraged that you seek their assistance in preparing your Interfolio.

The web site to start this process is at: www.interfolio.com

10

A Note to Parents: The Making of a Professional Teacher

At the foundation of all that we do in teacher preparation is a single focus: to assist young adults who have chosen to major in any of our education programs to become the professional teachers of the next generation. In every step of the program, our students are required to be accountable for the multiplicity of details that lead to a professional teaching license. Within the work of their courses, therefore, our students are held accountable for course content, attendance, quality work, and the gradual development of the skills and attitudes of a professional teacher. Beyond the course work, there are a series of check points, tiers, application processes, qualifying tests, clearances and deadlines for which each student is personally responsible.

Each student has an academic advisor who is committed to assisting the student in all aspects of program responsibilities. Periodic class/group meetings are used to provide information and reminders about ‘next steps’ in the process. But final responsibility to attend the meetings, get the information, and complete documentation in a timely manner rests on the student as s/he progresses from student to intern to pre-service teacher to certified professional.

As your son or daughter moves through the various stages of this professional journey, we rely on you, as parents, to support his/her efforts and encourage his/her dreams. We also ask you to support our work in helping your son or daughter develop as a professional. It is not helpful when you, as a parent, assume responsibility for the deadlines and tasks that your son or daughter should be addressing. Nor is it helpful for you to call the School of Education for information that your daughter or son should know or to attempt to resolve a situation that s/he should work out independently. The span of time available to move from student to teacher is very short and your son or daughter needs to take his/her own initiative to meet the demands required of the profession s/he has chosen.

Teacher education has a number of fees that are above and beyond University tuition and fees. These sometimes take the students and parents by surprise. There are state-mandated licensing tests, required background checks and clearances, and application processes that involve fees payable to various agencies. These are state-imposed requirements that must be completed prior to receiving certification – a professional license. We recommend spreading these costs throughout the four years of the program and information is readily available to students. In addition, during the two Field Block semesters, there are significant University fees – posted on the billing statements and connected with the field placement components. These fees cover costs of transportation, materials and equipment that are used at the school sites. Field experiences are state-mandated for certification and the format of our field experiences results in expenses that are covered by these fees. Every effort is made to keep these fees to the minimum.

As a final consideration, we pass along to you a gift idea suggested by parents of the students in our program. The move from the campus-appropriate “look” to the professionally dressed pre-service teacher is not always a smooth transition. Some parents have used birthdays and holidays to help their sons and daughters begin to gather a professional wardrobe. We know from experience that such gifts are always appreciated!

PHED/SPST Students: 20% discount at SBU Bookstore on selected professional attire. Student must present degree audit or course schedule when purchasing attire to receive his/her discount.

11

II. INTRODUCTION to UNDERGRADUATE PHYSICAL EDUCATION PROGRAM

This handbook is designed to help students majoring in the Physical Education undergraduate program at St. Bonaventure University understand the expectations and requirements of the program. It outlines what is needed to be fully matriculated in one of our programs and what is necessary for successful completion.

Students are responsible for reviewing this handbook completely upon entering any of the programs, and for bringing it with them to advising sessions. Students should refer to this handbook throughout their program. Since information about courses and programs may change, the best source of current information will always be your academic advisor or any of the faculty of the School of Education. The SBU NOTICE BOARD, email messages to individuals, the University and School of Education web pages (http://www.sbu.edu) and posted announcements are additional means of communicating vital information. Students are responsible for reading email and notices on the web page. All SBU departments and faculty will communicate with you using official SBU email addresses. Be sure to activate yours and check it daily.

Grading PolicyAll undergraduate courses in the School of Education use the following scale for grading:

Grade Value Indicator DescriptionA = 100-94A- = 93-90

Exceptional Achievement Demonstrates a superior understanding, application, and connection of knowledge, skills, and values.

B+ = 89-88B = 87-82B- = 81-80

Very Good Achievement Demonstrates a thorough and effective understanding, application, and connection of knowledge, skills, and values.

C+ = 79-78C = 77-72C- = 71-70

Proficient Achievement Demonstrates a competent level of understanding, application, and connection of knowledge, skills, and values.

D+ = 69-68D = 67-66D- = 65

Minimal Achievement Demonstrates a basic, but inconsistent understanding, application, and connection of knowledge, skills, and values.

F Superficial/Incomplete Achievement

Fails to demonstrate a basic understanding, application, and connection of knowledge, skills, and values.

12

School of Education Attendance Policy

Attendance at all classes is strongly advised and critical to student success. It is the student’s professional responsibility to attend classes, produce quality work, and adhere to the ethics of the profession. Courses may contain content that cannot be made up if classes are missed. Failure to attend all classes may result in lowered grades or failing the course. Instructors have the responsibility for monitoring attendance and determining the effect of attendance on course grades, and will inform students of their specific attendance requirements.

While the above policy is in effect only for courses in the School of Education, students are advised that attendance at class is one of the factors that contribute to success in every class – regardless of the department. Here is a simple piece of advice for success: go to class; go to EVERY class.

University Policy on Incomplete Grades

“A grade of incomplete may be assigned to allow a student to complete course requirements in cases where significant and unexpected circumstances beyond student control occur late in the course which prevents completion by the end of the semester/session. Anticipated course failure or conflicting personal commitments are not valid reasons for assigning an incomplete grade. Therefore, the work to be completed to remove an incomplete grade may not be new, additional, or extra credit work, but must be the regular course requirements expected of all students in the course. A final grade must be submitted no later than the third week prior to the termination of the subsequent academic semester.” (from the SBU Academic Policies)

Electronic Portfolio and Exit Interview

All Physical Education students are required to develop and maintain an electronic portfolio (e-folio). The e-folio is designed to allow students to document their mastery of professional standards as appropriate to the major. Each student develops an e-folio comprised of artifacts from courses, internships and field experiences and explains how those artifacts document mastery of the standards. The e-folio is begun early in the program and is constructed in conjunction with courses. The e-folio is presented and discussed several times during a student’s program, but the final presentation takes place during a formal exit interview with a School of Education faculty member following the culminating internship.

The final e-folio is assessed using a standard rubric and successful completion of the e-folio is a requirement for graduation from all programs.

The School of Education provides a template for the e-folio. Electronic tools necessary for portfolio construction are available in the university computer labs. Assistance is available from graduate assistants and through workshops. Students are responsible for backing up their own e-folios. It is highly recommended that students have a flash drive dedicated solely to their e-folio.

Policies on Academic Honesty (see the SBU Student Handbook) apply to all electronic work including the e-folio. While we encourage students to work collaboratively and to view each other’s e-folios, copying content, style or “look and feel” is a violation of Academic Honesty.

13

Technology Needs

The School of Education is committed to ensuring that all students become technology-using professionals. This serves them well as they seek jobs, because schools and agencies actively seek teachers who are able to use technology in creative and appropriate ways. To that end, we include here a note about technology needs. While we do not require every student in our programs to own a computer, we know that having a personal computer will make a student’s work easier. There are labs on campus, but computers are often used in classes. Most of the support on campus is for Windows-based systems. We are primarily a PC campus, and we use and support the Microsoft Office Suite – Word, Excel and PowerPoint – and most professors require work to be submitted in MS Word. Most of the campus has wireless Internet access, thus making it possible to work in non-traditional settings.

Tablet computers are becoming more and more pervasive both on campus and in public schools.

It is essential that students have the capability of transferring files from labs and classrooms; purchase of a USB “flash” drive or use of “cloud” storage is essential. This will allow transfer of files and ability to back up large files and your e-folio. Put your name on your flash drive, so if lost or left behind it can be identified as yours.

The School of Education provides graduate assistants to all undergraduate candidates who require assistance with their e-folios and other technical needs.

On-Going Student Monitoring

The School of Education is committed to careful monitoring of each student's progress. Instructors often observe traits, attitudes, dispositions or behaviors that raise a concern about the candidate's ability to succeed professionally. There is a "Yellow Flag" mechanism in place to alert Department Chairs and the Director of Field Services to students who may have difficulty succeeding in class, in field placements or internships. Instructors may file a Yellow Flag for a student about whom they have a serious concern regarding academic achievement, performance in class or in a field placement or dispositions in class or in the field. The Department Chair and/or the Director of Field Services will meet with the student who receives any flag. Students who receive a flag of considerable and critical concern will be required to meet with the Department Chair and the Director of Field Services to discuss continuation in the education program. Failure to resolve these problems may result in denial of placement for student teaching or internship placement. If appropriate, the student will be provided with a “Professional Development Plan” and placed under a performance contract. This may occur independent of the Yellow Flag process and is intended to provide a structured environment for student performance.

Students who receive three yellow flags will not be allowed to continue in the program. Appendix F contains a copy of the Yellow Flag Form.

Professional Expectations: Dispositions

Academic achievement alone is not sufficient for success in the School of Education. Professional educators must demonstrate knowledge, skills and dispositions. Our program emphasizes the importance of dispositions appropriate for students who are seeking to become professional educators. Professional behavior and dress are expected at all times when students are in field settings.

14

We expect all of our students to exhibit professional dispositions such as: On-time completion of all assigned tasks Professional oral language – use of titles, no slang, etc. Professional written language – grammatically correct, formal writing – no “IM speak” Prompt and regular attendance Appropriate dress, interactions and communication Openness to supervision and suggestion for improvement Active participation in class Appropriate use of cell phones and other technologies

We expect Physical Education majors to: Be responsible and reliable Be a self-directed learner Take initiative Exhibit positive attitude and enthusiasm Ask for help and accept feedback Respect students, teacher, administrators, professors and peer Respect diversity by acknowledging the dignity of each person Behave ethically Use social media appropriately and with an eye towards professionalism Establish and maintain collegial relations Collaborate with peers, faculty, clinical faculty and supervisors

Professional Expectations: Appearance

Whenever School of Education students are in field settings – whether in an internship site or a school – SBU students are expected to observe a code of professional appearance. SBU students are expected to abide by a standard of dress and appearance that indicates that they understand the professional nature of the situation.

Professional appearance has many aspects. A few of the most important are: Dress:

o Shoes: You will be on your feet, moving fast and often. Physical Education students are expected to wear sneakers. Flip-flops are not allowed during any field experiences.

o Physical Education majors must wear proper SBU attire. Piercings:

o The only visible body piercings allowed are earrings. o All other visible piercings must be removed .

Tattoos may not be visible.

Since you are still students – and will be seeking recommendations for jobs from the personnel in the settings where you will be placed – you may be held to a higher standard of professional dress than individuals working in those settings. Please understand that this is in your best interest. We help you understand what it means to “dress for success.”

PHED/SPST Students: 20% discount at SBU Bookstore on selected professional attire. Present your degree audit or course schedule when purchasing attire to receive your discount.

Transportation15

The road to becoming a professional actually results in being “on the road.” All programs in the School of Education require extensive field experiences. At St. Bonaventure, this means that students must travel to field placement sites, some of which are a considerable distance from campus. Although we endeavor to place our students in settings as close to campus as possible, our primary goal is to place our students in the best classrooms as possible. That sometimes means requiring students to travel some distance from campus. Must you have a car? Not necessarily, but it is the student’s responsibility to arrange for his/her own transportation to most field experiences.

During several of the introductory courses in the program, students must complete field experiences, and these are generally easy to arrange at schools nearby campus. Many students take advantage of schools near home and complete these field experiences during SBU breaks.

The program occasionally arranges bus transportation to our more distant sites for Field Block semesters (typically during junior year). When a bus is provided, students are required to ride the bus. This eases congestion at the school and provides a professional driver for the trip. The instructors are on the bus with the students and often use the trip as instructional/advising time. If the field block is located close to campus, students are expected to get themselves to the site. We encourage carpooling.

If we do contract for bus transportation, then all students must use that for transportation to Field Block and all will share the cost. If we do not contract for a bus, then each student will be responsible for arranging his/her own transportation to Field Block.

Field Block Fees: Students are assessed a fee during the field block semesters. This fee covers the cost of doing business off site as we provide a clinical environment in the public schools. We establish a self-sufficient classroom within a public school and equip that classroom with the resources our students will need during the semester. The fee varies somewhat from year to year but will be included on the student’s bill at the start of the semester.

During the student teaching semester and sports studies internship, each student is responsible for arranging his/her own transportation.

Guidelines for Students: Academic Advising at SBU

Each student is assigned an advisor who is a member of the School of Education faculty. Advisors are the best source of information about the programs, courses, requirements and expectations of the Department. It is essential that you get to know your advisor, meet with her or him on a regular basis and develop that relationship so that you can get advice and help when you need it. Advisors can help you find out where to go and whom to ask when you have questions or problems.

What is Advising?

16

Your academic advisor can be of great help on your journey as you navigate your years at SBU. Your advisor will help you shape your academic program at SBU.

Good advising involves… Helping you understand the requirements of your major. Helping you make choices about what courses to take. While advisors will advise you about core

courses and requirements for the major, it is your responsibility to fulfill the college’s requirements for your major as set forth in the University catalog that was issued the year you entered SBU.

Answering questions you may have about the University’s curriculum. Guiding you to complete appropriate forms (withdrawing from a class, taking classes elsewhere, etc.). Taking an interest in your academic progress. Your advisor will talk with you about your grades, but

you should take the first step. Talk with your advisor about your successes and your struggles. Discussing graduate and/or career options, or guiding you to others with whom you can talk. Helping you take responsibility for your own academic success. Helping you find appropriate resources on campus.

Good advising empowers students to make meaningful choices that direct their studies toward achieving academic goals.

What Advising is NOT Simply “clearing/approving” advisees for registration. Advisors will not just “check you off.” Choosing courses or selecting a major for you. Personal counseling. Students with personal problems that interfere with studies should seek help from

the Wellness Center.

Your Advisor Expects You to… Meet with him/her at least once each semester. See him/her before registering for classes and get recommendations for courses. Talk with him/her about dropping a class BEFORE you do it. Seek help if you are in academic trouble. Know the requirements of your major. Check your degree audit and understand it. Read your SBU email regularly and respond promptly.

Advisors of first-year students are especially careful about monitoring the academic progress of their advisees. First-year students should meet with their advisor frequently during their first semester. All new students (including transfers) receive official mid-term grade reports for their first year at SBU. It is helpful for you to discuss grades with your advisor.

What You Can Expect From Your AdvisorAt SBU, academic advising is designed to help you progress successfully on your academic journey. You can expect your advisor to:

Be available during offices hours and/or by appointment. Meet with you at least once each semester to help you plan for course registration. Take an interest in your academic progress. Discuss questions you may have about careers and/or graduate school opportunities.

17

Curriculum and GPA Requirements: General

St. Bonaventure University requires that all students successfully complete (i.e., with grades no lower than D-) at least 120 credit hours prior to graduation with a minimum cumulative grade point average (GPA) of 2.0 in the major field as well as in the student's overall program.

Students who bring high school AP credit with them should check with their advisor regarding acceptance of AP credits. Many students elect to take courses during the summer to lighten the course load during the academic year. All courses taken at another institution must be approved by the appropriate department chair and the student’s advisor before they are taken.

All PHED majors must achieve a minimum cumulative GPA of 3.0 as well as a GPA of 3.0 or better in all the PHED courses.

All Sports Studies majors must achieve a minimum cumulative GPA of 2.0 or better as well as a GPA of 2.0 or better in all the SPST courses.

Clare College Core Curriculum

The academic foundation for all students at St. Bonaventure is offered through the interdisciplinary and inquiry-focused Clare College Core Curriculum, which has its roots in the traditional liberal arts and sciences and is informed by our Franciscan intellectual heritage. All students must complete all Clare College courses.

Clare College Core Curriculum (For Academic Year 2015/2016)CLAR 101 (3 credits) The Intellectual Journey CLAR 103 (3 credits) Foundations of the Western World (Options:, CULT 101*,

CULT 102*, HIST 101*, HIST 102*, HIST 201*, HIST 202*, ART101*)CLAR 105 (3 credits) Inquiry in the Social World (Options: POLS-102*, PSYC-101*,

SOC-101*, ECO 101*, ECO 102*, EDUC 210*)CLAR 110 (3 credits) Composition and Critical Thinking I**CLAR 111 (3 credits) Composition and Critical Thinking IICLAR 206 (3 credits) Foundational Religious Texts of the Western WorldCLAR 207 (3 credits) The Catholic - Franciscan HeritageCLAR 208 (3 credits) World Views (Options: HIST-360*, HIST-361*, IS-101*, IS202*,

ML-300*, ARTH 103*, ARTH333*, WS101*, THEO 200*, THEO 203*, THEO 205*)

CLAR 209 (3 credits) Literature and the Arts (Options, MU-111*, THTR-101*, VA-101*, CULT 103*, EDUC 325*, ENG 203*; ENG 220*, ARTH 201*)

CLAR 302 & CLRL 302 Inquiry into the Natural World (Options; PHSC 106*(4 credits) (Note: Students will still need to complete CLRL 302 lab

requirement)CLAR 304 (3 credits) The Good LifeCLAR 401 (2 credits) University Forum

NOTE: Courses reflected above are subject to change. Please consult the Clare College website for most up to

18

date listing As of May 2015

*Substitution for CLAR courses.

**Students with low SAT/ACT verbal and/or writing scores are required to complete English 101A before enrolling in CLAR 110

**Students with high SAT/ACT verbal and/or writing scores may have CLAR 110 waived.

UNIV 101. University 101- Skills For The Good Journey This one-credit course, which is available for all first year students, helps make the most of the freshmanyear. Academic content provides a context for teaching and assessing fundamental academic skills such asusing technology, time management, listening skills, note taking, and learning from textbooks. The coursealso addresses transition into college life. Issues including identifying personal goals and priorities, informationabout campus resources, dealing with stress, and other social issues are discussed in a small-group setting. The course will allow students to reflect on their experiences in a supportive, academic setting. We offer special sections for education majors only and provide an introduction to the major and the profession as part of the course. 1 credit Fall (Freshman)

19

KNOWLEDGE

K1. Candidate uses content knowledge and strategies for short- and long-term planning activities appropriate to the professional discipline.

K2. Candidate considers learner or client and environmental characteristics when planning activities.

K3. Candidate uses research and evaluation findings to guide critical thinking when working with learners and clients. SKILLS

S1. Candidate communicates effectively in speech and writing with students or clients, administrators, parents, and other stakeholders in the educational process.

S2. Candidate uses technology appropriately and effectively for professional work (communication, collaboration, and production).

S3. Candidate uses appropriate assessment tools and techniques to inform practice.

DISPOSITIONS

D1. Candidate uses reflection to improve professional practice.

D2. Candidate demonstrates professionalism in interactions, appearance, and behaviors.

D3. Candidate is receptive to feedback.

D4. Candidate works as an active part of a learning community.

D5. Candidate demonstrates respect for the dignity and worth of individuals.

D6. Candidate creates effective learning environments that recognize commonalities while affirming diversity in all its forms.

20

III. INTRODUCTION to TEACHER EDUCATION PROGRAMS

Undergraduate major in Physical EducationCertification in NY: Physical Education (K-12)

In the Physical Education program, students attend courses, have various opportunities for field experience in schools, and complete a full semester of student teaching. During the junior year, physical education students will spend two days each week in a Professional Development Site (PDS) for two semesters.

Formal Acceptance to School of Education

Upon admission to the University, students indicating an interest in Physical Education as a major are admitted as physical education majors on a probationary basis. Formal acceptance to the major occurs after sophomore year upon completion of all “Gate 1” requirements. For a full list of Gate 1 requirements, see page 23.

GPA Requirement

The programs at St. Bonaventure University leading to teacher certification have high academic standards. A cumulative GPA of 3.0 and a GPA of 3.0 in all major courses (EDUC and PHED) are required for graduation from our programs.

Formal acceptance into the program occurs at Gate 1– generally at the end of sophomore year – and, among other things, requires:

1. An Cumulative GPA of 3.0 or better and 2. A GPA of 3.0 or better in the major (PHED)

A cumulative GPA of 3.0 is required for graduation regardless of which Gate 1 admission standard is used. Since raising the GPA becomes more difficult as more credits are earned, attention to success from the first semester is essential. Raising the GPA after even one semester of very poor grades is difficult and can require taking summer courses or adding a semester. Careful consultation with academic advisors is advised from freshman year on.

Knowledge, Skills and Dispositions: Requirements for Successful Educators

Academic achievement alone is not sufficient for success in the School of Education. Professional educators must demonstrate knowledge, skills and dispositions. Our program emphasizes the importance of dispositions appropriate for students who are seeking to become professional educators. Professional behavior and dress are expected at all times when students are in field settings, including tutoring and observations.

21

IV. BACHELOR OF SCIENCE IN PHYSICAL EDUCATIONCertification: New York—Physical Education K-12: 131 Credit Hours

Overview

The certification that undergraduate majors in Physical Education receive provides them with certification to coach in public schools in the State of New York. The program includes coursework in motor development; health-related fitness and wellness; biological sciences; rhythms; individual, dual, team and outdoor physical activities; elementary and secondary methods of instruction and physical education for children with exceptionalities.

Professional courses, which are the core of the program, focus on three aspects of education: one, the study of the human body’s anatomical, physiological and kinesiological structures and functions; two, theory and application of physical education foundations and curriculum for a PreK-12 programming; and three, teaching methodology that reinforces the National Standards for Physical Education (NASPE) and the New York State Learning Standards for Physical Education.

The Department of Physical Education offers an extended field-based program beginning, in most instances, during the fall of the junior year. Physical Education majors must first apply and be accepted into the Teacher Education Program to participate in this experience. Upon acceptance, majors (now teacher candidates) begin the fall semester of their junior year in the Elementary Physical Education Field Block program. Ordinarily, but not always, the Secondary Physical Education Field Block program follows in the spring semester of the junior year. All junior-year Physical Education Majors accepted into the Teacher Education Program will spend two entire days in an area elementary or secondary school and spend the entire school day learning to teach students in grades K-5 (Elementary Physical Education Field Block) and 6-12 (Secondary Physical Education Field Block) as well as take two university courses at each of the school sites. Direct supervision is provided each day by the on-site university professors, and the school’s certified Physical Education Teachers (known as clinical faculty). Upon the completion of the junior year, physical education majors will have completed over 360 field hours of supervised teaching prior to their student teaching experience!

The Physical Education Major culminates with two, seven-week, and student teaching experiences in area elementary and secondary schools. Typically, these schools are located within driving distance of the University.

In New York State, higher education institutions offering teacher education programs must comply with the Regulations of the Commissioner of Education (Section 52.21). Currently, the Physical Education curriculum at SBU is in compliance with this mandate. Beginning February 2, 2004, the “special subjects” (e.g. Physical Education) certificate in New York State was expanded from K-12 to “all grades.” Hence, physical education teachers certified in the State of New York must now address teaching and learning needs from preschool through the high school years.

A significant change to our program from years past includes an increased number of field experience hours in area public schools. The revised regulations require 100 clock hours of field experiences prior to student teaching. The physical education majors from St. Bonaventure University will accrue over 360 clock hours prior to student teaching via the preschool motor development program in the freshman year, 10 field hours in the freshman year through PHED 105, and the elementary physical education as well as the secondary physical education field blocks in the junior year.

22

In fall 2001 the department received from the National Association for Sport and Physical Education’s Council on Professional Preparation in Physical Education (COPPPE) national approval of our physical education program according to the NASPE/NCATE Initial Physical Education Teacher Education Standards. In order to reach this type of national approval, our faculty spent countless hours aligning our curriculum with the NASPE/NCATE national standards. The alignment of course objectives and learning experiences with national standards is evident on each and every course syllabus published through the Department. Most recently, in 2010, the St. Bonaventure Physical Education Program was again listed among the many prestigious teacher preparation programs across the country as both Accredited and Nationally Recognized.

.

Three-Tier Professional Development Model– Physical Education

The Three-Tier Professional Development model divides the teacher preparation program into three parts: Transition from Student to Teacher (Tier I); Understanding Professional Practice (Tier II); Professional Semester (Tier III). Movement from one tier to the next involves passage through a series of “gates,” indicating that you have met certain criteria.

23

Freshman and Sophomore yearGeneral Education: 36 credits

Physical EducationEDUC 210 Human Development and Learning 3 crPHED 101 Introduction to Physical Education 3 crPHED 102 Gymnastics 3 crPHED 104 Rhythmic Techniques 3 crPHED 105 Early Childhood Motor Development 3 cr

10 hour field experiencePHED 107 Health-Related Fitness 3 crPHED 201 Individual and Dual Sports—Part 1 3 crPHED 202 Individual and Dual Sports—Part 2 3 crPHED 203 Curriculum 3 crPHED 301 Team Sports 3 crPHED 302 Team Sports 3 crSPED 230 Intro to Special Education 3 cr

Proof of lifeguard certification required to enter Tier IIProof of Water Safety Instruction certification required to enter Tier IIProof of CPR/AED certification to enter Tier II

24

TIER I Transition from Student to Teacher

Students must formally apply (in writing) for admission to teacher education (Appendix A)

Criteria for admission/passage to Tier II – Professional Development include:

A GPA of 3.0 or better in the major (PHED) Cumulative GPA of 3.0 or better Grades of ‘C’ (2.0) or better in all Physical Education courses and in EDUC 210, SPED 230,

CLAR 110, CLAR 111, MATH 107, BIO 101, BIO 211, BIO 212. Completion of a minimum of 25 credits general education, exclusive of Education and Physical

Education courses. Formal application for admission to Teacher Education (see Appendix A and Appendix B) Two positive recommendations on file with the Office of Field Services—one from Physical

Education faculty and one from a faculty member in the School of Education. See Faculty Recommendation for Formal Admission to the Education Program (Appendix C).

Satisfactory field evaluation forms from PHED 105 on file with the Office of Field Services. See Student Observer Feedback Form in Appendix D

Proof of $1 million Professional Liability Insurance Coverage with AAHPERD on file with the Office of Field Services. (Information available through the Office of Field Services).

Proof of PA State Police background check and Child Abuse Registry Clearance on file with the Office of Field Services; Forms are available from Office of Field Services.

Completion of School Internship Disclosure Statement with the Office of Field Services. Proof of Lifeguard Certification on file with the Office of Field Services.* Proof of Water Safety Instructor Certification on file with the Office of Field Services.* Proof of CPR/AED Certification on file with the Office of Field Services.* Proof of Child Abuse Workshop, Safe School Workshop and DASA (Dignity for All Students)

Workshop on file with the Office of Field Services. These workshops are done on campus.

*Must be current through the completion of field experience

25

GATE #1FORMAL ADMISSION TO

TEACHER EDUCATION PROGRAM in PHYSICAL EDUCATION

Junior year: Introduction to Professional Practice

PHED 208 Prevention and Care of Injuries 3 crPHED 303 Elementary Methods 3 cr

Elementary Physical Education Field BlockPHED 304 Secondary Methods 3 cr

Secondary Physical Education Field BlockPHED 306 Assessment 3 crPHED 309A Adventure Education 3 crPHED 312 Bio-Kinesiology 3 crPHED 413B Directed Study Internship 3 cr

Advanced Professional PracticePHED 311 Physical Activities for Person

with Disabilities 3 cr Elementary Physical Education Field Block

PHED 308C Theory & Techniques of Coaching 3 crSecondary Physical Education Field Block

Criteria for Gate 2, admission to student teaching: Evidence of acceptance to Teacher Education Completed Application for Student Teaching and filed it with the Office of Field Services GPA of 3.0 or better in major (PHED) Cumulative GPA of 3.0 or better Grades of ‘C’ or better in all Physical Education and Education courses No more than 18 hours remaining to complete all general education and academic coursework with

(excluding the professional semester courses) Satisfactory field recommendations from PHED 303/306 and 304/308C Proof of current Professional Liability Insurance Coverage valid for the period of student teaching

on file with the Office of Field Services Proof of PA State Police and Child Abuse Registry clearances valid for the period of student

teaching on file with the Office of Field Services Completion of School Internship Disclosure Statement on file with the Office of Field Services Lifeguard Certification on file with the Office of Field Services. Water Safety Instructor Certification on file with the Office of Field Services. CPR/AED Certification on file with the Office of Field Services.

26

TIER II Understanding Professional Practice

GATE 2ADMISSION TO PROFESSIONAL SEMESTER

Senior year: First or Second SemesterPHED 490 PE Student Teaching: Elementary 5 crPHED 491 PE Student Teaching: Secondary 5 crSPED 460 Collaboration and Communication Skills

for Educators 3 cr EDUC 495A Senior Seminar: Professional Assessment and Reflection (edTPA) 0 cr

In our program, the final checkpoint before graduation is Gate 3. This takes place at the end of the professional semester.

Criteria for Gate 3: Successful completion of both student teaching experiences with passing grades Positive recommendations from cooperating teachers and supervisors for both student teaching

placements Successful Exit Interview at which the e-Folio is presented for faculty review Exit packet from the Office of Field Services has been obtained

Criteria for Graduation:

All University-wide requirements have been met Degree Audit reviewed with advisor Application for Graduation completed with the Registrar Cumulative GPA of 3.0 or better GPA of 3.0 or better in all Physical Education and Education courses with no PHED or EDUC grade

lower than ‘C’

27

TIER III Professional Semester

GATE 4: GRADUATION

GATE 3: EXIT FROM STUDENT TEACHING

Physical Education- Undergraduate Freshmen entering Fall 2015Suggested Course Sequence

*Child Abuse, Safe School and DASA Workshops must be completed before First Field Block Experience

28

First Year Fall ‘15 Spring ‘16

PHED 101 Foundations of PE 3CLAR ___ 3PHED 301 Team Sports 3CLAR 101 Intellectual Journey 3 CLAR 110 Comp. and Crit. 3UNIV 101 Skills For The Good Journey 1 TOTAL 16

PHED 105 Motor Development 3PHED 104 Rhythmic Techniques 3PHED 302 Team Sports 3BIO 101 4CLAR 111 Comp. and Crit. 3TOTAL 16

Second YearFall ‘16 Spring ‘17

PHED 201 Individual and Dual Sport 3PHED 203 Curriculum in PE 3EDUC 210 Growth and Development 3BIO 211 Anatomy and Physiology 4PHED 102 Gymnastics 3 EDUC 099F DASA Workshop* 0TOTAL 16

PHED 107 Health-Related Fitness 3PHED 202 Individual and Dual Sport 3SPED 230 Special Education 3EDUC 099B Child Abuse* 0EDUC 099A Safe School* 0BIO 212 Anatomy and Physiology 4MATH 107 3TOTAL 16

Third YearFall ‘17 Spring ‘18

PHED 312 Biokinesiology 3PHED 303 Elementary Methods 3PHED 306 Assessment 3PHED 311 Physical Activity for Persons with Disabilities 3PHED 309A Adventure Education 3 PHED 413B Dir. Study/ Internship 3TOTAL 18

PHED 304 Secondary Methods 3PHED 308C Theory and Techniques of Coaching 3PHED 208 Prevention and Care 3Phys Ed Elective 3CLAR _____ 3CLAR _____ 3

TOTAL 18Fourth Year

Fall ‘18 Spring ‘19PHED 490 Student Teaching 5PHED 491 Student Teaching 5SPED 460 Communication and Collaboration Skills for Educators 3EDUC 099D Diversity Workshop 0TOTAL 13

CLAR ______ 3CLAR ______ 3CLAR ______ 3CLAR ______ 3CLAR 401 2Foreign Language 3TOTAL 18

Worksheet for Physical Education Majors (131 credit hours)

MAJOR REQUIREMENTS (67) EDUCATION REQUIREMENTS (9)Course Cr. Sem. Grade Course Cr. Sem. GradePHED 101 3 ____ ____ EDUC 210* 3 ____ ____PHED 102 3 ____ ____ SPED 230 3 ____ ____PHED 104 3 ____ ____ SPED 460 3 ____ ____PHED 105 3 ____ ____ ECUC 495 0 ____ ____PHED 107 3 ____ ____ PHYSICAL EDUCATION ELECTIVE (3)PHED 201 3 ____ ____ Course Cr. Sem. GradePHED 202 3 ____ ____ PHED ____ 3 ____ _____PHED 203 3 ____ ____PHED 208 3 ____ ____ CLARE COLLEGE (36)

CLAR 101 3 ____ ____PHED 301 3 ____ ____ CLAR 103 3 ____ ____PHED 302 3 ____ ____ CLAR 105 3 ____ ____PHED 303 3 ____ ____ CLAR 110 3 ____ ____PHED 304 3 ____ ____ CLAR 111 3 ____ ____PHED 306 3 ____ ____ CLAR 206 3 ____ ____PHED 308C 3 ____ ____ CLAR 207 3 ____ ____PHED 309A 3 ____ ____ CLAR 208 3 ____ ____PHED 311 3 ____ ____ CLAR 209 3 ____ ____PHED 312 3 ____ ____ CLAR 302 4 ____ ____PHED 413B 3 ____ ____ CLAR 304 3 ____ ____PHED 490 5 ____ ____ CLAR 401 2 ____ ____PHED 491 5 ____ ____

BIOLOGY REQUIREMENTS (12) MATHEMATICS (3)Course Cr. Sem. Grade Course Cr. Sem. GradeBIO 101 4 ____ ____BIO 211 4 ____ ____ MATH 107 3 ____ ____BIO 212 4 ____ ____

FOREIGN LANGUAGE (3)Course Cr. Sem. Grade_____ 3 ____ ____

*Can also satisfy CLAR 105

29

V. 2008 NATIONAL INITIAL PHYSICAL EDUCATION TEACHER EDUCATION STANDARDS

National Association for Sport and Physical Education (NASPE)

Elements – Teacher candidates will:1.1 Describe and apply physiological and biomechanical concepts related to skillful movement,

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

movement, 0physical activity, and fitness.1.3 Describe and apply motor development theory and principles related to skillful movement,

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

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

Elements – Teacher candidates will:2.1 Demonstrate personal competence in motor skill performance for a variety of physical activities

and movement patterns.2.2 Achieve and maintain a health-enhancing level of fitness throughout the program.2.3 Demonstrate performance concepts related to skillful movement in a variety of physical

activities.*Without discrimination against those with disabilities, physical education teacher candidates with special needs are allowed and encouraged to utilize a variety of accommodations and/or modifications to demonstrate competent movement and performance concepts (modified/adapted equipment, augmented communication devices, multi-media devices, etc.) and fitness (weight training programs, exercise, logs, etc.).

30

Standard 1: Scientific and Theoretical KnowledgePhysical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals.

Standard 2: Skill and Fitness Based Competence*Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health enhancing fitness as delineated in the NASPE K-12 Standards.

Elements – Teacher candidates will:3.1 Design and implement short and long term plans that are linked to program and instructional

goals as well as a variety of student needs.3.2 Develop and implement appropriate (e.g., measurable, developmentally appropriate,

performance based) goals and objectives aligned with local, state and/or national standards.3.3 Design and implement content that is aligned with lesson objectives.3.4 Plan for and manage resources to provide active, fair, and equitable learning experiences.3.5 Plan and adapt instruction for diverse student needs, adding specific accommodations and/or

modifications for student exceptionalities.3.6 Plan and implement progressive and sequential instruction that addresses the diverse needs of all

students.3.7 Demonstrate knowledge of current technology by planning and implementing learning

experiences that require students to appropriately use technology to meet lesson objectives.

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

Elements – Teacher candidates will:5.1 Select or create appropriate assessments that will measure student achievement of goals and

31

Standard 3: Planning and ImplementationPhysical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students.

Standard 4: Instructional Delivery and ManagementPhysical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning.

Standard 5: Impact on Student LearningPhysical education teacher candidates utilize assessments and reflection to foster student learning and inform instructional decisions.

objectives.5.2 Use appropriate assessments to evaluate student learning before, during, and after instruction.5.2 Utilize the reflective cycle to implement change in teacher performance, student learning, and/or instructional goals and decisions.

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

32

Standard 6: ProfessionalismPhysical education teacher candidates demonstrate dispositions essential to becoming effective professionals.

Planning Checklists for Gate RequirementsPhysical Education Program: Gate 1

FORMAL ADMISSION TO THE TEACHER EDUCATION PROGRAMPrior to First Field Block

Name____________________________ ID # ____________ Email:____________________________Date of Interview:____________________ Interviewed by:_______________________

Grade of ‘C’ (2.0) or better in Grade SemesterEDUC 210SPED 230CLAR 110CLAR 111MATH 107BIO 101BIO 211BIO 212PHED 105PHED 203

GPA DatePHED GPA of 3.0 or better Cumulative GPA of 3.0 or better

Completed 45 credits (exclusive of EDUC/PHED courses)Date Received/Filed

Proof of current Professional Liability Insurance Coverage Proof of current Lifeguard , and CPR/AED CertificatesProof of current Water Safety Instructor CertificateClearances School Internship Disclosure Statement

PA State Police background checkPA Child Abuse

Child Abuse Workshop Safe Schools WorkshopDASA Workshop (Dignity for All Students)Writing SampleRecommendations:

Outcome: ______Admitted

______Conditional Pending _____________________________________________________

______Rejected (Recommendations: _____________________________________________

Re-evaluate Date: ___________________

Form Completed by _________________________________ Date __________________________

33

Physical Education Program: Gate 2ADMISSION TO PROFESSIONAL SEMESTER (STUDENT TEACHING)

Name ___________________________________________ Date___________________

Candidate is applying for Gate 2 for the following semester:

Fall___________ Spring_________ 20_____

Copy of acceptance to Teacher Education program

Application for Student Teaching filed with the Office of Field Services

Cumulative GPA of 3.0 or better (or at level that 3.0 can be attained by graduation)

GPA of 3.0 or better in Physical Education.

‘C or better in all Education/Special/Physical Education courses

Completed all general education and academic concentration coursework with no more than 18 hours remaining (excluding the professional semester courses)

Satisfactory recommendations from Elementary PE Field BlockUFCF

Satisfactory recommendations from Secondary PE Field BlockUFCF

Current Lifeguard, CPR/AED and Water Safety Instructor Certification Cards

Current Professional Liability Insurance CoverageCompletion of Child Abuse Workshop Completion of Safe Schools Workshop

CompletedCompleted

Completion of DASA Workshop (Dignity for All Students) Completed

Decision: Admit____________ Admit Conditionally _______________________

Deny_____________

Comments: ___________________________________________________________________

Form Completed by ______________________________Date_______________________

34

Physical Education Program: Gate 3EXIT FROM PROFESSIONAL SEMESTER (STUDENT TEACHING)

Name ___________________________________________ Date___________________

Candidate completed Student Teaching during the following semester:

Fall___________ Spring_________ 20_____

Completion of Cultural Diversity WorkshopPlacement 1

Midterm Evaluation by Cooperating Teacher

Final Evaluation by Cooperating Teacher

Final Evaluation by SupervisorPDE-430

Placement 2

Midterm Evaluation by Cooperating Teacher

Final Evaluation by Cooperating Teacher

Final Evaluation by SupervisorPDE-430

Passing Grades in Student Teaching

Video Submitted12

e-Folio submitted and reviewed at Exit Interview

Successful Exit Interview

Comments: _________________________________________________________________

Form Completed by ______________________________Date_______________________

35

Elementary and Physical Education Program: Gate 4GRADUATION/EXIT FROM PROGRAM

Name ___________________________________________ Date___________________

Candidate is applying for Exit from Program

Fall___________ Spring_________ 20_____

Successful completion of all requirements

Cumulative GPA of 3.0 or better

GPA in Major of 3.0 or better

No grade in major less than ‘C’

Comments:

Form Completed by ______________________________Date_______________________

36

VI. CERTIFICATION (PHYSICAL EDUCATION MAJORS ONLY)

Completion of the approved university teacher education program makes one eligible to apply to New York State Department of Education for certification. Every state has a number of requirements in addition to a college degree. Obtaining certification in other states is best done by obtaining New York State certification first and then applying for reciprocal certification.

Applying for Certification

At the completion of the baccalaureate program, students are eligible for certification through recommendation by the Certification Officer. New York certification can be earned in:

Physical Education (K-12)

The Office of Field Services will assist students and provide information about how to apply for certification but it is the student’s responsibility to pay the fees and complete the application. The student must apply for certification through the TEACH System, an online process, and pay the required fees. The Certification Office will provide information for this process in the senior year.

Certification Tests for Initial Teacher Certification in New York

New York State certification requires successful complete of a series of certification exams. New testing requirements went into effect in 2014, and additional changes are expected. St Bonaventure University provides information about testing, but this is a certification requirement and it is the student’s responsibility to ensure that the appropriate tests are taken in a timely fashion.

The purpose of these examinations is to ensure that each teacher certified by the State of New York has the content knowledge and skills that are necessary for teaching in New York State public schools.

Academic Literacy Skills Test (ALST) Educating All Students Test (EAS) Physical Education Content Specialty Test (CST) edTPA (Teacher Performance Assessment)

When Should I Take All of Those Tests?

37

We recommend that you take the EAS and ALST in your junior year.

The edTPA is a portfolio assessment and must be completed during the student teaching semester.

Certification Tests for Other States

Every state has its own requirements for certification. You can find information about certification requirements for most states on the state’s Department of Education Internet site.

Many states require successful completion of a series of PRAXIS tests administered by ETS. It is recommended that before taking any tests you research the current requirements for the state(s) where you are considering seeking employment. See www.ets.org for information about Praxis test requirements for different states.

Steps in Applying for Certification New York Certification

Receive baccalaureate degree, including successful completion of two student teaching placements

Obtain passing scores on the New York certification tests: Educating All Students (EAS) Academic Literacy Skills Test (ALST) Physical Education CST edTPA (Teacher Performance Assessment)

NYS fingerprinting requirements are done through the New York State TEACH System

Child Abuse, Safe Schools and DASA Workshops are completed on campus. All information on these workshops will be provided by your advisor.

EDUC 099A – Safe Schools EDUC 099B – Child Abuse EDUC 099F – Dignity for All Students (DASA)

38

SCHOOL OF EDUCATION

B.S. in Sport Studies

Nancy Casey, Ed.D., Dean Claire Watson, Ph.D, Chair Phone: 716-375-2394 Phone: 716-375-2163e-mail: ncasey@sbu.edu E-mail: cwatson@sbu.edu

Faculty: Watson, C. Ph.D.; Brawdy, P., Ed.D.; Scraba, P., Ph.D.; Rotich, W., Ph.D.

The Bachelor of Science Degree in Sport Studies, offered by the Department of Physical Education, provides students with the opportunity to explore sport, movement disciplines, exercise and wellness within a trans-disciplinary curriculum. Currently, five concentration areas of specialization are available within this major. Building on required coursework and discrete electives in Physical Education, these concentration areas include: Human Development and Learning, Social Foundations of Sport, Human Movement Sciences, Sports Communication and Sports Management. The B.S. Degree in Sport Studies prepares students to work in the wellness, recreation and sport industries as well as gain admission to a range of graduate programs supporting practice and research in human performance and the allied health professions.

Degree Requirements

39

Required Coursework: Concentration Coursework 15 creditsPhysical Education 21 credits Elective Coursework:Clare College/General Education 36 credits Physical Education 15 creditsBiology 12 credits Free Electives 21 credits

Quantitative Reasoning 3 creditsTotal Credits: 123-126 credit hours

St. Bonaventure UniversityOffice of Admissions

St. Bonaventure, NY 14778E-mail: admissions@sbu.edu

Phone: 716-375-2000or toll-free at 1-800-462-5050

40

Areas of Specialization: Concentration areas are supported by coursework in academic disciplines found across the university. Students begin their programs by taking coursework offered through the Department of Physical Education and then guided by their interest and aptitude, study with faculty who specialize in range of disciplinary areas associated with sport and human movement. The following is a list of current concentration areas with approved coursework.

Concentration area and Courses Students in this area will more likely find jobs in the following fields:

Students will also be prepared to pursue advance degrees in the

following areas:

Human Development and Learning*PHED 105 Motor Development PHED 209 Motor LearningPSYC 101 Introduction to PsychologyPSYC 414 Sport and Exercise Psychology

**** *** Humanities Course

Human ResourcesSocial workCriminal justicePublic healthBehavioral healthSocial/Public ServiceFamily Support in Social WorkCoach developmentally challenged individualsEducation (after completing teaching requirements)After school activities directorSummer camp directorYouth services provider

Therapy and rehabilitationCounselingKinesiologyCriminal JusticeHuman ServicesParent EducationPsychologySociologyWomen’s Studies

Sports Communication*JMC 110               Professional Writing I: StyleJMC 111 Professional Writing II: CraftJMC 201               Writing and Reporting IJMC 312               Sports WritingJMC 341 Sports Studies: TV Remote Production

Advertising AgentCommunity Relations DirectorMarketing DirectorMedia Relations DirectorPersonnel DirectorPublic Address AnnouncerPublic Relations DirectorRadio BroadcasterScoreboard OperatorSporting Goods SalespersonSports AgentSports Information DirectorSports PhotographerSports PromoterSports Team PublicistSports WriterStatisticianTelevision BroadcasterVideo Technician

Business CommunicationInternational relationsLaw and communicationSocial and Human servicesPsychologySociologyKinesiology

Social Foundations of Sport*PHED 414 Social Theory of SportHIST/SOC Consultation with AdvisorPHED 310 Philosophies and Principles of

Interscholastic ActivitiesPHED 313 Women in Sport: A HistorySOC *** Sociology Course

Human ResourcesSocial workCriminal justiceSocial/Public ServiceFamily Support in Social WorkCoachingEducation (after completing teaching requirements)After school activities directorSummer camp directorYouth services provider

KinesiologyCriminal JusticeHuman ServicesLawEducationPsychologySociologyWomen’s StudiesHealth promotionTherapyCounseling

41

Sports Studies and Job Opportunities

Sports Management*FIN 333 Economics and Finance of SportMSC 329 Intro to Sports ManagementMKT 309 Sports MarketingBLX 310 Sports and the Law or Sports

Management InternshipMSC 301 Management and Organizational

Behavior or Principles of Marketing ORMKT 301 Principles of Marketing

Sport AgentIntramurals directorTeam General ManagerAthletic academic adviserAthletic administratorCompliance directorEquipment managerFacilities managerGeneral managerFitness managerProduct developmentProduct distributionRecruiterSalesTalent scoutCoaching

Business AdministrationLawMarketingManagementPsychologySociologyKinesiology

Human Movement Sciences*CHEM 101 General ChemistryBIO 106 Biological ScienceBIO 291 Human GeneticsPHYSICS 103 General Physics IPHED 309 Nutrition

Fitness instructorPersonal trainerCoachingHealth instructorRehabilitation assistantAthletic trainerEvent managerProgram director

NutritionMedicineNursingPhysiologyTherapy and rehabilitationKinesiologyAthletic trainingRecreationHealth

* In some instances prerequisites must be taken to comply with school or department standards associated with admission to advanced coursework.

Special Note for Transfer Students: Students who plan to transfer to St. Bonaventure University should consult an advisor in the School of Education as early as possible to get the best possible advice on transferability of courses.

42

VII. BACHELOR OF SCIENCE IN SPORT STUDIES123-126 Credit Hours (Credit hour requirement will vary based on choice of concentration)

Overview

The B.S. Degree in Sport Studies prepares students to work in the wellness, recreation and sport industries as well as gain admission to a range of graduate programs supporting practice and research in human performance and the allied health professions.

Concentrations are supported by coursework in academic disciplines found across the university. Students begin their programs by taking coursework offered through the Department of Physical Education and then guided by their interest and aptitude, study with faculty who specialize in a range of disciplinary areas associated with sport and human movement.

The following concentrations may be pursued by students in the Sport Studies curriculum:

- Human Development and Learning: The students in this concentration can find positions in wellness, fitness, rehabilitation or sport medicine centers, as physical therapists or physicians assistants, as private fitness specialists, health promoters, develop programs for special populations among others. The students will be exposed to research experiences and will be prepared to pursue advanced studies in human performance, kinesiology or the allied health professions.

- Social Foundations of Sport: The students in this concentration will be able to perform as fitness, nutrition or sports consultants in private and public organizations, and may also provide assistance with special needs or institutionalized populations, or as recreation therapists, vocational or school counselors, lobbyists or representatives of social groups among others. The students will have experience in research and will be prepared to pursue advanced studies in human performance, kinesiology or the allied health professions.

- Human Movement Sciences: The students in this concentration will be able to perform as a movement analysis specialist, performance enhancement instructor, exercise physiology technician, physical or occupational therapist, athletic trainer, nutritionist, coach, among others. The students will also have experience in research and will be prepared to pursue advanced studies in human performance, kinesiology or the allied health professions

- Sports Communication: The students in this concentration will be able to work as field reporters, writers in sport specialized publications or media spokesmen for athletic/sport organizations, and other positions in the field of communications. The students will also have field experiences, and be familiar with research in this concentration, preparing the student to pursue advanced studies in human performance, kinesiology or the allied health professions.

- Sports Management: The students in this concentration will be prepared to develop a career in sports marketing, sports management, as sport agents, fitness or wellness facilities administrators, program administrators, among others. The students will also have research experience that will prepare them to pursue advanced studies in human performance, kinesiology or the allied health professions.

Professional courses, which are the core of the program, focus on three areas associated with sport and human movement. First, the study of the human body’s anatomical, physiological and kinesiological structures and functions; second, theory and application of fitness and wellness principles programming; and third, various dimensions of fitness and wellness programming and administration.

43

General Information

Professional AttireSports Studies education students are required to meet a department dress code when in field placements and within their major coursework (as requested by the instructor). In some instances where a professional presence is a concern, this is a matter of style; in other instance, appropriate dress reflects concerns for safety or simple utility. Standards associated with appropriate dress for a given course will be provided for you at the beginning of the semester when the syllabus is distributed.

Advisement and ExpectationsAdvisees are expected to a) "keep track" of all courses and required experiences taken, b) know their GPA (cumulative and in the major), and c) promptly notify their advisor of any changes specific to courses and required experiences. Because any deviations from the recommended plan of study may delay graduation, it is important to keep advisors informed of changes in the course sequence. Students in the Sport Studies major are required to achieve a GPA of 2.0 for graduation.

44

Sport Studies and job opportunitiesSport Studies Suggested Course Sequence

First Year

Fall __________ Spring __________

CLAR 101

Intellectual Journey 3 CLAR 111

Composition & Critical Thinking II

3

CLAR 110

Composition & Critical Thinking I

3 CLAR?? CLARE Course 3

PHED 101

Foundations of Physical Education

3 BIO 101 Fundamentals of Biology or Biological Science

4

CLAR?? CLAR Course 3 PHED 107

Health-Related Physical Fitness and Wellness

3

PHED?? PHED Elective (1) 3 PHED?? PHED Elective (2) 3

UNIV 101

Skills For The Good Journey

1

Total Credits

16 Total Credits

16

Second Year

Fall __________ Spring __________

CLAR?? CLARE Course 3 CLAR?? CLARE Course 3

Concentration (1) 3 CLAR?? CLARE Course 3

BIO 211 Human Anatomy and Physiology I

4 BIO 212 Human Anatomy and Physiology II

4

PHED?? PHED Elective (3) 3 PHED 314

Exercise Physiology 3

Quantitative Reasoning Elective

3 PHED?? PHED Elective (4) 3

Total Credits

16 Total Credits

16

45

Sports Studies

Third Year

Fall __________ Spring __________

CLAR 302/302L

Inquiry into the Natural World

4 CLAR CLARE Course 3

PHED 312

Bio-Kinesiology 3 PHED 208

Prevention and Care of Athletic Injury

3

Concentration (2) 3 Concentration (3) 3

PHED?? PHED Elective (5) 3 Free Elective (2) 3

Free Elective (1) 3 Free Elective (3) 3

Total Credits

16 Total Credits

15

Fourth Year

Fall __________ Spring __________

PHED 413B

Directed Study/Internship

3 PHED 415

Psycho-Social Aspects 3

CLR 401 CLARE 401 2 Concentration (5) 3

Concentration (4) 3 Free Elective (6) 3

Free Elective (4) 3 Free Elective (7) 3

Free Elective (5) 3 Free Elective (8) 3

Total Credits

14 Total Credits

15

46

Concentration Coursework

Human Development and Learning*PHED 105 Motor DevelopmentPHED 209 Motor LearningPSYC 101 Introduction to PsychologyPSYC 414 Sport and Exercise Psychology **** *** (1) Humanities Course: Consultation with advisor

Sports Communication*JMC 110               Professional Writing I: StyleJMC 111 Professional Writing II: CraftJMC 201               Writing and Reporting IJMC 312               Sports WritingJMC 341              Sport Studies: TV Remote Production

Social Foundations of Sport*PHED 414 Social Theory of SportHIST/SOC (Consultation with advisor)**PHED 310 Philosophies and Principles of Interscholastic ActivitiesPHED 313 Women in Sport: A History /(cross listed as WS 313)SOC *** Sociology Course

Sports Management*FIN 333 Economics and Finance of SportMSC 329 Introduction to Sport ManagementMKT 309 Sports MarketingBLX 310 Sports and the Law or Sports Management InternshipMSC 301 Management and Organizational Behavior or Principles of Marketing

Human Movement Sciences*CHEM 101 General ChemistryBIO 106 Biological ScienceBIO 291 Human Genetics / ( or Intro to PSYC 101) - Consultation with AdvisorPHYSICS 103 General Physics IPHED 309 Nutrition

* In some instances prerequisites must be taken to comply with school or department standards associated with admission to advanced coursework.*All Sports Study Majors Quantitative Reasoning (MATH) 3credit courses should be selected in a consultation with advisor. The Clare courses cannot be taken pass/fail.

A 2.00 GPA is required in the major and overall to complete degree requirements. A minimum of 123 credits is also required.

47

Sports Studies Degree Audit For Fall 2015 Freshmen

NAME ______________________________ I.D. NO. ___________________________

COMPS PASSED ON: _______________ SECONDARY CONCENTRATION: __________________

COURSE CREDITS GRADE COURSE CREDITS GRADEMAJOR REQUIREMENTS (33) CLARE COLLEGE (36)

BIO 101 OR 105 4 _____* CLAR 101 3 _____BIO 211 4 _____* CLAR 103 3 _____BIO 212 4 _____* CLAR 105 3 _____PHED 101 3 _____*PHED 107 3 _____* CLAR 110 3 _____PHED 208 3 _____* CLAR 111 3 _____PHED 312 3 _____* CLAR 206 3 _____PHED 314 3 _____* CLAR 207 3 _____PHED 415 3 _____* CLAR 208 3 _____PHED 413B 3 _____* CLAR 209 3 _____

CLAR 302 4 _____CLAR 304 3 _____

PHED ELECTIVES (15) CLAR 401 2 _____

PHED _____ 3 _____ COGNATE COURSES (15)PHED _____ 3 _____ ________ 3 _____PHED _____ 3 _____ ________ 3 _____PHED _____ 3 _____ ________ 3 _____PHED _____ 3 _____ ________ 3 _____

________ 3 _____

QUANTITATIVE REASONING (3) ELECTIVES (21)

Math _____ 3 _____ ________ 3 _____________ 3 _____

________ 3 _____________ 3 _____________ 3 _____________ 3 _____________ 3 _____________ 3 _____

COURSES REMAINING TO FULFILL DEGREE REQUIRE MENTS FALL: SPRING:

*MAJOR GPA = _____ _____OVERALL GPA = _____ _____

48

TOTAL NO. CRS. = _____ _____NO. OF CRDS. TO GRADUATE = _____ _____

Major Program Descriptions: Sports Management Concentration

SCHOOL OF EDUCATION B.S. in Sport Studies

Sports Management Concentration Nancy Casey, Ed.D., Dean Claire Watson, Ph.D., Chair Phone: 716-375-2394 Phone: 716-375-2163E-mail: ncasey@sbu.edu E-mail: cwatson@sbu.edu Faculty: Watson, C.,Ph.D.; Brawdy, P., Ed.D.; Scraba, P., Ph.D.; Rotich, W., Ph.D.

The Bachelor of Science Degree in Sport Studies, offered by the Department of Physical Education, provides students with the opportunity to explore sport, movement disciplines, exercise and wellness within a trans-disciplinary curriculum. The students in this concentration area will be prepared to develop a career in sports marketing, sports management, as sport agents, fitness or wellness facilities administrators, program administrators, among others. The students will also have research experience that will prepare them to pursue advanced studies in human performance, kinesiology or the allied health professions.

Degree Requirements

Required Coursework: Elective Coursework:Physical Education 21 credits Physical Education 15 creditsClare College/Gen Ed. 36 credits Free Electives 21 credits Biology 12 credits Quantitative Reasoning 3 credits

Concentration Coursework: 15 credits

Total Credits: 123-126 credit hours49

St. Bonaventure UniversityOffice of Admissions

St. Bonaventure, NY 14778E-mail:

admissions@sbu.eduPhone: 716-375-2000

or toll-free at 1-800-462-5050

50

Physical Education RequiredCourse Title Credits Course Title Credits

BIO 101 orBIO 105

Fundamentals of Biology or Biological Science 4 PHED 208 Prevention and Care of Athletic

Injuries 3

BIO 211 Human Anatomy and Physiology I 4 PHED 312 Bio-Kinesiology 3BIO 212 Human Anatomy and Physiology II 4 PHED 314 Exercise Physiology 3

PHED 101 Foundations of Physical Education 3 PHED 415 Psycho-social Aspects of Sport and Physical Activity 3

PHED 107 Health-Related Fitness and Wellness 3 PHED 413B Directed Study Internship 3

Physical Education Electives (select five)Course Title Credits Course Title Credits

PHED 102 Gymnastics 3 PHED 301 Team Sports- Part 1 3

PHED 104 Rhythmic Techniques 3 PHED 302 Team Sports- Part 2 3

PHED 201 Individual and Dual Sports – Part 1 3 PHED 309 Nutrition 3

PHED 202 Individual and Dual Sports – Part 2 3 PHED 309A Adventure Education 3

Clare CollegeCourse Title Credits Course Title Credits

CLAR 101 The Intellectual Journey 3 CLAR 207 The Catholic-Franciscan Heritage 3

CLAR 302 Inquiry into the Natural World 3 CLAR 208 World Views 3CLAR 103 Foundations of the Western World 3 CLAR 209 Arts & Literature 3

CLAR 304 The Good Life 3 CLAR 110 Composition and Critical Thinking I * 3

CLAR 105 Inquiry in the Social World 3 CLAR 111 Composition and Critical Thinking II 3

CLAR 206 Foundational Religious Texts of the Western World 3 CLAR 401 University Forum 3

Sports Management Concentration*Course Title Credits

FIN 333 The Economics and Finance of Sport 3MSC 329 Introduction to Sport Management 3

BLX 310 orBI 300A/309A

Sports and the Law or Business Internship

3

MKT 309 Sports Marketing 3MSC 301 or MKT 301

Management and Organizational BehaviorOrPrinciples of Marketing

3

* In some instances prerequisites must be taken to comply with school or department standards associated with admission to advanced coursework.

Special Note for Transfer Students: Students who plan to transfer to St. Bonaventure University should consult an advisor in the School of Education as early as possible to get the best possible advice on transferability of courses.

St. Bonaventure University requires that all students successfully complete (i.e. with grades no lower than D-) at least 121 credit hours prior to graduation with a minimum cumulative grade point average (GPA) of 2.00 or better in the major field as well as in the student’s overall program.

Sports Management Concentration

Major Program Descriptions: Human Development and Learning Concentration

SCHOOL OF EDUCATION B.S. in Sport Studies

Human Development and Learning Concentration

Nancy Casey, Ed.D., Dean Claire Watson, Ph.D., Chair Phone: 716-375-2394 Phone: 716-375-2163Email: ncasey@sbu.edu E-mail: cwatson@sbu.edu

Faculty: Watson, C.; Ph.D.;Brawdy, P., Ed.D.; Scraba, P.; Ph.D.; Rotich, W., Ph.D..

The Bachelor of Science Degree in Sport Studies, offered by the Department of Physical Education, provides students with the opportunity to explore sport, movement disciplines, exercise and wellness within a trans-disciplinary curriculum. The students in this concentration area can find positions in wellness, fitness, rehabilitation or sport medicine centers, as physical therapists or physicians assistants, as private fitness specialists, health promoters, develop programs for special populations among others. The students will be exposed to research experiences and will be prepared to pursue advanced studies in human performance, kinesiology or the allied health professions.

Degree Requirements

Required Coursework: Elective Coursework:Physical Education 21 credits Physical Education 15 creditsClare College/Gen Ed. 36 credits Free Electives 21 credits Biology 12 credits Quantitative Reasoning 3 credits

Concentration Coursework: 15 credits

Total Credits: 123 credit hours

52

St. Bonaventure UniversityOffice of Admissions

St. Bonaventure, NY 14778E-mail:

admissions@sbu.eduPhone: 716-375-2000

or toll-free at 1-800-462-5050

Clare CollegeCourse Title Credits Course Title Credits

CLAR 101 The Intellectual Journey 3 CLAR 207 The Catholic-Franciscan Heritage 3

CLAR 302 Inquiry into the Natural World 3 CLAR 208 World Views 3

CLAR 103 Foundations of the Western World 3 CLAR 209 Arts & Literature 3CLAR 304 The Good Life 3 CLAR 110 Composition and Critical Thinking I * 3CLAR 105 Inquiry in the Social World 3 CLAR 111 Composition and Critical Thinking II 3

CLAR 206 Foundational Religious Texts of the Western World 3 CLAR 401 University Forum 3

* Students with low SAT/ACT verbal scores may be required to complete English 101A.

Physical Education RequiredCourse Title Credits Course Title Credits

BIO 101 orBIO 105

Fundamentals of Biology or Biological Science 4 PHED 208 Prevention and Care of Athletic Injuries 3

BIO 211 Human Anatomy and Physiology I 4 PHED 312 Bio-Kinesiology 3BIO 212 Human Anatomy and Physiology II 4 PHED 314 Exercise Physiology 3

PHED 101 Foundations of Physical Education 3 PHED 415 Psycho-social Aspects of Sport and Physical Activity 3

PHED 107 Health-Related Fitness and Wellness 3 PHED 413B Directed Study Internship 3Physical Education Electives

Course Title Credits Course Title Credits

PHED 102 Gymnastics 3 PHED 301 Team Sports- Part 1 3

PHED 104 Rhythmic Techniques 3 PHED 302 Team Sports- Part 2 3

PHED 201 Individual and Dual Sports – Part 1 3 PHED 309 Nutrition 3

PHED 202 Individual and Dual Sports – Part 2 3 PHED 309A Adventure Education 3

Human Development and Learning Concentration*Course Title Credits

PHED 105 Early Childhood Motor Development 3

PHED 209 Motor Learning 3

PSYC 101 Introduction to Psychology 3

PSYC 414 Sport and Exercise Psychology 3**** *** Humanities Course

* In some instances prerequisites must be taken to comply with school or department standards associated with admission to advanced coursework.

Special Note for Transfer Students: Students who plan to transfer to St. Bonaventure University should consult an advisor in the School of Education as early as possible to get the best possible advice on transferability of courses.St. Bonaventure University requires that all students successfully complete (i.e. with grades no lower than D-) at least 120 credit hours prior to graduation with a minimum cumulative grade point average (GPA) of 2.00 or better in the major field as well as in the student’s overall program.

53

Human Development and Learning Concentration

Major Program Descriptions: Human Movement Sciences Concentration

SCHOOL OF EDUCATION B.S. in Sport Studies

Human Movement Sciences Concentration

Nancy Casey, Ed.D., Dean Claire Watson, Ph.D., Chair Phone: 716-375-2394 Phone: 716-375-2163Email: ncasey@sbu.edu E-mail: cwatson@sbu.edu Faculty: Watson, C.,Ph.D.; Brawdy, P., Ed.D.; Scraba, P., Ph.D.; Rotich, W., Ph.D.

The Bachelor of Science Degree in Sport Studies, offered by the Department of Physical Education, provides students with the opportunity to explore sport, movement disciplines, exercise and wellness within a trans-disciplinary curriculum. The students in this concentration area will be able to perform as a movement analysis specialist, performance enhancement instructor, exercise physiology technician, physical or occupational therapist, athletic trainer, nutritionist, coach, among others. The students will also have experience in research and will be prepared to pursue advanced studies in human performance, kinesiology or the allied health professions.

Degree Requirements

Required Coursework: Elective Coursework:Physical Education 21 credits Physical Education 15 creditsClare College/Gen Ed. 36 credits Free Electives 21 credits Biology 12 credits Quantitative Reasoning 3 credits

Concentration Coursework: 15 credits Total Credits: 123-126 credit hours

54

St. Bonaventure UniversityOffice of Admissions

St. Bonaventure, NY 14778E-mail: admissions@sbu.edu

Phone: 716-375-2000or toll-free at 1-800-462-5050

Clare CollegeCourse Title Credits Course Title Credits

CLAR 101 The Intellectual Journey 3 CLAR 207 The Catholic-Franciscan Heritage 3

CLAR 302 Inquiry into the Natural World 3 CLAR 208 World Views 3

CLAR 103 Foundations of the Western World 3 CLAR 209 Arts & Literature 3CLAR 304 The Good Life 3 CLAR 110 Composition and Critical Thinking I * 3CLAR 105 Inquiry in the Social World 3 CLAR 111 Composition and Critical Thinking II 3

CLAR 206 Foundational Religious Texts of the Western World 3 CLAR 401 University Forum 3

* Students with low SAT/ACT verbal scores may be required to complete English 101A.

Physical Education RequiredCourse Title Credits Course Title Credits

BIO 101 orBIO 105

Fundamentals of Biology or Biological Science 4 PHED 208 Prevention and Care of Athletic Injuries 3

BIO 211 Human Anatomy and Physiology I 4 PHED 312 Bio-Kinesiology 3BIO 212 Human Anatomy and Physiology II 4 PHED 314 Exercise Physiology 3

PHED 101 Foundations of Physical Education 3 PHED 415 Psycho-social Aspects of Sport and Physical Activity 3

PHED 107 Health-Related Fitness and Wellness 3 PHED 413B Directed Study Internship 3Physical Education Electives (choose five)

Course Title Credits Course Title Credits

PHED 102 Gymnastics 3 PHED 301 Team Sports- Part 1 3

PHED 104 Rhythmic Techniques 3 PHED 302 Team Sports- Part 2 3

PHED 201 Individual and Dual Sports – Part 1 3 PHED 309 Nutrition 3

PHED 202 Individual and Dual Sports – Part 2 3 PHED 309A Adventure Education 3

Human Movement Sciences*Course Title Course Title Credits

CHEM 101 General Chemistry I 3BIO 101 or

BIO 105 (prerequisit

e for BIO 106)

Fundamentals of Biology or Biological Science**

4/4

BIO 106 Biological Science 4

MATH 151(prerequ

isite for PHYSICS

103)

Calculus I Prior to or Concurrently

4

BIO 291 Human Genetics 3

PHYSICS 103*** General Physics I 3

PHED 309 Nutrition 3

* In some instances prerequisites must be taken to comply with school or department standards associated with admission to advanced coursework.** Biological Science is a two semester course (105 & 106)*** Needs calculus or instructors permission

Special Note for Transfer Students: Students who plan to transfer to St. Bonaventure University should consult an advisor in the School of Education as early as possible to get the best possible advice on transferability of courses.

St. Bonaventure University requires that all students successfully complete (i.e. with grades no lower than D-) at least 120 credit hours prior to graduation with a minimum cumulative grade point average (GPA) of 2.00 or better in the major field as well as in the student’s overall program.

55

Human Movement Sciences Concentration

St. Bonaventure UniversityOffice of Admissions

St. Bonaventure, NY 14778E-mail: admissions@sbu.edu

Phone: 716-375-2000or toll-free at 1-800-462-5050

Major Program Descriptions: Social Foundations of Sport Concentration

SCHOOL OF EDUCATIONB.S. in Sport Studies

Social Foundations of Sport Concentration

Nancy Casey, Ed.D.,Dean Claire Watson, Ph.D., Chair Phone: 716-375-2394 Phone: 716-375-2163Email: ncasey@sbu.edu E-mail: cwatson@sbu.edu

Faculty: Watson, C., Ph.D.; Brawdy, P., Ed.D.; Scraba, P., Ph.D.; Rotich, W., Ph.D.

The Bachelor of Science Degree in Sport Studies, offered by the Department of Physical Education, provides students with the opportunity to explore sport, movement disciplines, exercise and wellness within a trans-disciplinary curriculum. The students in this concentration area will be able to perform as fitness, nutrition or sports consultants in private and public organizations, also may provide assistance with special needs or institutionalized populations, or as recreation therapists, vocational or school counselors, lobbyists or representatives of social groups among others. The students will have experience in research and will be prepared to pursue advanced studies in human performance, kinesiology or the allied health professions.

Degree Requirements

Required Coursework: Elective Coursework:Physical Education 21 credits Physical Education 15 creditsClare College/Gen Ed. 36 credits Free Electives 21 credits Biology 12 credits Quantitative Reasoning 3 credits

Concentration Coursework: 15 credits

Total Credits: 123 credit hours

56

Clare CollegeCourse Title Credits Course Title Credits

CLAR 101 The Intellectual Journey 3 CLAR 207 The Catholic-Franciscan Heritage 3

CLAR 302 Inquiry into the Natural World 3 CLAR 208 World Views 3

CLAR 103 Foundations of the Western World 3 CLAR 209 Art & Literature 3CLAR 304 The Good Life 3 CLAR 110 Composition and Critical Thinking I * 3CLAR 105 Inquiry in the Social World 3 CLAR 111 Composition and Critical Thinking II 3

CLAR 206 Foundational Religious Texts of the Western World 3 CLAR 401 University Forum 3

* Students with low SAT/ACT verbal scores may be required to complete English 101A.

Physical Education RequiredCourse Title Credits Course Title Credits

BIO 101 orBIO 105

Fundamentals of Biology or Biological Science 4 PHED 208 Prevention and Care of Injuries 3

BIO 211 Human Anatomy and Physiology I 4 PHED 312 Bio-Kinesiology 3BIO 212 Human Anatomy and Physiology II 4 PHED 314 Exercise Physiology 3

PHED 101 Foundations of Physical Education 3 PHED 415 Psycho-social Aspects of Sport and Physical Activity 3

PHED 107 Health-Related Fitness and Wellness 3 PHED 413B Directed Study Internship 3

Physical Education Electives

Course Title Credits Course Title Credits

PHED 102 Gymnastics 3 PHED 301 Team Sports- Part 1 3

PHED 104 Rhythmic Techniques 3 PHED 302 Team Sports- Part 2 3

PHED 201 Individual and Dual Sports – Part 1 3 PHED 309 Nutrition 3

PHED 202 Individual and Dual Sports – Part 2 3 PHED 309A Adventure Education 3

Social Foundations of Sport Concentration*Course Title Credits

PHED 414 Social Theory of Sport 3

HIST/SOC Consultation with Advisor 3

PHED 310 Philosophies and Principles of Interscholastic Activities

3

WS 313/PHED 313 Women in Sport 3

SOC *** Sociology Course

Special Note for Transfer Students: Students who plan to transfer to St. Bonaventure University should consult an advisor in the School of Education as early as possible to get the best possible advice on transferability of courses.

St. Bonaventure University requires that all students successfully complete (i.e. with grades no lower than D-) at least 120 credit hours prior to graduation with a minimum cumulative grade point average (GPA) of 2.00 or better in the major field as well as in the student’s overall program.

57

Social Foundations of Sport

St. Bonaventure UniversityOffice of Admissions

St. Bonaventure, NY 14778E-mail: admissions@sbu.edu

Phone: 716-375-2000or toll-free at 1-800-462-5050

Major Program Descriptions: Sports Communication Concentration

SCHOOL OF EDUCATION B.S. in Sport Studies

Sports Communication Concentration

Nancy Casey, Ed.D., Dean Claire Watson, Ph.D., Chair Phone: 716-375-2394 Phone: 716-375-2163Email: ncasey@sbu.edu E-mail: cwatson@sbu.edu

Faculty: Watson, C., Ph.D.; Brawdy, P., Ed.D.; Scraba, P., Ph.D.; Rotich, W., Ph.D..

The Bachelor of Science Degree in Sport Studies, offered by the Department of Physical Education, provides students with the opportunity to explore sport, movement disciplines, exercise and wellness within a trans-disciplinary curriculum. The students in this concentration area will be able to work as field reporters, writers in sport specialized publications or media spokesmen for athletic/sport organizations, among other positions in the field of communications. The students will also have field experiences, and be familiar with research in this concentration area, preparing the student to pursue advanced studies in human performance, kinesiology or the allied health professions.

Degree Requirements

Required Coursework: Elective Coursework:Physical Education 21 credits Physical Education 15 creditsClare College/Gen Ed. 36 credits Free Electives 21 credits Biology 12 credits Quantitative Reasoning 3 credits

Concentration Coursework: 15 credits

Total Credits: 123-126 credit hours

58

Clare CollegeCourse Title Credits Course Title Credits

CLAR 101 The Intellectual Journey 3 CLAR 207 The Catholic-Franciscan Heritage 3

CLAR 302 Inquiry into the Natural World 3 CLAR 208 World Views 3

CLAR 103 Foundations of the Western World 3 CLAR 209 Arts & Literature 3

CLAR 304 The Good Life 3 CLAR 110 Composition and Critical Thinking I * 3

CLAR 105 Inquiry in the Social World 3 CLAR 111 Composition and Critical Thinking II 3

CLAR 206Foundational Religious

Texts of the Western World

3 CLAR 401 University Forum 3

Physical Education RequiredCourse Title Credits Course Title Credits

BIO 101 orBIO 105

Fundamentals of Biology or Biological Science 4 PHED 208 Prevention and Care of Athletic Injuries 3

BIO 211 Human Anatomy and Physiology I 4 PHED 312 Bio-Kinesiology 3BIO 212 Human Anatomy and Physiology II 4 PHED 314 Exercise Physiology 3

PHED 101 Foundations of Physical Education 3 PHED 415 Psycho-social Aspects of Sport and Physical Activity 3

PHED 107 Health-Related Fitness and Wellness 3 PHED 413B Directed Study Internship 3Physical Education Electives (choose 5 courses)

Course Title Credits Course Title Credits

PHED 102 Gymnastics 3 PHED 301 Team Sports- Part 1 3

PHED 104 Rhythmic Techniques 3 PHED 302 Team Sports- Part 2 3

PHED 201 Individual and Dual Sports – Part 1 3 PHED 309 Nutrition 3

PHED 202 Individual and Dual Sports – Part 2 3 PHED 309A Adventure Education 3

59

Sports Communication Concentration**Course Title Credits

JMC 110 Professional Writing I: Style 3JMC 111 Professional Writing II: Craft 3JMC 201 Writing and Reporting I 3

JMC 312 Sports Writing 3JMC 341 Sports Studies: TV Remote Production 3

Sports Communication Concentration

*In some instances prerequisites must be taken to comply with school or department standards associated with admission to advanced coursework.Special Note for Transfer Students: Students who plan to transfer to St. Bonaventure University should consult an advisor in the School of Education as early as possible to get the best possible advice of transferability of courses.

St. Bonaventure University requires that all students successfully complete (i.e. with grades no lower than D-) at least 120 credit hours prior to graduation with a minimum cumulative grade point average (GPA) of 2.00 or better in the major field as well as in the student’s overall program.

VIII. COURSE DESCRIPTIONS

PHED 101 FOUNDATIONS OF PHYSICAL EDUCATIONThis course is an orientation to the Physical Education profession. Basic facts concerning the nature and scope of the field: the aims and objectives, historical, philosophical, sociological, and biological foundations; the selection and preparation of a career in the profession; issues, trends and future of the field. 3 credits. Fall.

PHED 102 GYMNASTICSThis course is an integration of movement education gymnastics and Olympic-style gymnastics using the medium tumbling and balance skills, small equipment and some large equipment. Students will polish their skill abilities, learn to teach, and learn to teach spotting techniques. Emphasis will be placed upon cooperative learning, creativity and problem solving. Student will develop a working portfolio. Ability level is beginner to intermediate. 3 credits. Fall.

PHED 104 RHYTHMIC TECHNIQUESCovers developmentally appropriate national and international folk dances, contra dances, and social dances. A focus will be placed on learning to plan and teach dances using a team teaching model. Instructional techniques will be provided for interdisciplinary and multicultural education approaches. 3 credits. Spring.

PHED 105 EARLY CHILDHOOD MOTOR DEVELOPMENTThis course will provide theory and content relative to infant and early childhood gross motor development. Course content will include the developmental theories, physical growth and maturation, fundamental motor skills, children and fitness, and information processing. Students will learn to plan developmentally appropriate lessons for the field experience of this course, Kinder-Kinetics, an on-campus model motor development program for preschool children without and with disabilities. 3 credits. Spring.

PHED 107 HEALTH-RELATED FITNESS AND HEALTH PROMOTIONThis course offers an in-depth look into five components of health-related physical fitness and their relationship to the development of personal fitness and wellness. The focus will be on principles of training, teaching and testing techniques, various models and modes of exercise, and nutrition trends related to performance. Students will learn how to develop fitness programs as part of the public school physical education curriculum. This course will include an experiential component. Students will be exposed to active learning through classroominstruction and vigorous physical activity. 3 credits. Spring and Fall

PHED 201-202 INDIVIDUAL AND DUAL PHYSICAL ACTIVITIESA two-course sequence focused on the basic instruction of movement activities. Activities may include archery, badminton, cross-country skiing, cycling, golf, inline skating, orienteering, Tai Chi, tennis, weight training or yoga. This course may require weekend meeting times. In some instances, students will be responsible for providing their own equipment. Some lessons may require students to organize personal transportation and to from off campusinstructional venues (e.g. local driving range, state park, etc.). Additional fees for equipment

60

rental or admissions may be required of students. 3 credits each. Fall/Spring.

PHED 203 PHYSICAL EDUCATION CURRICULUMThis course focuses on developmentally appropriate physical education curricula for elementary, middle and high school programs. Historical and contemporary models will be examined. Emphasis will be placed on designing curricula based on the NASPE National Standards for Physical Education and the New York State Learning Standards for Physical Education. 3 credits. Fall.

PHED 208 PREVENTION AND CARE OF INJURIESThis course focuses on the prevention and emergency care of injuries incurred in physical education and athletic activities in the environment of children and young adults. A track program including the review of emergency medical treatment and a survey of principles related to the mechanics of athletic injury and the scientific basis of conditioning of specific injuries and their rehabilitation are addressed. Specialized conditioning programs for fitness are discussed. 3 credits. Spring.

PHED 209 MOTOR LEARNINGThis course is designed to provide a basic introduction to the field of motor learning. Primary consideration given to the acquisition of motor skills, factors that influence skill learning, and the effectiveness of various instructional strategies. This course shall be directed toward individuals preparing for a career in which motor skill instruction is an important part of the job, as is the case of physical education teachers, coaches, dance instructors, physical and occupational therapists, athletic trainers, and instructors in military and industrial training settings. 3 credits. Spring.

PHED 301-302 TEAM SPORTSIn this course students learn to teach the fundamental skills, game strategies and officiating techniques for team sports such as handball, soccer, volleyball, softball, and track and field. Students will be introduced to the Sport Education Model. 3 credits each. Fall/Spring.

PHED 303 ELEMENTARY SCHOOL METHODSDesigned for physical education majors, students study developmentally appropriate class organization and management techniques, instructional techniques across the K-6 grades for all methods with the Direct, Combination and Indirect Teaching Styles. Students will learn techniques to incorporate technology into their teaching, integrate subject matter from other academic areas, as well as how to individualize instruction. A semester-long field experience in an area elementary school is required; taken in Elementary Physical Education Field Block. Students will be evaluated on a series of quizzes, examinations, standards-based unit and lesson plans, teaching assignments, and a working portfolio. 3 credits. Fall.

PHED 304 SECONDARY SCHOOL METHODSThis course provides the student with a comprehensive and practical model for developing principles, program content, motivation, class organization and management techniques, instructional teaching methods and style along with materials specified to teaching physical

61

education in middle and high schools. Students will learn techniques to incorporate technology into their teaching, as well as how to individualize instruction. A semester-long field experience in an area middle-high school is required; taken in Secondary Physical Education Field Block. Students will be evaluated on a series of quizzes, examinations, standards-based unit and lesson plans, teaching assignments, and a working portfolio. 3 credits. Spring.

PHED 306 ASSESSMENTThis course will cover various forms of criterion reference and norm reference assessments specific to physical education K-12. Focus will be given toward authentic assessment, and matching assessments to the NASPE and New York State Learning Standards for Physical Education. Students will learn to design and administer developmentally appropriate assessments to measure the psychomotor, cognitive and affective domains involving video and computer assisted technology. The NY state assessment plan will be examined. Prerequisite: MATH 107. 3 credits. Fall.

PHED 308C THEORY AND TECHNIQUES OF COACHINGThis course includes the history, objectives, rules, regulations and policies of interscholastic sports; coaching methods, technical information (offense, defense, strategies); organization and management of practices; special training and conditioning of athletes in the specific sport; care and fitting of equipment; special safety precautions, and officiating methods. Harassment issues specific to coaches, coaching, and athletes will be addressed. 3 credits. Spring.

PHED 309 NUTRITIONScientific concepts and principles of nutrition, nutrition education, and nutrition biochemistry, specific to athletic performance, fitness, and personal wellness of exercising populations will be the focus of this course, which is designed for individuals pursuing careers in athletics and fitness-related fields. Scientific applications based upon laboratory applications will cover the scope and sequence of nutrition for athletic performance and nutrition disorders specific to athletics, fitness and wellness. 3 credits. Fall

PHED 309A ADVENTURE EDUCATIONThis course will focus on the ‘hard’ and ‘soft’ skills associated with contemporary outdoor/ adventure education. Activities in this course may include hard skills associated with backpacking, camping, canoeing, orienteering, and/or rock climbing. ‘Soft’ skills covered in this course may include teaching personal responsibility, group decision-making and/or conflict resolution. This course may require weekend meeting times and will require an overnight experience in a backcountry setting. In some instances, there may be additional costs associated with equipment rental, park admissions or transportation. Some off campus experiences may require students to provide their own transportation to and from various instructional venues. 3 credits. Fall

PHED 310 PHILOSOPHIES AND PRINCIPLES OF INTERSCHOLATICS ACTIVITIES Interscholastic athletics and its role in the total physical and general educational program in

62

today's schools will be emphasized. National, state and local organizations directly involved with high school athletics will be examined. Legal implications, safety procedures, principles of budgets, records, purchase and care of athletic equipment will be reviewed and discussed. Personal standards for and responsibilities of the coach as a teacher, leader and public person are discussed.3 credits.Spring.

PHED 311 PHYSICAL ACTIVITIES FOR PERSONS WITH DISABILITIESThis course is designed to prepare the pre-service teacher having no background or limited experience with theory and techniques for adapting physical activities in the inclusion setting. Students will study historical and contemporary and legal trends and issues related to adapted physical education, experiencing the assessment and IEP process, parent issues, the nature of physical, cognitive and emotional-behavior disorders, learn to modify and adapt physical activity. Safety concerns will be stressed throughout the course. 3 credits. Fall.

PHED 312 BIO-KINESIOLOGYA detailed study of biomechanical and kinesiological concepts specific to human movement in physical education and sport This will include mechanical laws of physics and motor control specific to human movement. The student will learn movement evaluations and analysis techniques. Prerequisite: BIO 211 and 212. 3 credits. Fall.

PHED/WS 313 WOMEN AND SPORTSThis course covers the past, present and future of women and sport, addressing subjects such aswomen’s sports in ancient Crete, industrial league sport for women, biomedical considerations, and psychosocial dimensions of women’s sport including sociocultural, political, and economic factors that have led to changes in women in sport. .3 credits. Spring.

PHED 314 EXERCISE PHYSIOLOGYPhysiological principles based on the adjustment of the human to exercise are studies with emphasis on neuromuscular activity, circulation, respiration, metabolism, fatigue and fitness. Prerequisites: BIO 211 & 212, PHED 107. 3 credits. Spring.

PHED 399 SPECIAL TOPICS IN HUMAN MOVEMENTThis course involves intensive study in a particular area or topic related to physical education, sport studies, or a specific movement or somatic experience. The content of the course will be announced prior to the semester in which it will be offered. The course may be taken more than once if the content of the course has changed. 3 credits. Offered as needed.

PHED 413B DIRECTED STUDY – INTERNSHIPThis course provides students the opportunity to do an internship in fields related to physical education and sports studies or health-related professions. 3 credits. Fall, Spring and Summer

PHED 413D DIRECTED STUDY – INTERNSHIP IIThis course provides students the opportunity to serve an internship in fields related to physical education and sports studies. Requires approval of Department Chair. 1-3 credit

63

PHED 414 SOCIAL THEORY OF SPORTThis course will examine sport in the social and political context of contemporary society. Critical theories relating to race, class, gender, ethnicity, faith traditions, economics, and political structure will be examined in the context of our social responsibility in human movement environments. There will be a service component to this course. 3 credits. Fall

PHED 415 PSYCHOSOCIAL ASPECTS OF HUMAN MOVEMENT EXPERIENCEThe class will focus on a multitude of factors influencing sport, leisure, and motor behavior. Questions of how social psychological variables influence motor behavior and how physical activity affects the psychological make-up of an individual will be explored. 3 credits. Spring

PHED 432 INDEPENDENT STUDYThis course is designed to give the individual an opportunity to work on a one-on-one basis with a professor. Study may be directed toward research involving area schools or agencies, creative projects or seminars. Student responsibilities include: identification of the topic/problem to be studied (prior to registration), selection of a faculty member with whom to work, the development of specific course objectives that may be realistically achieved by the end of the semester (in collaboration with the faculty member) and the summary and analysis of findings (also to be completed by the end of the semester). 3 credits. Offered as needed. (2014 1-3 credits)

PHED 490 PHYSICAL EDUCATION STUDENT TEACHING: ELEMENTARYStudent teaching is the culminating experience in the professional preparation of teachers. The physical education student teaching experience consists of approximately seven weeks of full-time experience in an elementary classroom. Students are expected to apply developmentally appropriate instruction to meet individual needs, develop both long and short term plans to implement curriculum, use technology to enhance instruction, develop and administer appropriate assessment strategies, organize and manage the classroom environment, and exhibit the characteristics and ethics of a professional teacher. Co-requisite: SPED 460. 5 credits. Fall/Spring.

PHED 491 PHYSICAL EDUCATION STUDENT TEACHING: SECONDARYStudent teaching is the culminating experience in the professional preparation of teachers. The physical education student teaching experience consists of approximately seven weeks of full-time experience in a secondary classroom. Students are expected to apply developmentally appropriate instruction to meet individual needs, develop both long and short term plans to implement curriculum, use technology to enhance instruction, develop and administer appropriate assessment strategies, organize and manage the classroom environment, and exhibit the characteristics and ethics of a professional teacher. Co-requisite: SPED 460. 5 credits. Fall/Spring

EDUC 210 HUMAN DEVELOPMENT AND LEARNINGThis course introduces students to human developmental processes and the nature of learning. The study of development includes physical and biological systems, individual cognitive and affective processes and sociocultural models and influences. The nature of learning

64

encompasses theories of learning and classroom application. The course provides an orientation and background for sound educational practice. 3 credits. Fall/Spring.

SPED 230 INTRODUCTION TO SPECIAL EDUCATIONIntroduction to Special Education is a required course for all elementary and physical educationmajors working toward teacher certification. This course surveys the major areas of exceptionalities as defined under the Individuals with Disabilities Education Improvement Act (IDEIA), Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA). 34CFR Part 300 (Federal) and Part 200 (State) laws and regulations, legal definitions, and historic litigation are discussed. Identifying characteristics, etiologies, and the prevalence of each exceptionality within IDEIA are explored along with the types of educational instruction,supports, adaptations and classroom management skills needed for students to achievesuccess. Pre-referral alternatives, referral systems, multi-disciplinary team composition and responsibilities, the Individual Education Plan and Individual Family Service Plan processes, placement procedures, various service delivery systems and family issues will also be examined. Cultural diversity and language issues are explored through a peer collaboration and co-teaching exercise and research paper during the course of the semester. Field Component 15 hours observation. 3 credits. Fall, Spring.

SPED 460 COMMUNICATION AND COLLABORATION SKILLS FOR EDUCATORSThis course centers on the development of competencies in communication and collaboration. Those skills necessary for fostering successful integration and full inclusion of students with disabilities are addressed. In addition, strategies for collaboration with agencies, other specialists, families and classroom teachers are presented. Concurrent with student teaching. 3 credits. Fall, Spring.

BIO/BIOL 101 FUNDAMENTALS OF BIOLOGYA human-oriented introductory course for non-science majors. Emphasis will be placed on the biological role of cell organization and function, integration of systems, inheritance of individualtraits and the genetic basis of evolution. The laboratory will introduce a variety of investigationaltechniques used to study related problems at the cellular and organismal levels. Three hours lecture/ 1 laboratory per week. 4 credits. Fall and Spring.

BIO/BIOL 211 HUMAN ANATOMY AND PHYSIOLOGY-IA study of the structure and function of the human body. Special emphasis is placed upon correlating structure with function in an examination of the human body from the cell and cellular metabolism level to the complex systems level. The laboratory is correlated with lectures and includes exercises of cell and tissue structure and function and exercises covering and integrating the microscopic and gross anatomy of the integument, body membranes,skeleton, articulations, and muscles with their corresponding body functions. Prerequisite:Biology 101 or equivalent. Two and ½ hours lecture/1 laboratory per week. 4 credits. Fall.

BIO/BIOL 212 HUMAN ANATOMY AND PHYSIOLOGY-IIA continuation of Biology 211 in which attention is given to the structure and function of biological integrating and control mechanisms and mechanisms for processing, transporting,

65

secreting, and eliminating. Emphasis is given to body maintenance response to external and internal stress. Laboratory exercises cover nervous, endocrine, digestive, circulatory, respiratory and urinary structures and processes in maintaining homeostasis. Prerequisite: Biology 211 or equivalent. Two and ½ hours lecture/1 laboratory per week. 4 credits. Spring.

MATH 107 INTRODUCTION TO STATISTICSThis course is a non-calculus-based study of statistics, including descriptive methods, basic probability theory, some design and data-collection issues, and procedures for statistical inference. Emphasis is on set up and interpretation rather than on computation, with a significant reliance on computer software and/or statistical calculators for the “number crunching” portion of the analysis. 3 credits. Fall/Spring.

UNIV 101 UNIVERSITY 101 SKILLS FOR THE GOOD JOURNEYThis one-credit course, which is available for all first year students, helps make the most of the freshman year. Academic content provides a context for teaching and assessing fundamental academic skills such as using technology, time management, listening skills, note taking, and learning from textbooks. The course also addresses transition into college life. Issues including identifying personal goals and priorities, information about campus resources, dealing with stress, and other social issues are discussed in a small-group setting. The course will allow students to reflect on their experiences in a supportive, academic setting. We offer special sections for education majors only and provide an introduction to the major and the profession as part of the course. 1 credit Fall. (Freshman)

66

IX. FACULTY IN THE SCHOOL OF EDUCATION

The following full time faculty in the School of Education teach courses in education, advise, and mentor education majors, and/or supervise student teachers in Elementary Education and Physical Education Programs:

Nancy Cunniff Casey, Ed.D., DeanB.A., College of St. Elizabeth; M.Ed., Rutgers University; M.A., Ed.D., Teachers College, Columbia University; Ed.D., Teachers College, Columbia University

Claire Watson, Ph.D. , Chair of Physical Education and Sports StudiesAssistant ProfessorB.A., SUNY Geneseo; M.S. Bloomsburg University; MSPH Walden University Ph.D.

Paul Brawdy, Ed.D.Associate Professor; B.S., M.S., Indiana University of Pennsylvania; M.S., Ph.D., University of Northern Colorado

Adam Brown, Ph.D.Associate Professor; B.A., SUNY at Fredonia; M.S., SUNY at Albany; C.A.S. SUNY at Albany; Ph.D., SUNY at Albany

Diana Lawrence-Brown, Ph.D.Associate ProfessorB.S., Clarion University of Pennsylvania; M.S.E.D. SUNY at Buffalo; Ph.D. SUNY at Buffalo

Betsy Cashing, M.A.LecturerB.A., State University of New York at Oswego; M.A., Pennsylvania State University

Philip J. Eberl, M.S.Certification OfficerB.A., M.S., St. Bonaventure University; M.S., St. Bonaventure University

Anne-Claire Fisher, Ph.D.Assistant ProfessorB.A., Universite des Sciences Humaines, Strasbourg, France; M.A., University of Arizona, Tucson, Ph.D., University of Arizona, Tucson

Rene´ E. Hauser, Ph.D.Associate ProfessorB.S., M.S., Buffalo State College; Ph.D., State University of New York at Buffalo

67

Julie Hall, M.S.Ed.Director of Field ServicesB.S., D’Youville College; M.S.Ed., State University of New York at Buffalo; C.A.S, State University of New York at Buffalo

Christine Hunt, Ph.D.Assistant Professor B.S. Grace College, M. S. Purdue University, Ph. D. Michigan State University

Willy Kipkemboi Rotich, Ph.DAssociate ProfessorB.Ed., Kenyatta University; M.Ed., Louisiana State University; Ph.D., University of Texas at Austin

Paula Scraba, Ph.D.Associate ProfessorB.S., M.S., University of Connecticut; M.S.; Ph.D., University of Connecticut

Craig Sinesiou, M.A.LecturerB.A., M.A., Alfred University

Ann Marie Sitter-TompkinsLecturerB.S., St. Bonaventure University; MS.Ed., St. Bonaventure University

Kayla Zimmer, Ed.M.LecturerB.A., State University of New York at Albany; Ed.M., State University of New York at Buffalo

68

X. APPENDICES

A. Formal Admission to Teacher Education

B. Admission Check Sheet

C. Faculty Recommendation

D. Student Observer Feedback Form: PHED 105

E. Observation Verification Form: SPED 230

F. “Yellow Flag” Form for Education Students

G. Sample Professional Development Contract

H. Field Placement Policies

I. University Academic Forms

J. Sports Management Schedule of Coursework

K. Supervisor’s Formal Observation Report

L. Unit Plan/Lesson Plan Assignment

M. Assessment #6 Physical Education Field Block

N. ALT-PE Interval Recording Observation Report

O. Skill Feedback Event Recording Observation

69

Appendix A: Formal Admission to Teacher Education

Even though students enter the university as declared majors in Physical Education or Elementary Education, it is necessary to formally apply for formal acceptance to the major. To do this, students must submit a letter requesting admission. When that letter is received, a formal interview will be scheduled. At the time of the interview, the student will complete a writing sample and will meet with the Director of Field Services and other department members. The student must bring the admission check sheet and all supporting documentation to the interview.

The suggested format for the letter is provided below:

Deadlines: Due dates for letters requesting admission is October 1 for January admission, and February 15 for fall semester admission. Students will receive a written response. Students denied admission will be provided a reason for denial along with an opportunity to appeal the decision.

70

Date

~Put your return address here~

Ms. Julie HallDirector of Field ServicesSchool of EducationSt. Bonaventure UniversitySt. Bonaventure, NY 14778

Dear Ms. Hall:

I am applying for admission to the _______________ (insert one: Childhood Education, Childhood Education/Students with Disabilities, Childhood Education/Early Childhood, Physical Education) program. I understand that I will be contacted with a time for an interview, and that the interview will require completion of a writing sample. I will bring the Admission Check Sheet and all documentation to the interview.

I am available for an interview on _________________ (indicate days of weeks and morning or afternoon – e.g., Monday afternoons and Thursday mornings).

Sincerely,

~Sign your name and include your student ID, email address and phone number~

Appendix B: Admission Check Sheet

Please bring this and all documentation to your acceptance interview

Name________________________________ ID ________________________

Email: _______________________________ Phone:______________________

Advisor: ______________________________________

Program Physical Education

Cumulative GPA__________ Physical Education GPA_________

In the following table, please put the grade you earned in each of the following courses (or indicated “R” if you are registered)

Physical Education______EDUC 210_____ SPED 230______CLAR 110______CLAR 111

______ MATH 107 ______ BIO 101 ______ BIO 211 ______ BIO 212

Attachments Required (if applicable)

_______ Degree audit_______ Letters of Recommendation (2) _______ Professional Liability Insurance (done prior to 1st field block experience)_______ PA Child Abuse Clearance (done prior to 1st field block experience)_______ PA State Police Clearance (done prior to 1st field block experience)_______ School Internship Disclosure Statement (done during interview)

Signature ______________________________________ Date _____________________________

71

Appendix C: Faculty Recommendation for Formal Admission to the Education Program

To the student: Before you may register for Field Block 1, you must present recommendations from two faculty members from the SBU School of Education who you have had for classes. You are to complete Part 1 of this form and then request recommendations from your professors. This is to be done by mid-semester in the semester before you plan to begin your Field Block 1 experience.

PART I:Student Name______________________________________ ID #____________________Certification Program________________________________________________________Advisor ____________________________________ Date _________________________

PART II:To faculty recommender:Please fill out the remainder of this form and return to the Office of Field Services.I taught this student in:EDUC 201______ EDUC 210______ EDUC 220______ EDUC 325 ______ ECED 240______SPED 230______ SPED 440______ PHED 101 ______ PHED 104 ______ PHED 105 ______PHED 107 ______ PHED 202______

Please rate each of the following areas using the following scale:0 = poor performance 1 = average 2 = above average DK = Don’t Know

Class attendance 0 …….. 1 …….. 2 …….. DKClass participation 0 …….. 1 …….. 2 …….. DKWorks well with peers 0 …….. 1 …….. 2 …….. DKInitiative 0 …….. 1 …….. 2 …….. DKOral language skills 0 …….. 1 …….. 2 …….. DKWritten language skills 0 …….. 1 …….. 2 …….. DKUse of resources 0 …….. 1 …….. 2 …….. DKAttitude toward the teaching profession 0 …….. 1 …….. 2 …….. DK

I recommend this student for formal acceptance to the Education Program, and for starting Field Block courses:

________Yes________Yes with reservation (please comment below; add additional comments on back)________No (please comment below; add additional comments on back)________I do not feel that I know this student well enough to make a recommendation

COMMENTS:

Signature: ______________________________________________ Date: ________________________

72

Appendix D: Student Observer Feedback Form: PHED 105

PHED 105 (The course instructor will provide students with this form)Directions: Student completes Part 1 and 2 and obtains classroom teacher signature on participation log. At the completion of 10 hours of observation, the classroom teacher completes part 3 and mails the form to: Ms. Julie Hall, Director of Field Services, School of Education, St. Bonaventure University, St. Bonaventure, NY 14778.=========================================================Part 1: Student Name ______________________________________ID #___________________Semester________Course_________________Instructor:_________________________________School Name ________________________________________Phone:______________________School Address:__________________________________________________________________Teacher Name:__________________________________ Grade or Subject:__________________

=====================================================================Part 2:Date Observation Start

TimeObservation End Time

Total Hours Teacher Signature

Part 3: To the Recommender: Please rate this student on the following indicators. Feel free to add comments, focusing on early indicators of this student’s compatibility with the teaching profession.

Scale: 0=poor 1=satisfactory 2=excellent N/A= Not ApplicableThe student

arrived on time 0 ...... 1........ 2........ N/Awas present for all scheduled times 0 ...... 1........ 2....... N/Adressed in a professional manner 0 ...... 1........ 2........ N/Ainteracted well with children 0 ....... 1........ 2....... N/Awas inquisitive: asked questions about the class, teaching, planning, etc

0 ...... 1 ....... 2...... N/A

came prepared (when necessary) 0 ...... 1 ....... 2.......N/A

Comments on reverse side? Yes ___ No____

Teacher signature_____________________________________________ Date____________

73

Appendix E: Observation Verification Form: Special Education 230

Student Observer Feedback Form:SPED 230 – Introduction to Special Education

Directions: Student completes Parts 1 and 2 and obtains the classroom teacher’s signature on the participation log. At the completion of 10 hours of observation, the student writes a reflection on the observation experience and submits the reflection along with this form to Mr. Sinesiou._____________________________________________________________________________

Part 1:Student’s Name: _________________________________________________ ID#:___________________

School’s Name: _____________________________________ Phone #: _______________

Teacher’s Name: ______________________________________ Grade(s) _______________

______________________________________________________________________________

Part 2:Date Type of

ClassroomObservation Start Time

Observation End Time

Total Hours

Teacher’s Signature

74

Appendix F: “Yellow Flag” Form for Education Students

Directions:1. This form is to be used anytime a faculty member has a concern about a student—academic or relating to

his/her professional attitudes, demeanor, abilities, or preparation—that goes beyond the course per se and has the potential to impact on the student’s success as a potential teacher.

2. The Yellow Flag Form is signed by the instructor and the student. A copy is given to the student and the original is given to the appropriate Department Chair who, with the Director of Field Services, will meet with the student to determine an appropriate course of action depending on the nature of the issue.

3. The flags are meant as an opportunity to engage in problem-solving and planning strategies that will attempt to help the student address the areas of concern. Except in a severe or crisis situation, no one flag will result in a student being dismissed from the program. Flags do not become part of a student’s permanent record.

STUDENT __________________________________________ Date_____________________Course/Field Block ___________________________________

Instructor______________________________Academic Advisor __________________________Program: ( ) Elem Ed ( ) Phys Ed ( ) Secondary Ed

Please describe situation/concern below in as much detail as possible. Include information about how you observed/are aware of this problem. Continue on reverse side if needed.

What steps have you and the student taken up to this point in an effort to resolve the situation/concern? Continue on reverse side if needed.

Please add recommendations for improvement/remediation, if you have any. Continue on reverse side if needed.

Faculty Signature/Date________________________________________________________________

Student Signature/Date________________________________________________________________

75

Appendix G: Sample Professional Development Contract

Professional Development Contract

Student:

The following objectives were discussed and agreed on by all parties involved. This contract specifies responsibilities that each party will perform:

The student will achieve the following objectives:

The student will accomplish the objectives by making the following adjustments:

Consequences:

Signed:

________________________________________Date: ______/_________/________Student

_______________________________________ Date: ______/_________/________Director of Field Services

_______________________________________ Date: ______/_________/________Program Director:

CC: Course instructor

76

This form will be used when a student has been warned about deficiencies or problems, which must be corrected, or removal from the Teacher Education program is likely. A copy is held by all parties as well as filed with the Director of Field Services.

Appendix H: Field Placement Policies

Following are key policies that govern students in all field placements. For the most up-to-date policies and policies specific to field placements (e.g., tutoring, Field Block, Student Teaching, Internship), see your course syllabi.

AttireSt. Bonaventure University students assigned to field settings are expected to dress professionally at all times. Interns should "fit in" with a style of dress that matches school expectations for faculty members. Caps or hats should never be worn in field settings. Dress-code regulations that are particular to a specific field site will be discussed with interns at their initial orientation meeting for that site. University faculty members are available for consultation when there are questions.

Official name badges MUST be worn when at a field assignment.

In addition to professional dress, interns are expected to behave in a professional manner. This includes, but is not limited to abstaining from chewing gum and drinking and/or eating in the classroom when students are present.

AttendanceAttendance at field placements sites is mandatory. Each site determines the hours of required attendance based on the clinical faculty workday at that site.

In case of serious illness or emergency, students are responsible for notifying the appropriate university office as determined by the specific field placement course. Absences or tardiness may result in limited success in the field assignment, failure or removal from the assignment. Information regarding whom to contact in case of illness will be provided at the beginning of each semester.

Field Block Interns and student teachers may not leave their field site during the school day. The only exception would be if there was a medical emergency or if you are an athlete and will need to leave for a game. All athletes should give their university faculty a schedule of their games, etc. at the beginning of each semester so there is no confusion as to why you need to leave the field block site early.

Student athletes/managers are encouraged to review the demands of field-based assignments relative to their sport season. Excused absences related to athletic participation will require adjustment and possible compensatory assignment(s).

Medical EmergencySt. Bonaventure University has a written procedure to follow in case of a medical emergency. Confidential health concerns will be available to those with a professional "need to know." Emergency contact cards for interns will be available on site.

Professional Liability InsuranceBefore students begin field placements, they must provide proof of professional liability insurance. The Office of Field Services will provide students with information about student membership in a professional organization through which the student can secure professional liability coverage for a nominal fee.

TransportationStudents must provide their own transportation for all field placements except Field Block. During the two Field Block semesters, bus transportation may be arranged pending cost. There is a Field Block fee, and if transportation is arranged, the cost for transportation will be included as part of the Field Block fee. All students must ride the bus if arranged. Exceptions can be made by submitting, in writing, to the Director of Field Services, a request that specifically describes an extenuating circumstance. Students who are waived from riding the bus are still obligated to pay the Field Block fee.

Use of Tobacco and Controlled SubstancesSchool buildings and grounds are "Smoke Free" and "Drug Free" zones. There is to be no use of tobacco products

77

or any controlled substance in any form on school property. In addition there is no smoking in any transportation arranged by SBU.

PlacementsThe Field Services Director in consultation with the Dean and Department Chair makes assignments for field placements. Student preferences and special needs are considered to the extent possible.

78

Appendix I: University Academic Forms

Many actions require that you complete an official university form, obtain appropriate signatures and submit the form to the registrar’s office by the specified date.

All forms are available on-line.

Add/Drop Form: During the first week of each semester, there is an “Add/Drop” period. You can add courses with the signature of the Department Chair of the course you are adding – e.g., the Chair of the History Department must sign if you are adding a history course. You may drop a course with the signature of your academic advisor (for Freshmen only).

Withdrawal Form: After Add/Drop week is over, you may withdraw from a course until the date specified in the University calendar – the end of the 9th week of classes. You must be in good standing in the course and have the signature of your advisor and the course instructor. You will be assigned a grade of “W”.

Change of Major: If you decide to change majors, you must fill out this form and have it signed by your current advisor and the Chair of the new department you wish to enter. Note: changing from one school of education program to another also requires use of this form, e.g. single certification to dual certification.

Transfer of Credit: If you want to take a course at another college or university, you must have prior permission to ensure that it will transfer in to SBU. Your advisor is your first stop! Discuss your course needs with her/him and decide on an appropriate course. Then bring the course description and this form to the Department Chair. Follow all instructions carefully. Make sure that you request a transcript from the school where you take the course. A transcript will not be sent automatically to SBU.

79

Appendix J: Sports Management Schedule of Coursework

The Sport Management Minor includes the following courses:- ECO 101: every semester- FIN 333: Spring semester every other year (e.g., ’15, ’17, ‘19)- MSC 329: Fall every year (e.g.,’15, ’16, ’17, ‘18)- MKT 309: Fall every other year (’15, ‘17)- BLX 310: Spring every other year (’16, ‘18)- MKT 310: Fall every other year (’16’ 18)- BI 309A

Those courses need to be offered regularly for the students. Here is a suggested timeline (for our planning purposes).

All classes in the minor would be offered at least once every two years. Consequently, students could add the minor as late as their Junior year.

80

Appendix K: SUPERVISOR’S FORMAL OBSERVATION REPORT

Student Teacher: Date: / /

School: Grade Level:

Subject: Observation: 1, 2, 3, __, __

Lesson Topic:

Teaching Model/Methodology Target Acceptable Unacceptable

PLANGood Satisfactory Minimally

Acceptable

Clearly written lesson plan coded with appropriate New York State, Common Core or Pennsylvania Standards with materials attached to it.Objectives are behavioral and measureable.The assessment is directly correlated to the lesson objectives.Lesson plan received by the University Supervisor according to his/ her expectations.Lesson plan includes all essential components. It is appropriate to grade and skill level of the students.Lesson plan represents a logical sequence of instruction.Lesson plan specifically cites adaptations and modifications for individual students. The student teacher addresses various learning modalities.The student teacher exhibits appropriate expectations and academic focus.Comments:

DELIVERYThe student teacher gains and maintains the attention of the students.The student teacher moves about the classroom providing assistance and checking work.The student teacher minimizes transitions and disruptions.The student teacher demonstrates full knowledge of the content being taught.The student teacher uses proper grammar.The student teacher communicates effectively.All materials used during the lesson are grammatically correct.The student teacher follows the lesson plan that was approved.Materials used in lesson must support the lesson objectives.The student teacher provides active participation and involvement for learners.The student teacher uses effective questioning strategies.The student teacher models or demonstrates desired skill(s).The student teacher provides guided and independent practice.The student teacher uses positive reinforcement.The student teacher uses good motivational strategies.Student teacher brings lesson to appropriate closure.Comments:

81

Target Acceptable Unacceptable

Good Satisfactory Minimally Acceptable

MANAGEMENT

The student teacher establishes clear rules and procedures.

The student teacher is flexible in adapting instructional plans to meet emerging needs in the classroom

The student teacher demonstrates effective classroom management techniques and safety.The student teacher’s awareness and presence are observable.

Comments:

DISPOSITION/PROFESSIONALISMThe student teacher prepares written and complete lesson plans for every teaching episode and uses reflection to improve professional practice.The student teacher is here on time every day.The student teacher is available before and after school hours for planning.The student teacher creates a positive environment within which diversity is valued.The student teacher is flexible in adapting instructional plans to meet emerging needs in the classroom.The student teacher consistently integrates technology into his/her teaching.Comments:

LESSON STRENGTHS:

82

LESSON RECOMMENDATIONS:

University Supervisor: Date:

Intern: Date:

83

Appendix L: Unit Plan/Lesson Plan Assignment

ASSESSMENT 3Unit Plan/Lesson Plan Assignment

Unit Plan /Lesson Plan Assignment Directions

During your elementary and secondary school Field Block assignment you will be required to develop and complete a “Unit Plan”. This “Unit Plan” will be comprehensive and include all planning and information essential for effective teaching. Toward this end, embedded lesson plans need to be included/appended.

You will be evaluated on the following components for each unit plan. In addition to examples provided in class and feedback from the instructor, please note that materials submitted for unit plans will be rigorously reviewed for their ability to support the identified outcomes associated with the NASPE Standards for Initial Teacher Certification Programs. Performance standards associated with each outcome are provided in rubric form at the bottom of this document.

The following elements are required in your Unit Plan:

I. Heading Material: your name, date, title of the unit, class or grade to be taught, space/facilities needed, equipment/supplies needed.

II. Clearly Stated Unit Objectives: Behavioral objectives for the unit are specified and categorized according to their impact on each of the three domains of learning (psycho-motor, cognitive, affective). Objectives are also linked to specific state and national standards.

III. Outline of the Content (Scope and Sequence or developmental analysis): Scope and sequence focuses on the variety of activities to be taught (including rules, use of technology and safety) and the sequence in which each will be delivered. Developmental analysis focuses on the task development model of instruction (introduction, extension, refinement, application).

IV. Unit Block Plan: Content, routines, learning experiences (technology, rules, safety, etc.) are organized in a calendar format that specifically demonstrates time management over the course of the unit.

V. Assessment Materials/Experiences: Formative and summative assessment is developmentally appropriate and clearly linked to unit objectives as well as state and national standards.

VI. Accommodations for Students with Special Needs : Specific

84

strategies/accommodations will be discussed that ensure that the learner is afforded opportunities to learn in an inclusive learning environment.

VII. Alternative Activities to be used during periods of Inclement Weather: A reasonable, alternative plan is provided for instances when inclement weather or other environmental/institutional considerations require a change of setting.

VIII. Appendices to Unit : This portion of the unit plan includes all documents needed for additional clarification or points of emphasis necessary to a safe and successful unit. Examples might include informed consent forms, permission slips, specific instructions related to an activity’s safe practice, etc.

The unit plan must be available for review one week prior to the beginning of the unit. I will then grade it and give it back to you. This will tell me that you are ready to teach. You should make a copy for your records so you have it while I am grading it. When I give it back to you, you will make corrections (so have a copy on computer disk) and submit it with your lesson plans, systematic observation sheets and teacher reflections in a single notebook. This corrected unit plan will be a good piece of material for your portfolio.

LESSON PLANSYou need to have a lesson plan each day before you teach within the unit and they must be completed and available one week prior to instruction (this means you must submit your first week’s lesson plans along with your unit plan one week prior to instruction; thereafter, each week’s lesson plans will be submitted one week in advance). This is to be your own individual work. The standards of academic honesty apply to these plans in the same way that they apply to all work presented for assessment. They must be your own work and references must be provided for any game, drill or information derived from another’s efforts! Failure to do so will be considered a breach of academic honesty. Do not arrive at your school without a lesson plan! If you do, you will be sent home (or in the case of Field Block, receive a “0” for the assignment) for the day. Additionally, this will cause your colleagues to take on more students for which they will not be prepared. Thus, many people would be affected. Supervising faculty will check to make sure that you have them and that they meet standards of both quality and safety before you present your lessons. Be sure to provide your work to them with plenty of time for them to review the content of each lesson; late work may be refused at the instructor’s/supervisor’s discretion. If the university supervisor deems them inappropriate or substandard, you will be asked to re-do the lesson, or, if time does not permit this, you will not be allowed to teach. If lesson plans are not submitted, they cannot be assessed. If your work is not assessed, your grade for the course or the practicum will be adversely affected. You are encouraged to live up to your full potential on every single assignment if you are serious about becoming a teacher!* You will be evaluated on the following components for each lesson plan. In addition to examples provided in class and feedback from the instructor, please note that materials submitted for lesson plans will be rigorously reviewed for their ability to support the identified outcomes associated with the NASPE Standards for Initial Teacher Certification Programs. Performance standards associated with each outcome are provided in rubric form at the bottom of this document.* Format and Clarity: You have been provided with a lesson plan format; please use it for all submitted work. You will be assessed on your ability to complete the plan and the clarity of its

85

content.*New York State and NASPE Standards are linked with teaching outcomes (objectives) and must be accurately identified. You must be able to demonstrate knowledge of approved state and national content standards. *Teaching Outcomes (objectives) must be clearly written and focused on measurable student performance in each of the three domains. *Personal Fitness: The plan accurately identifies the components of personal fitness addressed in the delivery of the lesson.*Instructional Tasks: Instructional tasks should be clearly developed via progressions that are both safe and developmentally appropriate. The plan identifies critical elements of motor skill performance, and where necessary combines motor skills into appropriate sequences for the purpose of improving learning.*Developmentally Appropriate Instructional Cues: Instructional Cues are provided that accurately target the critical elements of the skill or physical activity in a developmentally appropriate manner that meet the learner’s needs. *Organization: This section describes the physical lay-out of the instructional area and the use of shared space by learners and the teacher through written descriptions or simple drawings. Such descriptions can be used to illustrate instructional tasks as well as transitions. The purpose is to provide a “snap-shot” or overview of the visual lay-out of the instructional area . *Safety Cues: As each task or activity is presented, a comprehensive set of safety cues must be provided. *Technology: Provide a brief description of the type of technology used and the way it will be integrated into the lesson.*Assessment: Assessment strategies are included that accurately and authentically determine the extent to which all teaching outcomes (objectives) have been met.*Closure: Closure should include a summary of the day’s lesson, expectations for the lesson that follows attention to student performance highlights and the assignment of homework.*Plans for Children with Special Needs are Included as Needed: When necessary, notation should be provided throughout the plan, or via an appendix, of adaptations or accommodations that provide all learners with access to instruction. *Creativity: Creativity can be inspirational. Do your best to inspire us with your imagination and special talents!The above components will be reviewed and assessed, in their entirety, for their ability to demonstrate that you have met the following NASPE Standards. Please note the scoring system associated outcome performances.

Performance expectations associated with the final unit/lesson plan assignment are provided below.

Target: consistently exceeds expectations of knowledge and how to apply this with highly developed skills during teaching. Target performances are rated as a “2” on a scale of 0-2. Acceptable: sufficient knowledge and application of appropriately developed skill(s)Acceptable performances are rated as a “1” on a scale of 0-2. Unacceptable: no knowledge and no evidence of skill(s)Unacceptable performances are rated as a “0” on a scale of 0-2.

86

Standard Outcomes Target (2) Acceptable (1) Unacceptable (0)3.1 Teacher candidate will develop, and execute, plans that address the various student needs for both short (daily lesson plans) and long term learning.

-Teacher candidate designs and implements short and long term plans using such strategies as backward mapping.- Short and long term goals are linked directly to student learning activities. - Short and long term goals allow for differentiated instruction and multiple means of teaching sequences.

-Teacher candidate designs and implements short and long term plans (does not include backward mapping). -Learning activities are congruent with short term and long term goals, but are not consistently linked to student learner activities. -Some attempts at devising differentiated instruction, but inconsistent in devising specialized plans.

-Teacher candidate fails to make both short and long term plans. Planning is limited to daily lesson plans with no plan for long term instructional goals for the unit. -Lesson objectives are not aligned with identified long term goals (unit).- No attempts at differentiated instruction.

3.2 Teacher candidate will determine and execute measurable objectives (based on university, state and national standards).

-Teacher candidate develops objectives that are appropriate for the subject area & developmental level of learners.-Objectives are explicitly connected to the standards, and provide appropriate challenges for students (tasks are neither too easy nor too difficult).- Objectives incorporate multiple domains of learning or content areas. -Objectives are measurable and each contains criteria for student mastery.

-Teacher candidate develops objectives that are appropriate for subject area or developmental level of learners, but not consistently for both.-Objectives are connected to standards, but not explicity stated. -Objectives incorporate 1 or 2 domains of learning or content areas.-Objectives are measurable, but not all identify criteria.

-Teacher candidate’s objectives are inappropriate for the subject area and/or developmental level of learners.-Objectives only contain performance. -Objectives are appropriate, but Teacher candidate fails to align objectives with local, state, and/or national standards.

3.3 Teacher candidate will develop, and execute, content appropriate lessons.

-Teacher candidate selects teaching model that is congruent with the goals/objectives and facilitates mastery. -The approach/model selected maximizes practice opportunities, allows for individual differences in skill levels, maximizes the use of space and equipment, and allows students to practice tasks in appropriate environments related to the context (open or closed environment) in which the skill/activity is performed. -Learning activities allow students to achieve objectives.

-Teacher candidate selects teaching model that is congruent goals/objectives, but is inconsistent related to planning for any of the following: the number of students in the class, pre-assessment of students’ developmental levels, available equipment, space, and context (open or closed environment) in which the skill/activity will be performed. -Learning activities allow students to work towards, but may not be successful in achieving all objectives.

-Teacher candidate selects model that is incongruent with the subject matter/content, student population, and/or goals/objectives. -Teaching model does not consider the developmental level of students, context of the class (number of students in class, equipment, space, etc.), and/or the context (open or closed environment) in which the skill/activity will be performed. -Students participating in the learning activities fail to achieve the lesson objectives.

3.4 Teacher candidate will attempt to provide fair learning opportunities by managing their allotted resources.

-Teacher candidate’s plans routinely reflect sophisticated adaptations for abilities (all levels) and needs (interests and motivation).- Teacher candidate uses multiple instructional models/approaches throughout the lesson to account for variations in learning styles and prior experiences. -Students are given multiple choices (equipment, space, etc.) within practice tasks based on individual differences.

-Teacher candidate plans for instructional adaptations for individual differences.-Teacher candidate uses 1-2 instructional models/approaches throughout the lesson to account for variations in learning styles and prior experiences. -Teacher candidate provides some student choices in equipment, space, or level of practice tasks based on individual differences.

-Teacher candidate does not plan or minimally plans for adaptations based on individual differences.-Instruction is not individualized and a “one size fits all” approach is taken. -Teacher candidate uses one instructional model/approach throughout the lesson. -Teacher candidate does not make adaptations or offer choices in equipment, space use, or practice tasks based on individual differences.

3.5Teacher candidate will account for diverse learners’ needs by developing and executing lessons that provide modifications or special accommodations.

-Teacher candidate accounts for exceptionalities among students or makes accommodations for the diverse needs using creativity and foresight through appropriate selection of units of instruction,

-Teacher candidate accounts for student exceptionalities or differences by planning and implementing lessons that are modified.-Teacher candidate demonstrates

-Teacher candidate fails to account for student exceptionalities or differences within the class based on factors such as gender, class, ethnicity, race, physical or mental

87

materials selected for display, the selection of students to demonstrate.-Teacher candidate collaborates with the IEP team on the planning and implementing of lessons that meet the needs of students with disabilities.

teaching behaviors that reflect thoughtful consideration of exceptionalities, but may not be evident all of the following: selection of units to be taught, inclusion of diversity in bulletin boards and other displayed materials, using a variety of students to demonstrate, and grouping students for instruction and play.- Teacher candidate collaborates with the IEP team on the implementation only of lessons that meet the needs of students with disabilities.

handicap, or socioeconomic status. -Teacher candidate does not make accommodations for the diversity found within the student population. Failure to account for exceptionalities would include such components as the choices of units to be taught, selection of students chosen to demonstrate, degree of inclusion reflected in bulletin boards or other displays, and grouping of students for instruction or play. -Teacher candidate fails to collaborate with the IEP team on the planning and implementing of lessons that meet the needs of students with disabilities.

3.6 Teacher candidate will account for diverse learners’ needs by developing and executing lessons that are progressive and sequential.

-Teacher candidate develops learning objectives and tasks are appropriate for the developmental level of students by providing appropriate challenges for students.-Teacher candidate makes adjustments to tasks based on student performance (increasing or decreasing tasks complexity). Adjustments are both across the entire class and individualized. The sequence of the lesson is logical with no gaps in progressions. Learning/practice tasks allow students to begin and end at different levels based on individual readiness. Progressions are sequential with opportunities for students to extend tasks to increase or decrease the challenge-Teacher candidate individualizes starting points for students based on student pre-assessment. -Teacher candidate sets high expectations for all students.

-Teacher candidate considers the context of the teaching environment and that the context is reflected in the planning and implementation of lessons. Multiple methods are used to convey content. -Teacher candidate makes some adjustments to tasks to accommodate students’ developmental levels, but adjustments are across the entire class and not individualized. Progressions are sequential and progressive with no gaps. Task complexity is appropriate for skill and developmental levels of students. The sequence of the lesson(s) is logical, with few gaps in progressions. Learning/practice tasks are arranged in sequential and progressive steps to facilitate learning.

-Teacher candidate develops learning tasks that are inappropriate for the developmental levels of students by being either too difficult or too easy. -Teacher candidate fails to make adjustments to tasks to accommodate students’ developmental levels by increasing or decreasing task complexity. The sequence of the lesson may be illogical, with gaps in progressions. Learning/practice tasks are arranged randomly in the lesson with steps between progressions either too large or too small to facilitate skill mastery. -Teacher candidate fails to pre-assess students to determine an appropriate starting point. Students are grouped for convenience (by gender, age, etc.) without consideration of the objectives for the lesson.

3.7 Teacher candidate will utilize technology to develop lesson plans and enhance learning experiences.

-Teacher candidate integrates learning experiences that require students to use various technologies in a physical activity setting. - Teacher candidate demonstrates mastery of current technologies and uses the technology to enhance student learning. -Teacher candidate incorporates technology such as pedometers, video, etc. to provide feedback to students. -Teacher candidate’s use of technology is aligned with lesson objectives.

-Teacher candidate integrates learning experiences that involve students in the use of available technology. -Teacher candidate demonstrates knowledge and use of current technology and applies this knowledge in the development and implementation of lessons in a physical activity setting. -Teacher candidate’s use of technology is aligned with lesson objectives.

-Teacher candidate does not make appropriate use of the available technology. -Teacher candidate demonstrates limited knowledge of current technology and its applications in a physical activity setting. -Teacher candidate’s use of technology does not align with lesson objectives.

4.1 Teacher candidate will exhibit an effective communication style through verbal, non-verbal, and

-Teacher candidate uses proper grammar and diction. Pacing of verbal communication is appropriate for age group (neither

-Teacher candidate’s verbal interactions have an occasional mistake in grammar or the occasional use of an

-Teacher candidate’s verbal interactions have an occasional mistake in grammar, poor diction, and/or inappropriate

88

technological formats. too fast nor too slow) and is varied in tone and inflection. -Teacher candidate uses multiple forms of communication such as tasks sheets, bulletin boards, etc. are used throughout the lesson.

inappropriate or regional colloquialism. Pacing of verbal communication is neither too fast nor too slow with some variation in tone and inflection. Verbal and nonverbal communication is used throughout the lesson. -Teacher candidate uses an alternative form of communication such as tasks sheets, bulletin boards, etc. to communicate content.

language for the age and skill level of students. The pacing of verbal communication is consistently either too fast or too slow, and there is little variation in tone and inflection. -All communication is verbal with no other form of communication used.

4.2 Teacher candidate will exhibit physical activity skills through multiple modes including demonstrations and through instructional cues for learners.

-Teacher candidate provides an effective demonstration/model during the instructional episode. -Teacher candidate creates innovative instructional cues/prompts to facilitate learning including such things as rhymes or finding ways to make abstract concepts concrete. -Teacher candidate consistently repeats the instructional cues or prompts throughout the lesson.

-Teacher candidate provides a demonstration/model during the instructional episode. -Teacher candidate creates instructional cues or prompts that identify key elements of the skill/strategies and are appropriate for the developmental level of students. -Teacher candidate repeats the cues/prompts during the lesson.

-Teacher candidate either provides no demonstration or an incorrect demonstration during the instructional episode. -Teacher candidate provides either too few or too many instructional cues or prompts for the developmental level of students. -Instructional cues are incorrect or do not identify key elements of the skill/strategies.

4.4 Teacher candidate will understand that the learning environment is ever evolving and therefore be amenable to change to enhance learning.

-Teacher candidate demonstrates flexibility and creativity when adjusting the lesson based on student responses. -Teacher candidate appropriately responds to teachable moments during the lesson.

-Teacher candidate makes adjustments to planned lesson based on student responses. -Teacher candidate demonstrates flexibility in the lesson or with students by adjusting lesson based on student responses.

-Teacher candidate delivers lessons by remaining on script without regard to student responses. - Teacher candidate fails to recognize changes in the teaching environment or fails to make adjustments based on changes in the environment.

4.5 Teacher candidate will focus on learners’ safety by enforcing rules to insure a safe environment for physical activity and learning.

-Teacher candidate has established rules that are logical, reasonable, and developmentally appropriate with clear consequences for discipline issues. Rules are consistently enforced. Managerial routines are present and innovative such as multiple equipment distribution points. Stop and start signals are clear and creative. Space use is maximized through careful planning with students participating in the organization of the space for their use. Students consistently self-manage their behavior during lessons. -Teacher candidate creates a supportive environment where students are encouraged and supported.

-Teacher candidate has established rules for the classroom and enforces these rules. Some inconsistency in the following: Rules are stated in developmentally appropriate language. Managerial routines are present and a system is in place for distribution/return of equipment, attendance, finding a partner or creating a group, and other gymnasium routines. There is a clear stop and start signal in place. Effective use of space is evident in the lesson (students are neither too far or too close together). Behavior issues addressed. -Teacher candidate creates a supportive environment that invites student participation.

-Teacher candidate has ineffective rules or has difficulty in implementing classroom rules. Rules lack clarity or are stated in language inappropriate for the age group. Managerial routines are not present and no systems are in place for distribution/return of equipment, attendance, finding a partner or creating a group, and other gymnasium routines. Arrangement of students does not allow them to practice tasks. Spacing for tasks impedes student practice (too close or too far apart).There is not a clear stop and start signal in place. Behavior issues are addressed insufficiently or ineffectively

4.6 Teacher candidate will develop methods to assist their learners to be personally and socially responsible within the learning environment.

-Teacher candidate selects both direct and indirect instructional approaches including cooperative learning, peer teaching, and child-designed instruction. Students have multiple choices for learning.

-Teacher candidate selects both direct and indirect instructional approaches including task and inquiry (problem solving). Students are given a choice for learning.

-Teacher candidate relies on direct instruction for each lesson. Students are not allowed to make decisions in the context of the class. Only choice students have is to participate or not.

5.1 Teacher candidate will determine the appropriate

measures to assess learners.

-Teacher candidate uses assessments to inform instruction for all learners. Ongoing formative and summative assessments are used in multiple contexts to ascertain K-12 student skill development. Record keeping

- Teacher candidate often uses assessments to inform instruction for learners. Ongoing formative and summative assessments are used to ascertain K-12 student skill development. Record keeping provides data and can be

-Teacher candidate shows no evidence (or minimal evidence) of planning for formal or informal assessment. There is no plan for record keeping or analysis of data. Assessments do not match/measure the lesson

89

provides detailed data and can be transformed into a format that is accessible to others (e.g. parents/administrators).

transformed into a format that is accessible to others (e.g. parents/administrators).

objectives and/or standards. Some of the objectives are not assessed.

5.2 Teacher candidate will implement appropriate measures to assess learners’ physical fitness and progress towards objectives.

-Teacher candidate uses data from multiple measures to prescribe learning opportunities for individual K-12 learners. Data is formative and summative in order to effectively assess progress toward objectives.

- Teacher candidate uses data from to prescribe learning opportunities for K-12 learners. Data is formative and summative in order to effectively assess progress toward objectives.

-Teacher candidate demonstrates no evidence (or minimal evidence) of planning for formal or informal assessment. If assessment is used, it only occurs after instruction. Assessments do not match the lesson objectives and/or standards. Learning/practice opportunities are not based on pre-assessments. Instruction is informed by instructional plan with no regard for pre-assessments or formative assessments. Grades are determined by “effort” or “participation.”

90

Appendix M: Assessment #6 Physical Education Field Block

Assessment #6:Physical Education Field Block

Teacher Candidate Performance Assessment(Elementary and Secondary)

NASPE Assessment #6

PHYSICAL EDUCATION FIELD BLOCK TEACHER CANDIDATE PERFORMANCE FORM

CANDIDATE__________________________________________________GRADE LEVEL __________________________

CLINICAL FACULTY _____________________________ SCHOOL_______________________________________________

UNIVERSITY FACULTY_______________________________

EVALUATION PERIOD: (circle one) Mid-Point Final

Please Circle one Elementary Secondary

Session 1 Session 2 Fall/Spring 20________________________

Final evaluation: Both the clinical faculty member and the university faculty should complete a final competency evaluation for the

Student. The student should sign both copies and the university faculty member will turn both into the Director of Field Services. The

91

final evaluation must include a narrative assessment. This may also be attached as a separate sheet. This evaluation is based upon the

NASPE National Standards for Beginning Physical Education Teachers.

Evaluation Procedures/Grading:

Please rate the student for each competency area by using the following rubric:

Target: consistently exceeds expectations of knowledge and how to apply this with highly developed skills during teaching Target performances are rated as a “2” on a scale of 0-2. Acceptable: sufficient knowledge and application of appropriately developed skill(s)Acceptable performances are rated as a “1” on a scale of 0-2. Unacceptable: no knowledge and no evidence of skill(s)Unacceptable performances are rated as a “0” on a scale of 0-2.

An Unacceptable Rating on any item in this section is grounds for failure of the Field Block Experience:

Target (2) Acceptable (1) Unacceptable (0)

OutcomeThe candidate demonstrates professionalism in interactions, appearance, and behaviors when interacting with school personnel. The candidate prepares written and complete lesson plans for every teaching episode and uses reflection to improve professional practice. The candidate is on time every day.The candidate is available before and after school hours for planning The candidate is motivated. He/she takes initiative in the classroom and the school.The candidate is receptive to constructive criticism and implements change based on feedback. Receptive to feedback. (D3)The candidate attends faculty meetings, in-service days and workshops. The candidate has a pleasant and friendly demeanor in the school and related environments.The candidate demonstrates respect for the dignity and worth of individuals. (D5)Comments:

92

Standard 1: Scientific and Theoretical KnowledgePhysical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of a physically educated person.

Element Statement Target (2) Acceptable (1) Unacceptable (0)1.1 Knowledge of physiology and biomechanics and how to implement this knowledge into physical activity.

-Teacher candidate always appropriately applies physiological and biomechanical concepts in planning for and delivering instruction for all stages of student proficiency. Skill cues are identified in the plan and are consistently used during the lesson. -Teacher candidate’s instruction for skillful movement, physical activity, or fitness always includes the “how” and “why” of the movement, physical activity, or fitness.

-Teacher candidate often appropriately applies physiological and biomechanical concepts in planning for and delivering instruction, but lacks consistency. Skill cues identified in the plan are used during the lesson. -Teacher candidate’s instruction for skillful movement, physical activities, or fitness often includes the “how” and “why” of the movement, physical activity, or fitness.

-Teacher candidate does not apply physiological and biomechanical concepts in planning for and delivering instruction. Skill cues areappropriate in plan, but teacher candidate fails to use the identified skill cues during the lesson. -Teacher candidate’s instruction for skillful movement, physical activity or fitness is given using generalized terms and is concerned with the “how” of the movement,physical activity or fitness.

1.2 Knowledge of motor learning and its interaction with psychological/behavioral theory in physical activity.

-Teacher candidate always appropriately applies motor learning, psychological, and behavioral theory in planning for and delivering instruction. Practiceconditions allow for individual differences and practice conditions are adjusted based on student responses. -Teacher candidate always controls student behavior

-Teacher candidate often demonstrates knowledge of the various theories and applies the theories to teaching. Practice conditions allow for individual differences. -Teacher candidate controls student behavior through the use of proactive strategies (i.e. catch them when they are good, awarding positive behavior,

-Teacher candidate demonstrates knowledge of the various theories, but fails to apply theories to teaching. Practice conditions used for skill acquisition do not allow for individual differences. -Teacher candidate uses punitive measures to control behavior. -Teacher candidate fails to meet the criterion score

93

using proactive strategies including encouraging student self responsibility.

etc.). established by the program on assessments in motor learning and/or psychological/behavioral theory.

1.3 Knowledge of motor development theory and its interaction with physical activity.

-Teacher candidate always appropriately applies motor development theory and principles in planning for and delivering instruction (for all stages of student proficiency); evidence is provided by K-12 students' changes in behavior (learning occurs) in skillful movements, physical activities, and personal fitness.

-Teacher candidate often appropriately applies motor development theory and principles in planning for and delivering instruction; evidence is provided by K-12 students' changes in behavior (learning occurs) in skillful movements, physical activities, and personal fitness.

.

-Teacher candidate applies motor development theory and principles in planning for the lesson, but fails to account for developmental differences during instruction and practice activities and subsequent changes in students’ behaviors (that learning occurs) may not be evident.

1.5 Assess, and amend, the necessary aspects of performing motor skills.

-Teacher candidate always analyzes, detects, and corrects all students' fundamental movement skills using skill cues linked to the identified critical elements. -Teacher candidate always provides specific, corrective feedback on critical elements for both motor skills and tactics. -Teacher candidate identifies objectives related to decision making and the

-Teacher candidate often analyzes, detects, and corrects elements of all fundamental movement skills using skill cues linked to the identified critical elements. -Teacher candidate often provides specific, corrective feedback on critical elements for motor skills. Lessons focus on skills with consideration for the context in which skills are executed.

-Teacher candidate can analyze, detect, and correct critical elements for all fundamental movement skills for at least one stage of proficiency in either a verbal or written format. -Teacher candidate can identify key elements of motor skills, but feedback on the skills is non-specific. Lessons focus on skills without consideration for the context in which skills are executed.

94

effective use of strategies and tactics and plans practice activities congruent to objectives. -Teacher candidate provides specific, corrective feedback to students on the effective use of strategies and tactics.

-Teacher candidate identifies objectives related to decision making and the use of strategies and tactics. -Teacher candidate provides feedback to students on the effective use of strategies and tactics.

-Teacher candidate provides limited feedback to students on the effective use of tactics and strategies.

Standard 3: Planning and ImplementationPhysical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students.

Standard Outcomes Target (2) Acceptable (1) Unacceptable (0)3.1 Teacher candidate will develop, and execute, plans that address the various student needs for both short (daily lesson plans) and long term (unit plan/s) learning.

-Teacher candidate designs and implements short and long term plans using such strategies as backward mapping.- Short and long term goals are linked directly to student learning activities. - Short and long term goals allow for differentiated instruction and multiple means of teaching sequences.

-Teacher candidate designs and implements short and long term plans (does not include backward mapping). -Learning activities are congruent with short term and long term goals, but are not consistently linked to student learner activities. -Some attempts at devising differentiated instruction, but inconsistent in devising specialized plans.

-Teacher candidate fails to make both short and long term plans. Planning is limited to daily lesson plans with no plan for long term instructional goals for the unit. -Lesson objectives are not aligned with identified long term goals (unit).- No attempts at differentiated instruction.

3.2 Teacher candidate will determine and execute measurable objectives (based on university, state and national standards).

-Teacher candidate develops objectives that are appropriate for the subject area & developmental level of learners.-Objectives are explicitly

-Teacher candidate develops objectives that are appropriate for subject area or developmental level of learners, but not consistently for both.

-Teacher candidate’s objectives are inappropriate for the subject area and/or developmental level of learners.-Objectives only contain

95

connected to the standards, and provide appropriate challenges for students (tasks are neither too easy nor too difficult).- Objectives incorporate multiple domains of learning or content areas. -Objectives are measurable and each contains criteria for student mastery.

-Objectives are connected to standards, but not explicitly stated. -Objectives incorporate 1 or 2 domains of learning or content areas.-Objectives are measurable, but not all identify criteria.

performance. -Objectives are appropriate, but TC fails to align objectives with local, state, and/or national standards.

3.3 Teacher candidate will develop, and execute, content appropriate lessons.

-Teacher candidate selects teaching model that is congruent with the goals/objectives and facilitates mastery. -The approach/model selected maximizes practice opportunities, allows for individual differences in skill levels, maximizes the use of space and equipment, and allows students to practice tasks in appropriate environments related to the context (open or closed environment) in which the skill/activity is performed. -Learning activities allow students to achieve objectives.

-Teacher candidate selects teaching model that is congruent goals/objectives, but is inconsistent related to planning for any of the following: the number of students in the class, pre-assessment of students’ developmental levels, available equipment, space, and context (open or closed environment) in which the skill/activity will be performed. -Learning activities allow students to work towards, but may not be successful in achieving all objectives.

-Teacher candidate selects model that is incongruent with the subject matter/content, student population, and/or goals/objectives. -Teaching model does not consider the developmental level of students,context of the class (number of students in class, equipment, space, etc.), and/or the context (open or closed environment) in which the skill/activity will be performed. -Students participating in the learning activities fail to achieve the lesson objectives.

3.4 Teacher candidate will attempt to provide

-Teacher candidate’s plans routinely reflect

-Teacher candidate plans for instructional adaptations for

-Teacher candidate does not plan or minimally plans for

96

fair learning opportunities by managing their allotted resources.

sophisticated adaptations for abilities (all levels) and needs (interests and motivation).- Teacher candidate uses multiple instructional models/approaches throughout the lesson to account for variations in learning styles and prior experiences. -Students are given multiple choices (equipment, space, etc.) within practice tasks based on individual differences.

individual differences.-Teacher candidate uses 1-2 instructional models/approaches throughout the lesson to account for variations in learning styles and prior experiences. -Teacher candidate provides some student choices in equipment, space, or level of practice tasks based on individual differences.

adaptations based on individual differences.-Instruction is not individualized and a “one size fits all” approach is taken. -Teacher candidate uses oneinstructional model/approach throughout the lesson. -Teacher candidate does not make adaptations or offer choices in equipment, space use, or practice tasks based on individual differences.

3.5 Teacher candidate will account for diverse learners’ needs by developing and executing lessons that provide modifications or special accommodations.

-Teacher candidate accounts for exceptionalities among students or makes accommodations for the diverse needs using creativity and foresight through appropriate selection of units of instruction, materials selected for display, the selection of students to demonstrate.-Teacher candidate always collaborates with the professional physical educators on the planning and implementing of lessons that meet the needs of students with disabilities.

-Teacher candidate accounts for student exceptionalities or differences by planning and implementing lessons that are modified.-Teacher candidate demonstrates teaching behaviors that reflect thoughtful consideration of exceptionalities, but may not be evident all of the following: selection of units to be taught, inclusion of diversity in bulletin boards and other displayed materials, using a variety of students to demonstrate and grouping students for instruction and play. -Teacher candidate often collaborates with the

-Teacher candidate fails to account for student exceptionalities or differences within the class based on factors such as gender, class, ethnicity, race, physical or mental handicap, or socioeconomic status. -Teacher candidate does not make accommodations for the diversity found within the student population. Failure to account for exceptionalities would include such components as the choices of units to be taught, selection of students chosen to demonstrate, degree of inclusion reflected in

97

professional physical educators on the planning and implementing of lessons that meet the needs of students with disabilities.

bulletin boards or other displays, and grouping of students for instruction or play. -Teacher candidate seldom collaborates with the professional physical educators on the planning and implementing of lessons that meet the needs of students with disabilities.

3.7 Teacher candidate will utilize technology to develop lesson plans and enhance learning experiences.

-Teacher candidate integrates learning experiences that require students to use various technologies in a physical activity setting. - Teacher candidate demonstrates mastery of current technologies and uses the technology to enhance student learning. -Teacher candidate incorporates technology such as pedometers, video, etc. to provide feedback to students. -Teacher candidate's use of technology is aligned with lesson objectives.

-Teacher candidate integrates learning experiences that involve students in the use of available technology. -Teacher candidate demonstrates knowledge and use of current technology and applies this knowledge in the development and implementation of lessons in a physical activity setting. -Teacher candidate’s use of technology is aligned with lesson objectives.

-Teacher candidate does not make appropriate use of the available technology. -Teacher candidate demonstrates limited knowledge of current technology and its applications in a physical activity setting. -Teacher candidate’s use of technology does not align with lesson objectives.

Standard 6: ProfessionalismPhysical education teacher candidates demonstrate dispositions essential to becoming effective professionals.

Element Statement Target Acceptable Unacceptable6.1 Exhibit the professional disposition

-Teacher candidate always provides equal amounts of

-Teacher candidate often provides equal amounts of

-Teacher candidate demonstrates

98

that reflects the belief that all learners can become physically educated.

feedback to students regardless of skill level. All students are encouraged to participate and equitable opportunities for participation in drills, games, or physical activity are provided. -Teacher candidate makes adaptations in lesson forunderperforming students. -Teacher candidate sets high expectations for all students.

feedback to students regardless of skill level. All students are encouraged to participate and equitable opportunities for participation in drills, games or physical activity are provided. -Teacher candidate attempts to make adaptations in lesson for underperforming students.

characteristics of “motor elitism” by providing more feedback to highly skilled students. -Teacher candidate excludes students during the lesson by having them participate less often in drills, games, or physical activity. -Teacher candidate fails to make adaptations in lesson for underperforming students.

6.2 Be involved in collaborative activities that enhance their professional skills and growth.

-Teacher candidate takes every opportunity to participate in professional development opportunities.-Teacher candidate participates in professional opportunities beyond the program requirements, such asmaking presentations at professional conventions, providing leaderships in student groups, and planning activities. -Teacher candidate documentscollaboration with faculty,parents, supervising teachersand/or service projects beyond

-Teacher candidate participates in professional growth and development opportunities when they are offered. –Teacher candidate participates in professional opportunities that are required by the program such as major’s club, attendance at state conventions, health fairs, and Jump/Hoop for Hearts activities. -Teacher candidate documents collaboration with faculty, parents, supervising teachers and/or service projects as required by the program.

-Teacher candidate does not participate in professional growth and development opportunities. -Teacher candidate fails to document any collaboration with faculty, parents, supervising teachers and/or service projects as required by the program.

99

program requirements.

6.3 Exhibit the professional disposition consistent with qualified physical education teachers.

-Teacher candidate always dresses per the requirements of the school and university guidelines. -Teacher candidate maintains confidentiality regarding colleagues, students, or families. -Teacher candidate demonstrates behaviors that are consistent with equitable treatment for all students and foster an environment where all students are respectful of each other.-Teacher candidate maintains professional relationships with students in and out of the school setting.

-Teacher candidate’s dress is consistent with school and university guidelines.-Teacher candidate maintains confidentiality regarding colleagues, students, or families.-Teacher candidate demonstrates behaviors that are consistent with equitable treatment for all students. -Teacher candidate maintains professional relationships with students in and out of the school setting.

-Teacher candidate dresses inappropriately for school setting in violation of school and university dress codes.-Teacher candidate fails to maintain confidentiality regarding colleagues, students, or families.-Teacher candidate demonstrates favoritism for specific students or groups of students. -Teacher candidate has inappropriate contact with students outside of the classroom or uses inappropriate language with oraround students. -Teacher candidate exhibits behaviors that are indicative of gender or racial bias.

6.4 Communicate with respect and in a sensitive manner.

-Teacher candidate teaches using culturally responsive approaches. -Teacher candidate demonstrates respect for cultural differences and creates an atmosphere in theclassroom that is inclusive.-Teacher candidate never uses “put downs” or

-Teacher candidate attempts to teach in a culturally responsive way. -Teacher candidate demonstrates respect for cultural differences andexhibits teaching behaviors that are inclusive. -Teacher candidate avoids sarcasm and “put downs” while interacting with

-Teacher candidate interacts with others in a professional manner, butsometimes resorts to the use of“slang” terms during conversations with students. -Teacher candidate sometimes “puts down” students in front of classmates.

100

sarcasm while teaching. students. -Teacher candidate occasionally demonstrates behaviors or language that is insensitive to cultural differences.

Appropriate Use of Class Time (Use ALT-PE, Form M)

Target Acceptable Unacceptable

Indicators:Maximum management time of 10%Maximum transition time of 10%Maximum waiting time of 15%Maximum instruction time of 25%Minimum activity time of 40%

Comments:

101

Skill Feedback (Use Skill Feedback, Form N

Target Acceptable Unacceptable

Indicators:Provides positive general feedback at least 5 times during the lessonProvides positive specific feedback at least 3 times during a lesson for the first 3 weeksProvides positive specific feedback at least 5 times during a lesson for the second four weeksProvides corrective specific feedback at least 3 times during a lessonCloses each lesson with specific feedback, praise and what will be emphasized the next lessonComments:

Overall Teaching Performance Score

Please tally the frequencies for each area and record.

Target Acceptable Unacceptable

Teacher socialization and Responsibilities

Standard 1

Standard 2

Standard 3

102

Standard 4

Standard 5

Standard 6

Appropriate use of class time (3 samples attached)

Skill Feedback (minimum 3 samples attached)

Total

Final Outcome:

Things to work on:

Narrative: (Please write an overall assessment of the student’s performance on the back of this sheet and include all dates and

signatures)

103

We have discussed this evaluation (all parties sign and date):

Clinical Faculty: Date (Signature)

Clinical Faculty: Date (Signature)Clinical Faculty: Date (Signature)

University Faculty: Date (Signature)

University Faculty: Date (Signature)

Teacher Candidate: Date (Signature)

104

105

Appendix N: ALT-PE Interval Recording Observation Form

ALT-PE INTERVAL RECORDING OBSERVATION FORM

Teacher Verbal Feedback Assessment: Academic Learning Time in Physical EducationTeacher Candidate ____________________________School __________________________Learner Grade _________ Activity ______________________________________________Observer ________________________________________Date ______/_________/________

Categories DefinitionsManagement (M) Related to class business, unrelated to instructional activity. (listening for roll, getting equipment,

numbering off for an activity)Transition (T) Managerial and organizational activities related to instruction. (changing activities, moving into a

new organizational formation)Waiting (W) Completed task period of no activity or movement. (waiting a turn in line, waiting for directions

from the teacher)Off-Task (O) Not engaged in activity that she/he should; misbehavior. (getting a drink, not doing the task)Instruction (I) Listening to instructions, watching a demonstration, questioning or discussing.Activity (A) Engaged in motor activity, actively responding or actively supporting. (assisting a partner,

practicing a skill, performing exercises, practicing a game)

Student 1: 1 2 3 4 5 comments

Student 2 : 6 7 8 9 10 comments

Student 3 :  11 12 13 14 15 comments

Student 4 : 16 17 18 19 20 comments

Student 5 : 21 22 23 24 25 comments

Student 6 : 26 27 28 29 30

comments

Student 7 : 31 32 33 34 35 comments

Student 8 : 36 37 38 39 40 comments

106

Student 9 : 41 42 43 44 45 comments

Directions: Select a student to observe for 5 minutes (one whole line above) 5 seconds observe - 5 seconds record then fill in 1 box Total # of Segments Observed __________

Segments Percent Segments PercentManagement ________ _______ Off-task _________ _______Transition ________ _______ Instruction _________ _______Waiting ________ _______ Activity _________ _______

107

Appropriate Use of Class Time (Use ALT-PE, Form N)Target Acceptable Unacceptable

5 4 3 2 1 0

Indicators Good Satisfactory Min. Acceptable Potential Evident

Limited Effort

Maximum management time of 10%Maximum transition time of 10%Maximum waiting time of 15%Maximum instruction time of 25%Minimum activity time of 40%Comments:

ALT-PECATEGORY DEFINITION EXAMPLESINSTRUCTION(I)

Time when students have an opportunity to learn. They may be receiving verbal or non-verbal information.

Listening to instruction, watching a demonstration, or discussing.

MANGAGEMENT (M)

Time when students are involved in class business related to instructional activity.

Listening to roll call, getting out equipment, numbering off for activity.

ACTIVITY(A)

Time when students are engaged in motor activity, consistent with the specific goals of the particular lesson.

Assisting a partner, practicing a skill in a drill formation, performing exercises, practicing in a game.

WAITING(W)

Time when student has completed a task or is in a period of no activity and no movement.

Waiting a turn while in line, waiting for directions from the teacher.

TRANSITION(T)

Time when students are involved in organizational activities related to transition.

Changing activities, moving into a new organizational formation.

OFF-TASK(O)

Time when students are involved in an inappropriate behavior or activity

Getting a drink of water during practice, shooting baskets during dance time.

Appendix O: Skill Feedback Event Recording Observation

108

SKILL FEEDBACK EVENT RECORDING OBSERVATION

Teacher____________________________ School_______________________________

Learner Grade ______________________ Activity ______________________________

Observer _________________________________Date _______/________/_________

Number of Minutes Coded ___________________

Skill Feedback Statements

Positive Corrective NegativeMinutes General Specific General Specific General Specific Names

0-5

6-10

11-15

16-20

21-25

26-30

31-35

36-40

41-45

Totals

Directions:

109

Observing the whole class: Tally the number, type of feedback and calling students by name in the 5 minute intervals (hash marks)

Total the incidents below:

Rates Per Minute: Total Events/RPM/% of whole Events/RPM/% of wholeUsing Names___________________

Positive General ________________ Corrective Positive______________

Positive Specific________________ Corrective Specific______________

Negative General________________ Negative Specific_______________

Skills Feedback Event Recording

Skill Feedback (Use Skill Feedback, Form O)Target Acceptable Unacceptable

5 4 3 2 1 0

Indicators Good Satisfactory Min. Acceptable Potential Evident

Limited Effort

Provides positive general feedback at least 5 times during a lesson.Provides positive specific feedback at least 3 times during a lesson for the first 3 weeksProvides positive specific feedback at least 5 times during a lesson for the second four weeks.Provides corrective specific feedback at least 3 times during a lesson Closes each lesson with specific feedback, praise and what will be emphasized the next lesson.Comments:

Skills Feedback Event Recording

110

CATEGORY DEFINITION EXAMPLESPOSITIVEGENERAL

Feedback given to an individual student lets the student know the skill was well done.

Good, that’s the way to do it, nice.

POSITIVESPECIFIC

Feedback given to an individual student which in a specific way lets the student know that the skill was well done emphasis on critical elements

That’s the way to keep your wrist firm. Now you are keeping an eye on it.

CORRECTIVEGENERAL

Feedback given to an individual student which attempts to let the student know he/she is performing a skill needing correction/change in a general way.

Good try, we need to work on your over-all form

CORRECTIVESPECIFIC

Specific Feedback given to an individual student that attempts to identify what the student needs to correct or change

Good try Work on keeping your wrist firm. Keep your eye on the ball.

NEGATIVEGENERAL

Negative teacher reactions to student behaviors or skill attempts which communicate a general teacher response to the behavior or attempt, but do not identify the exact part of the behavior or movement pattern to which the teacher reacted with explicit addition of a personal put down.

Ted, that has to be the worst serve I have ever seen.

NEGATIVESPECIFIC

Negative teacher reactions to student skill attempts, which identifies the exact part of the movement pattern to which the teacher reacted with the explicit addition of a person put down.

Jane, how are you ever going to hit a bump pass with your elbows bent?

111