1. education

Program Report for the Preparation of Physical Education Teachers
American Alliance for Health, Physical Education, Recreation, & Dance/National
Association for Sport and Physical Education
(AAHPERD/NASPE)
NATIONAL COUNCIL FOR ACCREDIATION OF TEACHER EDUCATION
COVER SHEET
Institution:
Weber State University, Utah
Date submitted:
February 2005
Name of preparer: Monica Mize
Phone No.:
801 626-6494
Email:
mmize@weber.edu
Program Documented in this report:
Name of program:
Physical Education
Grade levels for which candidates are being prepared:
Secondary
Degree or award level:
Bachelor's Degree
Is this program offered at more than one site:
No
Title of the state license for which
candidates are prepared:
Utah Professional
Educator License,
Secondary Education
Program report status:
Initial review
State licensure requirement for national recognition:
NO
SECTION 1: CONTEXT
1. State Policies
The Utah State Office of Education (USOE) adopted the INTASC standards in August 2002 for the standards
for new teachers to meet in order to move from a level 1 (provisional) to a level II (professional) license. The
Weber State Teacher Education program then adopted these standards as program standards in the fall of 2002
and began work restructuring the program to align with these standards.
The USOE has not required beginning teachers to test for licensure. They will begin requiring Praxis content
tests as of July 2005. The teacher education program will require all students to test in their major and minor
areas beginning this fall 2004.
The Physical Education Teaching Major (PETM) assessment system is designed to articulate with the WSU
Moyes College of Education framework that adheres to the Interstate New Teachers Assessment and Support
Consortium (INTASC) Standards. The National Association for Sport and Physical Education Standards
(NASPE)/The National Commission for Accreditation of Teacher Education Standards (NCATE) and INTASC
Standards are very common in both title and content. Successfully meeting the NASPE Standards completes
the requirements for INTASC.
2. Field Experiences
One of the strengths of the WSU Teacher Education programs is the integrated field experience component
associated with each of the professional levels. These provide opportunity for teacher candidates to be in
classrooms where they will observe, assist, and teach individuals, small groups, or whole classes. Each field
experience is valuable for candidates to see and experience actual application and implementation of learning
from the perspective of a teacher.
Level 1 Field Experience: The Level 1 experience is the same for both elementary and secondary students and is
an induction into the profession for teacher candidates. Course work in Level 1 includes educational
psychology, interpersonal skills and classroom management; instructional planning and assessment; and
instructional technology. The field experience for this level will bring together novice teacher candidates with
experienced professionals in actual school settings. Fieldwork will provide teacher candidates the opportunities
to make connections, see relationships, and apply principles being studied in their university classes. The
experience will place teacher candidates in an authentic public school environment actively engaged and
working with a diverse population of public school students. One of the primary purposes of this field
experience is for teacher candidates to see best practices modeled by exemplary teachers. Teacher candidates
will be in the classroom for a minimum of 12, 1-3 hour sessions.
Level 2 Field Experience: Candidates are required to observe and collaborate with the classroom teacher prior
to beginning their field experience. Candidates spend a consecutive two-week time period in the classroom
during their regularly scheduled level classes (20-30 hours). During this time they work in partners/teams to
plan, design, implement, and assess lessons. The opportunity to work with students of diversity (race, language,
disabilities, exceptional needs, etc) is a key point of the field experience.
Clinical Practice: The student teaching experience is the culminating learning experience in the program.
Candidates must apply for clinical practice the semester before they plan to do their clinical work. The rigorous
experience is carefully planned, guided, assessed, and evaluated. Candidates spend approximately 70 days
(minimum 400 hours) in the classroom for their clinical practice. The first 15 days are observation/transition
days working into full time responsibility for the classroom under the direction of the collaborating teacher for
the remaining 55 days. Clinical practice assignments are determined according to the license requirements,
concentration, major and minor, and abilities of the student teachers, with the resources available at the
university and the district schools. The Department of Teacher Education has collaborated with the local school
district partners to develop a plan and process for the selection and training of collaborating teachers, as well as
for placing student teachers. During clinical practice candidates are assessed on progress by the university
supervisor, collaborating teacher, and the arts and science supervisor (secondary only). A final evaluation by
these supervisors is completed at the end of the student teaching assignment. All candidates have the
opportunity to assess the program and those supervising their clinical practice. Secondary candidates must
teach in both their major and minor content areas. Therefore, they often are assigned two collaborating teachers.
Student teacher candidates are required to attend on-campus seminars corresponding to times when the public
schools are not in session. Senior synthesis seminars are held at the completion of the clinical practice. Student
teacher candidates completing additional endorsements will do clinical practice in their specific area for a
minimum of five weeks.
In conjunction with the field experiences provided through Teacher Education the Physical Education Teaching
Major also offers a wide variety of practicum and field experiences throughout the candidate’s course of study.
These experiences begin in the 2000 level introductory courses involving observations and peer teachings,
continue in the elementary and secondary methods courses involving observations, peer teachings and public
school teaching, and complete the sequence in the 4000 field experiences and senior seminar classes prior to the
clinical experience of student teaching, involving observations, public school teaching and coaching and mock
interviews. These experiences allow students the opportunities to transfer theory into application through
sequential and progressive learning experiences.
2000 Level Experiences:
Physical Education 2000 – Introduction to Physical Education and Coaching: This is the first experience for the
students in the secondary school setting. Each student observes a physical education class in a secondary
school. Each student visits a different school. Classes are 50 to 90 minutes long. The students ask questions of
the classroom teacher about the physical education department and athletics. Students provide a written
reflection of their experience and compare and contrast their experiences with their peers who visited other
secondary schools in a small group discussion.
Physical Education 2600 – Motor Development and Pedagogy: Along with course content in motor
development and pedagogy this course offers the students the opportunity to observe various levels of motor
development and participate in motor skill analysis and the selection of developmentally appropriate activities
for various age groups. The course also provides the students with their first peer teaching experiences focusing
on planning and instruction involving explanation, demonstration, skill practice opportunities, and skill
application in a game setting. The major focus of the peer teaching experience is to develop and model best
practices for presenting a physical education lesson.
3000 level Experiences:
Physical Education 3520 – Curriculum and Instructional Strategies: Coursework includes development of
curriculum, yearly plans, unit plans, lesson plans, assessment tools, and teaching strategies. This field
experience allows the students to apply theory learned in the classroom setting to a number of observations and
teaching opportunities both with peers and in an area public school. These experiences allow students the
opportunity to develop communication, management, feedback, and active teaching skills to meet the needs of
the diverse learner. The teacher candidate spends 25 hours in class work, five hours in peer
teaching/observations and 15 hours in public school observations/teaching. Public school teachings are video
taped to allow students to do self-analysis of teaching and student behavior.
Physical Education 3630 – Teaching Physical Education K-6: Each student teaches his or her peers in a 30minute lesson. Students go to an elementary school and observe four 30- minute lessons and teach two 30minute lessons.
4000 Level Experiences:
Physical Education 4860/T – Physical Education Teaching Field Experience:
Candidates are assigned to an area public school under the supervision of a physical education teacher. The
teacher candidate spends 60 hours in the public school teaching one class each day and assisting the physical
education teacher with equipment, roll call, grading and various other daily routines. The teacher candidate
prepares a lesson plan for each lesson and completes a journal of activities and reflections of the teaching
experiences. Both the public school and university supervisor evaluate the teacher candidate.
Physical Education 4860/C – Coaching Field Experience: Candidates are assigned to a coach in an area public
school and spend 120 hours assisting this coach in a specific sport for a specific sport season. The student is
involved with all aspects of coaching including but not limited to: team selection, scheduling practices,
motivating and managing of athletes, preparing for games, dealing with parents and spectators, and handling
equipment.
Physical Education 4990 – Senior Seminar: This course, through seven – 2 ½ hour sessions, provides the
teacher candidates the opportunity to prepare for career placement through attending a faculty meeting, a PTA
meeting and a back to school night at an area public school and participating in a mock job selection process
where the teacher candidates makes formal application for a position, writes a letter of intent, prepares a resume
and professional portfolio and participates in a mock interview held by area principles and public school
teachers.
3. Program Admission, Retention, Exit
The teacher education program is a competitive admissions process. A limited number of applicants are
admitted in March for Fall Semester and in October for Spring Semester. Admission to the teacher education
program is a separate process from Weber State University admission. Candidates are initially admitted to the
program on a provisional basis. Upon successful completion of Levels 1 and 2, they become fully admitted
candidates for licensure.
Prerequisites for application to the program are current enrollment in or completion of the following classes:
English competency (grade C or above in EN1010 and EN2010 or equivalent); Quantitative literacy (grade C or
above in MATH QL1050 or equivalent); Communication proficiency (grade B- or above in COMM HU1020,
COMM 1050, or equivalent); Computer and Information Literacy.
Students are considered for admission based on a 100-point system: 30 points maximum for GPA; 30 points
maximum for the Collegiate Assessment of Academic Proficiency (CAAP); 40 points maximum for the
interview. Points are awarded based upon the following criteria.
1. Completion of at least 40 semester hours of general education or relevant prerequisite courses and (a) have
an overall GPA of 3.00 or higher, or (b) 3.25 GPA or higher on the last 30 semester hours.
2. Achieve minimum scores on the Collegiate Assessment of Academic Proficiency (CAAP) standardized
assessment designed to show achievement levels in reading, writing and mathematics. Current minimum
scores required for admission to the teacher education programs are: Writing- 61, Writing Essay- 3.0, Math54 and Reading-59
3. Successful completion of a formal interview with a three-member faculty committee. In preparation for the
interview students are asked to prepare a two-page statement detailing their (a) reasons for wanting to
become a teacher, and (b) past teaching experiences. Interview questions focus on the student’s
interest/commitment to teaching, understanding of education issues, ability to relate past experiences to role
as a teacher, interpersonal skills, communication abilities, professionalism, and preliminary evidence of
course dispositions. Students who do not obtain the required interview score are not eligible for admittance
and may reapply for a subsequent semester. If the second interview score is also below the minimum,
students must wait at least one year to reapply.
Students who already hold a baccalaureate degree must meet the same requirements, except they are only
required to take the Writing Essay portion of the CAAP Test if their degree less than five years old. Students
who are not admitted to the program after their third application must wait one full year before reapplying.
Students who successfully complete the application process are provisionally admitted candidates for the first
two levels and are fully admitted after successful completion of level 2. Provisional admission to a specific
program is valid for a period of five years. Candidates not completing the program within the five-year period
are required to seek readmission under the current admission standards.
Retention in the program is based upon the following conditions.
1. Completion of a background check as soon as admitted and before being placed in a public school for field
experiences. Candidates cannot enroll in Level 1 or EDUC 2890/4890 courses until cleared. Admission to
the teacher education programs will be immediately revoked for those with a criminal record, which has not
been cleared by the Utah Professional Practices Advisory Commission.
2. Candidates are expected to maintain high professional and academic standards. Quality of work and timely
progress through the program are two (2) criteria considered as evidence of professional competence.
3. Candidates must maintain a GPA of 3.00 in all university course work, not receiving a grade lower than a Bin any professional education course work. A professional education course may be repeated once.
4. Documented violations of the WSU Student Code of Conduct will be considered grounds for suspension or
dismissal from the teacher education program.
5. Provisional status is revoked by an informal hearing organized by the Teacher Education Admission and
Retention Committee. Candidates may appeal the ruling by following WSU Student Rights and
Responsibilities policy.
A minimum of 42 credit hours is required in the secondary education major, with a minimum of 120 credit
hours required for university graduation. To graduate from the program candidates must meet these graduation
requirements, successfully complete clinical practice, and participation in an exit interview for completion of
licensing materials and graduation clearance.
The Physical Education Teaching Major is housed in the Department of Health Promotion and Human
Performance, which is part of the Jerry and Vickie Moyes College of Education. The Moyes College of
Education has four professional advisors. In order to better meet the needs of the students and the faculty, the
College has chosen to address advisement issues through Department Advisement Coordinators (DAC). The
HPHP Department Advisement Center is located in the HPHP Administrative office area in the Swenson
Gymnasium. This allows more convenient access for students in the program. The DAC is also able to provide
other important information to Department Administration, Faculty and Staff. In the HPHP Department the
DAC also provides assistance with recruitment, internship and field experience placements, and assists students
with career planning. In the process, the DAC is able to establish personal relationships with the students in the
program and can help identify other specific assistance the students may need.
Students selecting Physical Education Teaching as their teaching major must complete an application for
admission to the major and meet with the HPHP DAC in person. After completing an initial interview, the
student may be admitted to the program and will receive advisement concerning minimum GPA requirements,
the required curriculum and any other helpful information that may be needed in order to complete all the
necessary requirements for graduation.
Students are advised to meet with the DAC and/or a faculty advisor in the program each semester before
registration to review their program of study. Student retention through graduation is achieved through these
meetings each semester. Students are also encouraged to access the DAC through e-mail messages or personal
appointments with any other concerns they may have between these meetings. During these meetings other
graduation requirements (e.g., GPA, curriculum, pre-requisites, or field experience requirements, etc.) are also
discussed.
Students who have not already been admitted or made application to the Teacher Education program are
advised regarding program admission standards and given information to assist them in the admission process.
As part of the required curriculum, all students must successfully complete the Senior Seminar class (PE 4990).
In order to complete exit interviews with each student, the DAC has made arrangements to attend a session
toward the end of the Senior Seminar class and interview the students in the class regarding the program
curriculum, advisement issues, and to discuss post-graduation job placement potentials. Beginning this
academic year, all graduates from the previous year will be mailed a survey requesting the same information in
an effort to track students’ successes beyond graduation. This information is shared with faculty and staff at
department meetings and otherwise as requested.
Program Admission and Prerequisites
A Physical Education Teaching Major must apply to the Health Promotion and Human Performance
Department and formally declare a program of study with the DAC. The Physical Education Teaching Majors
are also required to apply for admission in the Teacher Education program and they are required to meet all of
the Teacher Education admission and licensure requirements.
Minor
All Physical Education Teaching Majors are required to complete a teaching minor along with the Teacher
Education professional teaching courses in order to qualify for licensure in the State of Utah and as a graduation
requirement at Weber State University.
Grade Requirements
Physical Education Teaching Majors must have a 2.85 Grade Point Average (GPA) or better in all courses
required for this major. No more than one “D” grade is acceptable. Teaching majors must achieve an overall
GPA of 3.00 for admission to the Teacher Education program.
Credit Hour Requirements
A total of 120 credit hours are required for graduation with a Bachelor’s degree. A minimum of 48 of these 120
credits is required within the major. A total of 40 credit hours must be complete as upper division credit (3000
or 4000 level course work.) The Physical Education Teaching Major includes 36 of the 40 required upper
division credits within the required courses for the major.
Advisement
Physical Education Teaching Majors are required to meet with the Health Promotion and Human Performance
Department Advisement Coordinator (DAC) to declare their major or minor and establish a program of study.
They are also encouraged to meet with the DAC and/or their faculty advisor each semester before registration,
to review the program of study for any necessary adjustments. Students seeking a license to teach in the State
of Utah are also required to meet with an advisor in the Teacher Education Department. The state licensure
requirements include courses in their content area, Physical Education, and professional teaching courses
offered through the Department of Teacher of Education.
4. Relationship of program to the unit’s conceptual framework
The department of health promotion and human performance resides in the NCATE Unit, the Moyes College of
Education. Therefore it incorporates the conceptual framework into the programs teaching courses.
The unit model demonstrates the philosophical approach toward student achievement through teachers, students
and the community working together to prepare quality teacher candidates. The Physical Education Teaching
Major follows this model in preparation of teacher candidates. In moving from bottom to top of the model the
physical education program is developed on the foundation of NASPE Standards and Outcomes and the current
discipline specific research in designing the curriculum and sequence of study.
All courses are taught through the cognitive, psychomotor and affective learning domains, which are in concert
with knowledge, skills and dispositions identified on the unit model. Assessments are done continuously
throughout the course of study to ensure that students can perform at an acceptable level in each domain
relevant to the NASPE Standards and Outcomes.
The curriculum is designed so that each course allows for engaging, collaborating and reflecting opportunities.
Some examples in the physical education teaching major where students have opportunities to engage are
through class discussions, peer projects, active teaching, observations, analysis of skill performance and
teacher/student behaviors. Collaborating is embedded throughout the program with peers, teachers, advisors
and community resources in an effort to become quality physical education teachers through understanding the
past, participating in the present and preparing for the future. Reflecting is a constant through self, peer and
teacher evaluations, journal entries, problem solving, and revision of curriculum, instructional planning,
management and motivation and on going professional development. Reflecting is designed to identify
strengths and challenges and make revisions that will enhance both the teaching and learning experiences.
The end result of the experiences provided to the teacher candidate for achieving the standards and outcomes
presented in the program are those of continued professional growth, leadership, program renewal and increased
student performance as the teacher candidate become successful in their performance both as a teacher and
increased performance of their students.
5. Program Assessments
All candidates for physical education licensure are required be admitted to the teacher education program and
complete the professional core courses. Therefore, the unit, at the same points as other candidates, assesses
them.
The faculty in the Physical Education Teaching Major designed a system of evaluation that follows the Weber
State University Outcomes Assessment Model that includes the following components:
• Mission Statement
• Student Learning Outcomes (Based on NASPE standards)
• Curriculum rubrics
• Assessment plan (what is assessed, how it is assessed, when it is assessed and by whom it is assessed)
• Results of assessment
This assessment model allows for assessing the teacher candidate’s performance on the six NASPE suggested
characteristics of sound performance-based assessment systems for Initial Physical Education Certification
Programs.
• Assessment in the Physical Education Teaching Major is tied to the objectives of the university wide
outcomes assessment model, the conceptual framework of the teacher education department and to the
NASPE standards and outcomes.
• Required courses and the learning experiences provided throughout the program cover the full scope and
sequence of the NASPE/NCATE standards and outcomes. In each of the program levels (introductory,
methods, field experiences, and capstone) teacher candidates are assessed for achievement in the
standards.
• A variety of direct and indirect measures are used throughout the course of program completion, such as
written and oral exams, skill tests, curriculum, lesson plans and unit plans, video taping analysis of
teacher and student behaviors, observations, practicum/field experiences, portfolios, presentations,
reflective logs, skills and game analyses, philosophy statement, resource files, student assignments,
technology assignments, professional conference attendance, literature reviews, data collection projects,
and others.
• The quality assurance process is defined by two methods of assessment: (1) the assessment criteria for
meeting NASPE/NCATE standards across the physical education teaching major, and (2) by
establishing assessment criteria for each course within the curriculum.
• Based on the data of student performance the courses provide sufficient rigor to make decisions on
student ability and acceptable performance in the program.
• Data on student assessment is gathered on a semester-by-semester system and entered into a cumulative
database. This data is described by percentages of candidate’s performance at each level.
Program Summary
Course Requirements for B.S. or B.A. Degree:
Professional Knowledge (31 credit hours)
PE1890A
Sports Skills (1)
PE 1890B
Sports Skills (2)
PE2000
Foundations of Physical Education/Coaching (3)
PE2600
Motor Development & Pedagogy (3)
PE3430
Administration of Physical Education/Athletics (3)
PESI3500
Kinesiology (3)
PE3510
Exercise Physiology (3)
PE3520
Curriculum Development/Instructional Strategies (3)
PE3530
Sports Injuries (3)
PE3630
Elementary Physical Education K-6 (2)
PESI4600
Measurement for Evaluation & Research (3)
PE4990
Senior Seminar (1)
Sports Officiating (2 Credit Hours)
Select 1 of the following (must meet certification standards)
PE2010
Sports Officiating Volleyball (2)
PE2020
Sports Officiating Baseball/Softball (2)
PE2030
Sports Officiating Football (2)
PE2040
Sports Officiating Basketball (2)
Methods of Teaching/Coaching (10 Credit Hours)
Select 2 Team and 3 Individual
PE3100
Teaching & Coaching Football (2)
PE3110
Teaching & Coaching Basketball (2)
PE3120
Teaching & Coaching Baseball/Softball (2)
PE3130
Teaching & Coaching Track and Field (2)
PE3200
Teaching & Coaching Volleyball (2)
PE3220
Teaching & Coaching Golf (2)
PE3230
Teaching & Coaching Tennis (2)
PE3250
Teaching & Coaching Soccer (2)
PE3260
Lifelong Leisure Activities (2)
PE3270
Teaching & Coaching Aerobic Conditioning (2)
PE3280
Teaching & Coaching Neuromuscular Conditioning (2)
Applied Field Experiences (3 Credit Hours)
PE4860T
Field Experience Teaching (1)
PE4860C
Field Experience Coaching (2)
Required Support Course
Health 1300 First Aid: Responding to Emergencies (2)
College Catalog Course Study
Physical Education Teaching Major, K-12 Suggested Course Sequence
The following hypothetical course sequence is provided to assist students in planning
their schedules. General Education Courses and Minor Courses are not included; this
guideline includes major courses only.
Freshman Fall
PE1890A
PE1890B
PE2000
Comm HU1020
(1)
(1)
(3)
(3)
Freshman Spring
PE2600
Teaching/Coaching Class
Psych3140
Minor Area
(3)
(2)
(3)
(3)
Sophomore Fall
Sports Officiating
PE3430
Teaching/Coaching Class
Teaching/Coaching Class
Minor Area
(2)
(3)
(2)
(2)
(3)
Sophomore Spring
PESI3500
PE3550
Teaching/Coaching Class
Health 1300
Minor Area
(3)
(2)
(2)
(2)
(3)
Junior Fall
Health 3050/4250
PE3510
PE3530
Teaching/Coaching
(3)
(3)
(3)
(3)
Junior Spring
PE4860C
PE3520
PE3630
PESI4600
Minor Area
Education Level 2*
(2)
(3)
(2)
(3)
(3)
Senior Fall
Senior Spring
PE4860T
(1)
Education Level 3
PE4990
(1)
Minor Area
(3)
*Education Levels One (Core) and Two (Methods) must be completed before enrolling in
Level Three (Synthesis) and may require additional semesters.
General Education
Core Requirements:
ƒ
ƒ
ƒ
ƒ
6 credits in composition (Engl 1010 and Engl 2010)
3 credits in American Institutions (PolSc AI 1100 or Hist AI 1700 or Econ AI 1740; Hist
AI 2700 and AI 2710)
3 credits in Quantitative Literacy (Math 1030, 1040, or 1050, or 1080)
2 – 5 credits in Computer & Information Literacy (TBE 1501, 1701, TBE 1502/1702,
TBE 1503/1703, TBE/LibSc 1504/1704)
Breadth Requirements:
ƒ
ƒ
9 credits in Humanities/Creative Arts (HU/CA)
9 credits in Life Sciences/Physical Sciences (LS/PS)
6 credits in Social Sciences (SS)
ƒ
Other Required Courses:
ƒ
Diversity (DV) – 3 credits from an approved list of DV courses
ƒ
ƒ
Scientific Inquiry (SI) – 6 credits from an approved list of SI courses (required for B.S.
degrees only)
Language proficiency – two years of foreign language (required for B.A., B.M. and
B.M.E. degrees only)
ATTACHMENT A
Candidate Information
Directions: Provide three years of data on candidates enrolled in the program and completing the
program, beginning with the most recent academic year for which numbers have been tabulated.
Please report the data separately for the levels/tracks (e.g., baccalaureate, post-baccalaureate,
alternate routes, master’s, doctorate) being addressed in this report.
Program: PE Teaching
Academic Year
2003-2004
2002-2003
2001-2002
# of Candidates Enrolled in # of Program
the Program
Completers2
63
19
56
18
54
19
ATTACHMENT B
Physical Education Faculty
Highest
Degree, Field, &
University
Assignment: Indicate
the role of the
faculty member
Faculty
Rank
Tenure
Track
(Yes/
No)
Scholarship, Leadership in Professional
Associations, and Service: List up to 3 major
contributions in the past 3 years
Teaching or other
professional
experience in
P-12 schools
Lynn
Corbridge
M.Ed.
Physical
Education,
Teaching/Coachin
g
Assistant
Professor
Y
0
Myron
Davis
P.E.D.
Human
Performance:
Statistics &
Biomechanics,
Measurement &
Evaluation
Full
Professor
Y
Kim Hyatt
Ph.D.
Health Promotion
& Education
Assistant
Professor
Y
Monica
Mize
Ph.D.
Physical
Education
Curriculum &
Instructional
Strategies
Full
Professor
Y
Molly Smith
Ph.D.
Full
Professor
Y
Gary
Willden
Ed.D.
Physical
Education,
Exercise
Physiology
Outdoor
Adventure
Recreation,
Outdoor
Education and
Full
Professor
Y
Development of a revised physical education
teaching major, minor and new coaching
minor.
Member of the University Council for
Teacher Education.
Critical Thinking: Development Workshop.
Weber State Univ. 2/2004.
Liaison, IHC McKay-Dee/WSU Human
Performance Center Lease Agreement.
Presentation, Davis, Myron W. and Melanie
Pyle. A Partnership Proposal Presentation.
Phase I Fitness Performance Enhancement
and Rehabilitation. May 2004
Chair, Women’s Studies. Presented paper on
effective drug prevention strategies at the “At
Risk Children’s Conference,” Oxford
University, England.
Northwest Accreditation Committee CoChair, 2003-2004.
National Association Peer Reviewer for
NASPE/NCATE.
Reviewed three universities. Board of
Governor’s Representative to AAHPERD
2002-2005.
Executive Committee to Faculty Senate.
Faculty Athletics Representative.
WSU NCAA Athletics Certification –
Academy Integrity Subcommittee.
Chair of the MCOE Ranking & Tenure
Evaluation Committee, 2003-2004.
Keynote speaker (Professional Burnout
Prevention) at the 2004 Annual Meeting of
the National Council of Administrators of
Faculty
Member
Name
3
0
3
4
6
Geri Conlin
M.Ed.
Tammy
Allard
Brenda
Davis
M.Ed.
Michael E.
Cena
Physical
Education
Curriculum and
Instruction
Education
Family and Consumer Sciences Program. Salt
Lake City, 2/2004.
Instructor
N
9
Adjunct
N
Professor
Liberal Education,
Adjunct
N
Dance
Professor
Department of Teacher Education Faculty Secondary
Department
Associate
Yes/
Ph.D.
• Editorial Board: The Reading
Chair
Professor
Tenured
Elementary
Teacher
Education
• President, Utah Council IRA
w/emphasis in
• Presented at 49th Annual IRA
reading
Conference: “Beyond Traditional
Phonics Instruction”
Claudia
Eliason
Ed.D
Educational
Leadership
Curriculum
Director/
Level 2
Associate
Professor
Yes/
Tenured
Penee Stewart
Ph.D.
Instructional
Psychology
Level 1
Assistant
Professor
Yes
Vicki Napper
Ph. D.
Education
Level 1
Assistant
Professor
Yes
Louise
Moulding
Ph. D.
Evaluation &
Research
Level 1
Assistant
Professor
Yes
• 7th Ed. Of “A Practical Guide to
Early Childhood Curriculum”
• Chair of WSU Storytelling
Committee 2003-present
• Faculty Advisor to WSU IRA
• Co-Editor UCIRA Journal
• WSU Teaching Learning Forum
Committee
• AERA Presentation 2004
• Associate V.P. SITE TIG efolios &
assessment
• Chapter AECT Definitions (Ethics
issues)
• Member USOE Mentor Group
• Board Member Utah ASCD
• Higher Ed Rep: Northern Utah
Curriculum Consortuim
13
18 years elementary
teacher, 4 years district
office, Current Utah Level
3 Elementary license with
basic and advanced
reading
9 years Elementary
/Preschool teaching,
Current Utah Level 3
Elementary/Early
Childhood License
2 yrs school wide
enrichment leader, 1 yrs
reading specialist
8 yrs HS science teacher,
7 yrs district
administration, 2 yrs
USOE
Current Level 3 Secondary
Science license
Marilyn
Lofgreen
MS
Curriculum &
Instruction
Level 1
Instructor
Specialist
Yes/
Tenured
• Presenting Northern Utah
Curriculum Consortium
• WSU Teaching and Learning
Forum Presentations
• TAPT Program Curriculum
Coordinator
13 yrs Elementary, K-12
Administration
Endorsement,
Current Utah Level 2
Elementary License,
USOE Curriculum Trainer
Ann Ellis
Ph.D.
Educational
Psychology
emphasis in
Gifted Ed.
Level 1
Associate
Professor
Yes/
Tenured
6 yrs elementary/ gifted &
talented program teacher
Linda Gowans
Ph. D.
Reading K-12
Level 2S
Professor
Yes/
Tenured
Peggy
Saunders
Ph. D.
Educational
Leadership &
Policy
Level 2S
Assistant
Yes
Mongkol
Tungmala
Ed. D.
Educational
Leadership
Level 2S
ESL
Associate
Yes/
Tenured
• Weber State University Faculty
Senate, College of Education
Senator
• Utah Association for Gifted
Children, Creativity Extravaganza,
Co-chair
• “The Child as Storyteller:
Identifying Characteristics.”
presentation at the annual meeting
of the National Association for
Gifted
• Chair Education Subcommittee for
WSU IRB
• Co-Editor Utah Journal of Reading
and Literacy
• Level 2 Chair
• Presentation @ NAME Conference
2004
• University Adjunct Professor
Committee
• College Curriculum Committee
• Award Chair of Intermountain
Teachers of English to Speakers of
Other Languages
• NMERA- Utah Representative
• Member of International TESOL
7 yrs Jr.H, HS teaching
English, French, Drama,
Speech, 13 yrs reading
specialist
14 yrs Teaching, 3 yrs
District Administration, 3
yrs Assist.Principal, Utah
Level 3 License
14 yrs English/ESL
teacher, Current Level 3
Secondary English/ESl
License, Administrative
Endorsement
Fran Butler
Ed. D.
Special
Education
Ph. D.
Special
Education
Special
Education
Program
Level 2S
Special
Education
Program
Associate
Professor
Yes
Assistant
Professor
Yes
Shirley Leali
Ph. D.
Curriculum &
Instruction
Mathematics
Education
Level 3E
Professor
Yes/
Tenured
Kristin
Radulovich
MS Business
Information
Systems
MA
Administration
Advisement
Coordinator
Professional
Staff
Clinical
Practice
Coordinator
Professional
Staff
John C.
Mayhew
Daryl Attig
• WSU Teaching& Learning forum
chair
• CEC Teacher
• President Utah Division for
learning Disabilities
• VP Utah CEC
• Program Chair Am. Councio on
Rural Special Ed.
• Eisenhower Prof. Development
Grant
• “Do We have to Test Teacher
Content Knowledge” at AERA
• Member-Advisory Council Utah
Black Educators
10 yrs teaching
Licensed in Elementary
and Special Education
5 yrs teaching
Current Utah Level 3
Elementary License
25 yrs teaching
Elementary, Middle
School, High School
Mathematics
16 yrs classroom
teaching,
14 yrs administration
SECTION II— ASSESSMENTS AND RELATED DATA
Name of Assessment
1
[Licensure assessment, or other content-based
assessment]
Type or
Form of
Assessment
Final
Examinations
Content Course Final Exams
Content Knowledge
2
[Content-based assessment]
Skill Analysis Assignment
Content Knowledge
Class assignment
When the
Assessment Is
Administered
End of each
semester in
required courses
PE 2000 –
Foundations of
Physical Education/
Coaching
PE 2600 – Motor
Development/Peda
gogy
PE 3520 –
Curriculum/Instructi
onal Strategies
PE 3500 –
Kinesiology
PE 3510 –
Physiology of
Exercise
PE 3600 –
Measurement/Evalu
ation
PE 3630 – Teaching
Physical Education
K-6
Within the
semester
PE 2600 – Motor
Development/Peda
gogy
Attachments
Assessment
Scoring
Guides/Criteria
Data
Table
X
X
X
X
X
X
Name of Assessment
Type or
Form of
Assessment
When the
Assessment Is
Administered
Attachments
Assessment
Scoring
Guides/Criteria
Data
Table
Throughout each
course
PE 2600
PE 3520
PE 3630
PE 4860T
Ted 4880
Throughout the
clinical experience
X
X
X
X
X
X
Teaching Work
sample – Pre and
Post skill tests
and written test
Assessment
Assignment
Assessment
Assignment
During the Clinical
Experience
X
X
X
During the semester
PE 3520
X
X
X
Technology
Project
Level 1 Ed 3110
End of PE 4990
X
X
X
Journals
Self evaluation
INTASC Portfolios
Throughout the
courses
PE 3520 –
X
X
X
Growth and Development
3
[Assessment of candidate ability to plan
instruction]
Class Project
Yearly Plan, Unit Plans, Lesson Plans
Content Knowledge
Growth and Development
Diverse Learner
4
[Assessment of internship or clinical
experiences]
Content Knowledge
Growth and Development
Diverse Students
Management and Motivation
Communication
Planning and Instruction
5
[Assessment of candidate effect on student
learning]
Assessment
6
[Additional assessment that addresses
standards (required)]
Clinical
Experience
Observations/Eval
uations
Assessment
7
[Additional assessment that addresses
standards (required)]
Technology
8 [Additional assessment that
addresses standards (optional)]
Name of Assessment
Reflection and Collaboration
Type or
Form of
Assessment
When the
Assessment Is
Administered
Curriculum and
Instructional
Strategies
PE 4860T – Field
Experience
Teaching
Ed4880 – Clinical
Experience
Attachments
Assessment
Scoring
Guides/Criteria
Data
Table
Assessments
Assessment 1
PE 3510: EXERCISE PHYSIOLOGY
NEUROMUSCULAR EXAM (McArdle)
Part A. Definitions. Define each of the following terms. Any illegible writing is incorrect. (2
points each)
1. Action potential:
2. All-or none principle:
3. Central nervous system:
4. Concentric muscle action:
5. Extrapyramidal tract:
6. Hyperplasia:
7. Isokinetic muscle action:
8. Isotonic muscle action:
9. Plyometrics:
10. Parasympathetic nervous system:
Part B. Multiple Choice.
1.
The pyramidal tract regulates:
a. discrete muscle movements.
b. postural movements.
c. the background level of neuromuscular tone.
d. water flow in the Nile River.
2.
These neurons conduct an impulse at the fastest velocity:
a. small diameter, unmyelinated.
b. large diameter, myelinated
c. small diameter, myelinated.
d. large diameter, unmyelinated
3.
The correct flow of nerve impulse for the reflex arc is:
a. muscle – afferent fiber – spinal cord – efferent fiber – receptor
b. receptor – spinal cord – afferent fiber – efferent fiber – muscle
c. receptor – afferent fiber – spinal cord – efferent fiber – muscle
d. receptor – efferent fiber – spinal cord – afferent fiber – muscle
4.
The process of adding more motor units to increase muscle force:
a. all-or-none
b. treppe
c. wave summation
d. motor unit recruitment
5.
The nodes of _______ speed the transmission of the nerve impulse.
a. Ranvier
b. myelin
c. Purkinje
d. Schwann
6.
The number of muscle fibers in a motor unit depends upon the muscle’s:
a. size.
b. movement function.
c. strength.
d. resting level of cholinesterase at the neuromuscular junction.
e. a, b, c, and d are correct.
7.
The Golgi tendon organs:
a. detect rapid alterations in pH within muscle tissue.
b. provide sensory information on changes in muscle fiber length and tension.
c. protect the muscle and its connective tissue harness from injury due to an excessive
load.
d. detect quick movement and deep pressure within connective tissue.
8.
Specialized receptors in the muscles and tendons sensitive to stretch, tension, and
pressure:
a. baroreceptors
b. mechanoreceptors
c. chemoreceptors
d. proprioceptors
9.
Which part of the brain serves as the major comparing, evaluating, and integrating center
that provides “fine-tuning” for muscle activity?
a. cerebellum
b. red nucleus
c. reticular formation
d. pons
10.
What is the functional unit of a muscle fiber called?
a. neuron
b. sarcomere
c. motor unit
d. endomysium
e. none of above
11.
Organize the following muscular tissue from most external (visible to the naked eye or
simple microscope) to most internal (requires an electron microscope to view).
1. contractile proteins
2. endomysium
3. epimysium
4. fascia
5. fasciculus
6. muscle fiber
7. myofibril
8. (myo)filament
9. perimysium
a. 4, 2, 6, 3, 5, 8, 7, 9, 1
b. 3, 4, 5, 2, 8, 7, 6, 1, 9
c. 4, 3, 5, 9, 2, 6, 7, 8, 1
d. 6, 4, 3, 5, 2, 9, 1, 7, 8
12.
The filaments are comprised of contractile proteins, each of which has a characteristic
appearance. Which of the following is/are accurate description(s)?
a. Actin appears as a coiled coil. It contains active sites and is pulled toward the center of
the sarcomere
during contractions.
b. Tropomyosin (3 globular subunits) and troponin (a coiled coil) block the active site on
actin.
c. Myosin is composed of a tail and two heads, one of which binds to ATP and the other
to actin.
d. a and c are correct.
e. a, b, and c are correct.
13.
Organize the following actions to accurately represent the steps in a muscle contraction
for a skilled activity.
1. Troponin undergoes conformational change
2. Impulse travels along T-tubules
3. Power stroke/sliding
4. Cross-bridging
5. Neural impulse originates in motor cortex
6. Neural impulse synapses at myoneural junction
7. Ca++ is released from sarcoplasmic reticulum
8.
Tropomyosin rolls into groove exposing site
a. 4, 5, 2, 6, 7, 4, 3, 8
b. 5, 6, 2, 7, 1, 8, 4, 3
c. 5, 2, 6, 7, 8, 1, 3, 4
d. 6, 5, 7, 2, 1, 8, 3, 4
14.
The role of ATP in skeletal muscle contraction is to
a. activate or energize the myosin cross bridges - this involves hydrolysis of ATP. The
enzyme myosin
ATPase (myofibril ATPase) is required for this reaction.
b. cause detachment of the myosin cross-bridges by binding to myosin after the power
stroke.
c. provide the energy for the release of Ca++ from its storage sacs and return of Ca++ to
those sacs.
d. a and b are correct.
e. a, b, and c are correct.
15.
Which of the following factors related to neuromuscular fatigue describes disruption in
the contractile mechanism within the muscle fiber?
a. Motor nerve’s inability to restore resting membrane potential due to a leakage of
potassium.
b. Depletion of the neurotransmitter acetylcholine and enzyme cholinesterase.
c. Insufficient oxygen availability and/or utilization, increased lactate accumulation, and
an increase in
[H+].
d. Central nervous system inability to receive feedback from the contractile mechanism.
16.
The most probable cause for immediate (during and right after) localized soreness of a
muscle is:
a. metabolites increase (i.e., lactic acid).
b. connective tissue pull-tension.
c. spasm initiated by ischemia.
d. rupture of muscle tissue.
17.
The most probable cause(s) for delayed onset (24 to 48 hrs) muscle soreness is:
a. buildup of phosphocreatine.
b. metabolites increase.
c. rupture/tear of connective tissue and fiber spasm.
d. rupture/tear of muscle fibers, spasm, & lactic acid
18.
The physiological mechanism(s) underlying plyometrics is/are:
a. elasticity - force relationship. When a muscle fiber is stretched and then contracted,
the resultant
contraction is stronger.
b. firing of the myotatic reflex. During the eccentric phase, neuromuscular spindles are
activated
enhancing the concentric muscle contraction.
c. force - velocity relationship. The greater the force of the eccentric contraction phase is,
the greater the velocity during the concentric phase due to optimization of the sarcomere
length.
d. a, b, and c are correct.
e. a and b are correct.
19.
Fast-twitch muscle fibers associate commonly with all of the following EXCEPT:
a. high peak tension
b. resistance to fatigue
c. great force capacity
d. large motoneurons, fast conduction velocities
e. b and d are correct
20.
A skeletal muscle fiber:
a. is striated.
b. contains one nucleus.
c. is non-striated.
d. is autorhythmic.
e. a and b are correct.
21.
Human muscle fibers generally classify by their:
a. contractile and metabolic characteristics.
b. size and color.
c. nutrient use and fatigue characteristics.
d. size and neuronal innervation.
22.
The sliding filament theory proposes that muscle fibers shorten or lengthen because:
a. thick and thin myofilaments slide into each other and fold.
b. thick and thin myofilaments slide past each other and retain length.
c. thick and thin myofibrils slide past each other and change length.
d. thick and thin myofilaments slide past each other and change length.
23.
The ______ delineates the end of a sarcomere.
a. Z line
b. M line
c. A band
d. I band
24.
Strength improvement in the latter phase of a resistance training program occurs by:
a. a significant hyperplasia of muscle fibers
b. learning and skill factors
c. neural facilitation and removal of inhibition
d. adaptations in the contractile structures
e. a and c are correct
25.
Periodization is:
a. a female beginning to menstruate.
b. a time line for training cycles.
c. adjusting to training during winter’s shorter daylight months.
d. allowing sufficient time for full recovery from training.
26.
Strength gains:
a. do not proceed at a constant rate. They are highest initially and decrease as the
program continues
over a period of months.
b. do not proceed at a constant rate. They are very slow initially when strength is a small
proportion of
maximal and more rapid as a greater percent of maximal is reached.
c. do not follow any consistent pattern among individuals.
d. proceed at a constant rate throughout the program.
27.
This type of training combines the muscle-training benefits of resistance training with the
cardiovascular benefits of continuous dynamic exercise.
a. PRE
b. interval
c. circuit
d. fartlek
28.
The process of muscle hypertrophy involves a significant:
a. increase in protein synthesis with resulting myofibril thickening.
b. decrease in the number of connective tissue cells.
c. increase in the number of satellite cells.
d. a and c are correct.
e. a, b, and c are correct.
29.
The force-velocity curve illustrates that the:
a. largest force occurs at slow movement velocities.
b. largest force occurs at both slow and fast movement velocities.
c. largest force occurs at fast movement velocities.
d. speed of movement does not affect force-generating capacity.
30.
Significantly greater delayed onset muscle soreness occurs with _______ muscle action.
a. plyometric
b. eccentric
c. isokinetic
d. concentric
31.
Which of the following exercise prescriptions should be most effective for developing
muscular strength?
a. 5 sets, 12 to 15-RM, 5 days/week, :30 rest between sets
b. 3 sets, 6 to 12-RM, 3 days/week, 1:30 rest between sets
c. 3 sets, 3 to 6-RM, 4 days/week, 3:00 rest between sets
d. 4 sets, 20 to 30-RM, 4 days/week, 2:00 rest between sets
32.
The majority of adaptations which occur as a result of exercise training may be described
as:
a. a last bout effect.
b. an augmented last bout effect.
c. an acute response.
d. a chronic change.
33.
Metabolic water:
a. provides the majority of the daily water requirements of a sedentary adult.
b. is the water contained in ingested foods.
c. is the water required for the hydrolysis of food nutrients.
d. is the water formed in the catabolism of food nutrients.
34.
Which of the following is NOT a metabolic pathway for glucose after its absorption by
the small intestine?
a. conversion to lipid for energy storage in adipocytes
b. conversion to glycogen in the muscles and liver
c. conversion to protein in the kidneys
d. direct use by the cell for energy
e. a and c are correct
35.
Rapid weight loss during the first few days of caloric deficit results primarily from a loss
of:
a. body water.
b. stored glycogen.
c. muscle protein from amino acid breakdown.
d. a and b are correct.
e. a, b, and c are correct.
36.
Reconversion of glycogen to glucose occurs via the process of:
a. deamination
b. gluconeogenesis
c. glycogenolysis
d. transamination
e. none of above
37.
Weight in air minus weight in water with the appropriate temperature correction of water
density computes:
38.
a. body density
b. body volume
c. lean body mass
d. body specific gravity
The accuracy of bioelectrical impedance analysis is NOT affected by:
a. overhydration
b. skin temperature
c. dehydration
d. body mass
e. a, c, and d are correct
39.
Oxygen’s primary role in the aerobic resynthesis of ATP is to act as:
a. an electron acceptor.
b. an oxidizing agent.
c. a reducing agent.
d. a substrate.
e. a and b are correct.
40.
Aerobic energy from glucose catabolism is provided in the:
a. Krebs cycle-electron transport pathway.
b. Cori cycle.
c. gluconeogenic pathway.
d. glycolytic pathway.
41.
Which is the FALSE statement concerning oxidative phosphorylation?
a. It is a process where ATP is synthesized during the transfer of electrons from NADH
and FADH2 to
oxygen.
b. For each NADH oxidized in the respiratory chain, three ATP are formed.
c. For each FADH2 oxidized in the respiratory chain, two ATP are formed.
d. About 50% of ATP resynthesis occurs in the respiratory chain by oxidative reactions
coupled to phosphorylation.
42.
Cellular oxidation occurs in the:
a. sarcoplasmic reticulum.
b. cytosol.
c. cytoplasm.
d. respiratory vacuole.
e. none of the above.
43.
Which of the following statements is TRUE about the oxygen deficit and aerobic
training?
a. A trained person reaches a steady-rate more rapidly and thus has a larger oxygen
deficit.
b. An untrained person reaches a steady-rate more rapidly and thus has a smaller oxygen
deficit.
c. Both trained and untrained reach steady-rate at about the same time during exercise.
d. A trained person reaches steady-rate more rapidly and thus has a smaller oxygen
deficit.
e. a and b are correct.
44.
The alactic oxygen debt:
a. represents the slow portion of the recovery oxygen uptake curve.
b. is used to resynthesize lactate back to glycogen.
c. represents the fast portion of the recovery oxygen uptake curve.
d. indicates the quantity of protein used as a fuel.
e. a and b are correct.
45.
A respiratory exchange ratio (RER) of ___ indicates VO2 peak has been achieved during
exercise.
a. 0.70
b. 0.85
c. > 1.00
d. 1.00
e. 0.99
46.
It is generally believed that lactate accumulation leads to fatigue because lactate:
a. lowers the intramuscular pH, which ultimately interferes with enzyme activity and
energy
metabolism.
b. inhibits myoglobin from transporting oxygen into the mitochondria.
c. causes capillaries to constrict, thus reducing muscle blood flow.
d. facilitates fatty acid mobilization and utilization, thus reducing the total energy
available to muscle.
47.
Lactic acid + NaHCO3- ¿
a. NaCl + H2CO3
b. Na lactate + H2CO3
c. Na lactate + H2CO2
d. NaCO + H2O2
e. none of the above
48.
Which of the following reduces the effectiveness of hemoglobin to bind oxygen?
a. increase in acidity
b. increase in temperature
c. decrease in CO2 concentration
d. increase in thyroxine
e. a and b are correct
Part C. Adaptations to Acute and Chronic Exercise (10 points)
1.
Assume you decide to climb Mount Ogden, east of Weber State University. You
elect to take the Taylor Canyon route on the west side of the mountain (about 4.5
miles distance and elevation increase of 6,000 feet). It takes you 4 hours to
reach the peak. List five (5) circulatory-respiratory responses that your body
makes and provide the physiological reason for the response. (10 points)
Acute Change
1.
≠ Ventilation
2.
≠ submaximal HR
Ø maximal HR
3.
≠ pH blood
4.
Ø a-v O2 difference
5.
Fluid loss, moderate dehydration
Venoconstriction, preservation Q by ≠ venous volume
≠ blood flow
Reason
1.
Hypoxic hyperpnea initiated by chemoreceptors in carotid body and aortic arch
2.
Compensates for lower PO2
Myocardial hypoxia may trigger slower HR to Ø work
3.
Hypoxic hyperpnea exhales more CO2 , causes blood pH to rise. Shifts O2
dissociation curve to left so hemoglobin more saturated at low PO2
4.
Arterial oxygen content decreased due to PO2 at altitude
5.
Cool, dry air
Lower PCO2 (hypocapnea)2. Assume you elected to embark on a training
program prior to the semester in order to improve your aerobic fitness. You
wanted to make a number of measurements on yourself (in the HPLab) prior to
beginning your training and at the completion of the semester. List the five (5)
most important variables you would measure and justify their selection. (10
points)
Variable
1.
Maximum VO2
2.
Submaximal Exercise HR & RHR
3.
Anaerobic (Lactate) Threshold
4.
Ventilatory Equivalent (VE/VO2) at submaximal workload
5.
SBP and DBP at rest & submaximal exercise
Body Composition
Pulmonary Function
Cholesterol
Justification
1.
Oxygen uptake ultimate marker aerobic fitness
2.
HR Ø at any workload because SV ≠ to maintain X
3.
Increase workload under aerobic capacity
4.
Improved fitness reduces ventilation necessary
5.
Reduced sympathetic NS hormones
Determine if lung capacity is adequate for increased aerobic demand.
Scoring Guides/Criteria
Assessment 1
Final Exam Rubric
PE 3510: EXERCISE PHYSIOLOGY
NEUROMUSCULAR EXAM (McArdle)
Part A. Definitions. Define each of the following terms. Any illegible writing is incorrect. (2
points each)
1. Action potential: p. 307: change in membrane potential occurring in nerve, muscle, or other
excitable tissue when excitation occurs.
2. All-or none principle: p. 308: If a stimulus is of threshold intensity it triggers an action
potential in a motoneuron and all of the accompanying fibers contract. All the muscle cells in a
motor unit contract or none.
2s. Autonomic nervous system: p. 302: part of the nervous system that innervates viscera and
other tissue on a subconscious level and that consists of the sympathetic and parasympathetic
nervous system.
3. Central nervous system: p. 297: the brain and spinal cord
4. Concentric muscle action: p. 391: muscle shortening during force application.
4s. Eccentric muscle action: p. 391: muscle lengthening during force application.
5. Extrapyramidal tract: p. 301: brain structures affecting body movement, excluding the motor
neurons, the motor cortex, and the pyramidal tract. The striate body (basal ganglia), its
associated structures, and its descending connections with the midbrain. control posture; provide
continual background level of neuromuscular tone.
6. Hyperplasia: p. 414.: increase cell number through proliferation of satellite cells or
longitudinal splitting.
7. Isokinetic muscle action: p. 397: muscle action performed at constant angular limb velocity
7s. Isometric muscle action: p. 391: muscle action without noticeable change in muscle length.
8. Isotonic muscle action: p.397: describes concentric and eccentric muscle action; external
weight or resistance remains constant throughout the movement.
9. Plyometrics: p. 408: training whose movements make use of the inherent stretch-recoil
characteristic of skeletal muscle and neurological modulation via the stretch reflex.
10. Parasympathetic nervous system: p. 303: division of the autonomic nervous system that
inhibits the thorax, abdomen, and pelvic regions. The “feed or breed” response.
Part C. Adaptations to Acute and Chronic Exercise (10 points)
1.
Assume you decide to climb Mount Ogden, east of Weber State University. You elect to
take the Taylor Canyon route on the west side of the mountain (about 4.5 miles distance
and elevation increase of 6,000 feet). It takes you 4 hours to reach the peak. List five (5)
circulatory-respiratory responses that your body makes and provide the physiological
reason for the response. (10 points)
Acute Change
1.
↑ Ventilation
2.
↑ submaximal HR
↓ maximal HR
3.
↑ pH blood
4.
↓ a-v O2 difference
5.
Fluid loss, moderate dehydration
Venoconstriction, preservation Q by ↑ venous volume
↑ blood flow
Reason
1.
Hypoxic hyperpnea initiated by chemoreceptors in carotid
body and aortic arch
2.
Compensates for lower PO2
Myocardial hypoxia may trigger slower HR to ↓
work
3.
Hypoxic hyperpnea exhales more CO2 , causes blood pH to
rise. Shifts O2 dissociation curve to left so hemoglobin more
saturated at low PO2
4.
Arterial oxygen content decreased due to PO2 at altitude
5.
Cool, dry air
Lower PCO2 (hypocapnea)2. Assume you elected to embark on
a training program prior to the semester in order to
improve your aerobic fitness. You wanted to make a number
of measurements on yourself (in the HPLab) prior to
beginning your training and at the completion of the
semester. List the five (5) most important variables you
would measure and justify their selection. (10 points)
Variable
1.
Maximum VO2
2.
Submaximal Exercise HR & RHR
3.
Anaerobic (Lactate) Threshold
4.
Ventilatory Equivalent (VE/VO2) at submaximal workload
5.
SBP and DBP at rest & submaximal exercise
Body Composition
Pulmonary Function
Cholesterol
Justification
1.
Oxygen uptake ultimate marker aerobic fitness
2.
HR ↓ at any workload because SV ↑ to maintain X
3.
Increase workload under aerobic capacity
4.
Improved fitness reduces ventilation necessary
5.
Reduced sympathetic NS hormones
Determine if lung capacity is adequate for increased aerobic
demand.
Data
Assessment 1
Final Exam Scores – Indicating percentage of students scoring at each level
Class/Number PE 2000 PE 2600 PE 3520 PE 3500 PE 3510 PE 3530 PE 3600 PE-T/C
N = 28
N = 21
N = 22
N = 18
N = 19
N = 27
N = 28
N = 106
Score criteria
Target level
90% or above
Acceptable
Level – 89 –
70%
Unacceptable
Level 69% or
below
35
95
23
40
6
50
7
23
50
0
70
55
81
40
79
71
15
5
7
5
13
10
14
6
Assessment 2
Physical Education 2600
Skill Analysis Assignment
A. Complete a body projected skill analysis for the standing long jump. Include all the
essential components for the preparatory phase, the force-producing phase and flight and
landing phase. The assignment will be evaluated on a twenty-five point rubrics.
Preparatory Phase
*
*
*
*
*
*
*
Force Producing Phase
*
*
*
*
*
*
*
Flight and Landing Phase
*
*
*
*
*
*
*
*
*
*
B. Complete an object projected skill analysis for the overhand throw. Include all
the essential components for the following categories: Grip/Stance/Ready Position –
Backward Swing – Forward Swing – Release Point – Follow Through – Ending
Position. The assignment will be evaluated on a twenty-five point rubrics.
Grip/Stance/Ready Position
Backward Swing
Forward Swing
Release Point
Follow Through
Ending Position.
Assessment 2
Skill Analysis Rubric for Standing Long Jump & Overhand Throw
Critical Elements
+ Standing Long Jump
Overhand Throw
Preparatory Phase
Feet in side stride
Crouch Position
Flexion at the hips, knees and ankles
Backward swing of arms
Weight shifting forward and back
Head up
Force Producing Phase
Two-foot take-off
Extension of ankles, knees and hips
Trunk inclined forward
Arms flexed forward
Arms reaching full extension overhead
Flight and Landing Phase
Flexion at the knees and hips
Bring thighs to horizontal
Knees extend forward to a two-footed
landing
Trunk flexes forward for landing
Arms are overhead during flight
Arms lower in mid flight
Arms reach forward at landing
Grip/Stance/Ready Position
Fingertips on seams
Side stride
Weight evenly distributed
Ball in glove midline of body
Knees bent
Head up
Backward swing
Throwing arms moves
downward/backward
Opposite leg moves forward
Hips rotate backward
Weight transfer to back foot
Ball moves away from intended target to a
position behind head
Forward swing
Hips and spine rotates forward
Weight shifts forward
Non-throwing arm assists balance
Elbow and arm moves forward at
shoulder
Elbow leads with forearm extension
Release Point
At extension of forearm
Toward target
Wrist snap off fingertips
Follow through/Ending position
In direction of intended flight
Downward swing across body
Step and weight transfer
Return to ready position
+
-
Assessment 2
Skill Analysis
Student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Sum & Percent
Skill Analysis
Points
37
29
40
43
17
38
47
36
40
41
39
32
44
44
45
40
46
45
35
30
% of program
completers at the
unacceptable level
– scoring below
70% ( 34 )
% of program
completers at the
acceptable level –
scoring between
70 and 90% (35 45 )
% of program
completers at
target level –
scoring 90% or
above (46 )
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
4 – 21%
14 – 71%
2 – 8%
Assessment 3
Physical Education 3520 – Yearly Plan Worksheet
Directions: Write the name of the activity that you would teach, each week, over an
eighteen-week period.
Name: _______________________
Yearly Plan
Week 1 _________________________________________________
Week 2 _________________________________________________
Week 3 _________________________________________________
Week 4 _________________________________________________
Week 5 _________________________________________________
Week 6 _________________________________________________
Week 7 _________________________________________________
Week 8 _________________________________________________
Week 9 _________________________________________________
Week 10 _________________________________________________
Week 11 _________________________________________________
Week 12 _________________________________________________
Week 13 _________________________________________________
Week 14 _________________________________________________
Week 15 _________________________________________________
Week 16 _________________________________________________
Week 17 _________________________________________________
Week 18 _________________________________________________
Physical Education 3520 – Sample Yearly Plan
WEEK
1
2, 3, 4
5, 6,
7, 8, 9
10
11, 12, 13
14, 15,
16, 17, 18
ACTIVITY
Team Games
Soccer
Softball
Aerobics/Weight
Training
Ultimate Frisbee
Basketball
Bowling
Tennis
UNIT
1
2
3
4
FOCUS
Team Sports
Team Sports
Team Sports
Fitness
5
6
7
8
Recreation/leisure
Team Sports
Recreation/Leisure
Individual
Physical Education 3520 – Yearly Plan Final Version Assignment
Directions: Develop your final yearly plan for 36 weeks. Unit can arrange from 1 to 3
weeks each.
Yearly Plan Format:
Week(s)
Activities
Unit
Focus
Assessment 3
Yearly Plan, Unit Plan and Lesson Plan
Yearly Plan Scoring Rubric
Yearly PLAN
Presentation
Score
Word processed, Spelling/grammar,
Correct Format & Met deadline date
1 2 3 4 5
Comments
Work Sheet
Name and activities
1 2 3 4 5
Final Yearly Plan
One to three week units
1 2 3 4 5
Activities and Unit Number
1 2 3 4 5
Focus–
individual/team/recreation/leisure/fitness
1 2 3 4 5
Scope - variety
1 2 3 4 5
Sequence - order
1 2 3 4 5
Total = _______/ 35
Unit Plan Scoring Rubric
UNIT PLAN
Part One - Presentation
Word processed, Spelling/grammar,
Correct Format & Met due date
Score
1 2 3 4 5
Part Two – 3 week unit
Block Calendar, Name, Unit
1 2 3 4 5
Terminal Objective (addressing all three
domains)
1 2 3 4 5
Introduction of skill, Review of skills,
Drills, Lead-up games/activities & Rules
1 2 3 4 5
Total x 2 ___/10
Comments
Skill test, Written test, Homework&
references
1 2 3 4 5
Part Three – Set of drills for
each skill
Name of skill, Name of Drill,
Day/week in block calendar
1 2 3 4 5
Objective of drill & Drill formation
1 2 3 4 5
Drill directions
1 2 3 4 5
Part Three – Lead-up
games/activities
Name of skill, Name of game, Day/week
in block calendar
1 2 3 4 5
Objective of game
1 2 3 4 5
Game description
1 2 3 4 5
Cumulative Score
_____/ 55
Assessment Three
Yearly Plan Data – Fall 2004
Student
Yearly Plan
35 points
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
SUM
%
29
27
30
30
33
35
27
26
24
23
31
31
32
29
27
32
28
27
29
34
34
100
% of program completers at
the unacceptable level –
scoring below 70%
(24 points – below)
% of program
completers at the
acceptable level –
scoring between 70
and 90% (25 - 31)
% of program
completers at target
level – scoring 90%
or above
(32 - 35)
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
2
10%
13
62%
x
x
6
28%
% of program
completers at the
acceptable level –
scoring between 70
and 90% (39 – 49 )
% of program
completers at target
level – scoring 90%
or above
(50 - 55)
Unit Plan Data Fall 2004
Student
Unit Plan
55 points
1
2
3
4
5
6
7
8
49
40
49
33
55
54
42
44
% of program completers
at the unacceptable level –
scoring below 70%
(38 points – below)
x
x
x
x
x
x
x
x
9
10
11
12
13
14
15
16
17
18
19
20
21
SUM
%
53
53
49
41
50
48
46
53
39
42
51
45
45
x
x
x
x
x
x
x
x
x
x
x
1
5
x
x
13
62
7
33
% of program
completers at the
acceptable level –
scoring between 70
and 90% (50 – 63)
% of program
completers at target
level – scoring 90%
or above
(64 - 70)
Lesson Plan Data – Fall 2004
Student
Lesson
Plan
70 points
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
SUM/%
58
69
53
62
70
59
53
45
70
75
69
67
72
75
49
54
60
65
66
72
57
% of program completers
at the unacceptable level –
scoring below 70%
(49 points – below)
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
2 = 10%
x
11 = 52%
8 = 38%
Assessment 4
STUDENT TEACHER FINAL-TERM EVALUATION
Collaborating Teacher: _________________________________________
School:
_________________________________________
Subject/Grade Level: ___________________________________________________
This form was completed by: University Supervisor _______
Arts/Sci Supervisor ________
Collaborating Teacher ________
RATING SCALE: M = Standard Met (evidence of satisfactory performance)
D = Developing Standard (evidence of progress toward satisfactory performance)
N = Standard Not Met (evidence fails to show adequate performance)
Directions: Please address the student teacher’s strengths, weaknesses, and their development in each of the
following. Circle the letter which best represents your judgment concerning the student teacher.
Standard #1: Knowledge of subject matter
A.
CREATES MEANINGFUL LEARNING EXPERIENCES
M
D
N
B.
C.
Demonstrates content knowledge and accuracy throughout instruction
Links content to prior knowledge and helps students see real-life connections
M
M
D
D
N
N
M
D
N
M
D
N
M
D
N
M
D
N
M
D
N
M
M
D
D
N
N
M
D
N
M
D
N
M
D
N
Standard #2
A.
B.
Knowledge of human development and learning
CONSIDERS THE DEVELOPMENTAL NEEDS OF ALL LEARNERS WHEN
DESIGNING AND DELIVERING INSTRUCTION
Promotes the intellectual, social, and personal development of all learners
Standard # 3 Adapting instruction for individual needs
A.
B.
CREATES INSTRUCTIONAL OPPORTUNITIES THAT ARE ADAPTED TO
DIVERSE LEARNERS
Makes appropriate provisions for individual students who have particular learning
differences
Standards #4 Multiple instructional strategies
A.
B.
C.
USES VARIOUS INSTRUCTIONAL STRATEGIES (I.E. COOPERATIVE
LEARNING, QUESTIONING) TO PROMOTE ACTIVE LEARNING, CRITICAL
THINKING, PROBLEM SOLVING AND INQUIRY
Understands and uses a variety of instructional materials
Understands and uses various technologies
Standard #5
A.
B.
C.
Classroom motivation and management skills
IMPLEMENTS AND/OR USES A CLASSROOM MANAGEMENT PLAN AND
COMMUNICATES BEHAVIORAL EXPECTATIONS TO STUDENTS
Creates a positive learning environment to enhance social relationships, student
motivation, and productive work
Makes effective use of instructional time and plans for orderly transitions
D.
Commands respect within the classroom
Standard #6
A.
B.
C.
D.
E.
A.
B.
C.
D.
A.
B.
C.
D.
A.
B.
C.
M
M
M
D
D
D
N
N
N
M
M
D
D
N
N
M
D
N
M
M
M
D
D
D
N
N
N
M
D
N
M
D
N
M
M
D
D
N
N
M D
N
M
D
N
M
D
N
M
D
N
M
M
D
D
N
N
Assessment of student learning
USES A VARIETY OF ASSESSMENTS (INFORMAL AND INFORMAL) TO
MONITOR AND ADJUST INSTRUCTION
Analyzes assessment data and determines whether desired learning outcomes have
been attained
Clearly communicates assessment results to students
Has an effective grading and scoring system
Standard #9
N
Instructional planning skills
PLANS INSTRUCTION BASED UPON KNOWLEDGE OF SUBJECT MATTER,
STUDENTS, AND CORE CURRICULUM
Makes appropriate short and long range plans
Plans substantive, detailed daily lesson plans and teacher work samples
Carefully aligns instruction with objectives
Standard #8
D
Communication skills
USES EFFECTIVE VERBAL AND NON-VERBAL COMMUNICATION
Is an active and responsive listener
Communicates expectations and assignments clearly
Demonstrates effective written communication
Fosters collaborative and supportive interactions
Standard #7
M
Professional commitment and responsibility
USES FEEDBACK FROM MULTIPLE SOURCES TO REFINE PRACTICE AND
TO PROMOTE PROFESSIONAL GROWTH
Is professional in appearance, adherence to schedule, and commitment to ethical
practice
Reflects on practice and makes thoughtful changes e.g. journal entries, interactions
with other professionals
Standard #10 Partnerships
A.
B.
C.
STRIVES TO INVOLVE PARENTS AND CAREGIVERS IN THE
EDUCATIONAL PROCESS
Uses community resources as appropriate in the educational process
Strives to develop collaborative relationships and builds rapport with colleagues
Summary Comments (i.e. goals, strengths, weaknesses)
RECOMMENDATION:
Credit _____
No Credit _____
Retrain _____
Signature of observer
Signature of Student Teacher
Please return to: Weber State University, Teacher Education, Coordinator Field Experience/Clinical Practice, 1304
University Circle, Ogden, UT 84408-1304.
Assessment 4
Clinical Experience Rubric
DIRECTIONS FOR COMPLETION OF ASSESSMENT & EVALUATION FORMS
The following directions and guidelines are to be used in the completion of the individual
forms in documenting the progress (assessment and evaluation) of the student teacher by
various individuals.
There are 4 forms to be completed:
1.
Student Teacher Observation - 01 ST Observation [2 pages 2 part NCR]
2.
Student teacher Mid Term Assessment - 02 ST Mid Term Assessment [3 pages
2 part NCR]
3.
Student Teacher Disposition - 03 ST Disposition Assessment [1 page scantron
form]
4.
Student Teacher Final Term Evaluation - 04 ST Final Term Evaluation [3 pages
scantron form]
The rating scale used is as follows:
RATING SCALE:
M
=
Standard Met (evidence of satisfactory performance)
D
=
Developing Standard (evidence
satisfactory performance)
N
=
Standard Not met
performance)
N/O =
required)
of
progress
toward
(evidence fails to show adequate
Not Observed (observer did not witness the performance
(used only on the observation form; not on the mid-term assessment form
or final evaluation form)
The assessment and evaluation forms contain some language that may need definition.
Diversity - is more than skin color, includes age variations, ethnic differences.
Lesson Plans - lesson plans are plans developed by the student and/or collaborating
teacher from which the student teaches and the observer and/or evaluator follows
the student through the teaching process for that session.
N/O - not observed means that on this day, at this time, during this observation, this item
was not observed and/or was not able to be documented as (M) meeting a
standard, or (N) not meeting a standard, or (D) developing the standard.
Technology - includes overhead projector, chalkboard, maps, power point presentations,
CD disks, DVD disks, VHS tapes, etc.
TWS - teacher work sample - a specific unit plan composed of 7 components designed by
the student teacher per the TWS model as required by the University, in
conjunction with the collaborating teacher, in which the student teaches from for
at least a fifteen (15) day period. Elementary student teachers are to complete one
TWS for the clinical practice assignment. Secondary student teachers are to
complete one TWS for the major and one for the minor in the clinical practice
assignment.
04 - ST Final Term Evaluation [3 page scantron]
a.
The final term evaluation form is to be completed by all individuals: the
University Supervisor, the Collaborating Teacher, and the Secondary Arts-Sci
Supervisor
b.
The original scantron copy of the final term evaluation is to be mailed, along
with the disposition assessment, within five (5) days of completion to the Office
of the Coordinator of Field Experience/Clinical Practice at Weber State
University.
c.
This form is designed to be read in a scantron scoring machine to collate the
data.
d.
The form is not to be stapled.
e.
The form can only be folded in half and placed in the large mailing envelope.
f.
This envelope will contain the final term evaluation and the disposition form as
completed.
g.
The final term evaluation and the disposition assessment are to be completed
during the final week of the student teaching assignment and reflect the entire
assignment.
h.
If the assignment is Early Childhood, Early Childhood Dual elementary,
Elementary Dual Early Childhood, it will be in two parts and each part is to have
a final-term evaluation completed by the Collaborating Teacher for the
assignment completed.
i.
The University Supervisor will complete one final term evaluation based upon
the entire assignment of both parts.
j.
The rating scale options do not include N/O on this form. The observer is to
record that if a standard was not observed, then the standard was not met at this
time.
k.
The final term evaluation has some space between standards for additional
comments if needed, however, the majority of comments should occur in the
"Summary Comments" on the last page.
l.
It would be very helpful if this page was word processed or typed, as opposed to
handwritten.
m.
The bottom of the last page is a place for the evaluator to mark the final
recommendation for the student teacher.
n.
A "credit" recommendation is to be based on the overall performance of the
student teacher. In your best judgment, a credit indicates this student has met
some of the standards, or, the standards are being developed, and progress is
evident toward the development, and the student disposition assessment form
indicates many of the dispositions are "usually" checked, and the student is
ready to be licensed.
o.
A "no credit" recommendation is to be based on the overall performance of the
student teacher. In your best judgment, a no credit indicates the student has not
met several standards, and/or the evaluator does not see any progress and there
is no evidence of progress in developing the standards, and/or the evaluation
reflects many standards not met.
p.
A "retrain" recommendation is to be based on the overall performance of the
student teacher. In your best judgment, a retrain indicates that the student may
have met several standards, and/or developing many standards, but may be
lacking in some of the dispositions and critical standards whereby additional
time student teaching will provide the evidence that the student teacher will be a
successful teacher.
Summary Comments (i.e. goals, strengths, weaknesses)
RECOMMENDATION:
Credit _____
No Credit _____
Retrain _____
________________________Signature of observer _________________Signature of student teacher
Please return to: Weber State University, Teacher Education, Coordinator Field Experience/Clinical Practice, 1304
University Circle, Ogden, UT 84408-1304.
Assessment Four
Clinical Experience Data
STUDENT TEACHER FINAL-TERM EVALUATION
RATING SCALE:
M
=
Standard Met (evidence of satisfactory performance)
D
=
Developing Standard (evidence of progress toward satisfactory
performance)
N
=
Standard Not Met (evidence fails to show adequate performance)
Student’s
Score
Standard #1: Knowledge of subject matter
N
CREATES MEANINGFUL LEARNING EXPERIENCES
Demonstrates content knowledge and accuracy throughout instruction
Links content to prior knowledge and helps students see real-life connections
M
D
6
5
5
1
2
2
Standard #2 Knowledge of human development and learning
D N
M
CONSIDERS THE DEVELOPMENTAL NEEDS OF ALL LEARNERS WHEN
DESIGNING AND DELIVERING INSTRUCTION
Promotes the intellectual, social, and personal development of all learners
7
0
0
4
3
0
Standard # 3 Adapting instruction for individual needs
M D
N
CREATES INSTRUCTIONAL OPPORTUNITIES THAT ARE ADAPTED TO 7 0
DIVERSE LEARNERS
Makes appropriate provisions for individual students who have particular learning 5 2
differences
Standards #4 Multiple instructional strategies
0
0
0
M
D
0
0
N
USES VARIOUS INSTRUCTIONAL STRATEGIES (I.E. COOPERATIVE
LEARNING, QUESTIONING) TO PROMOTE ACTIVE LEARNING,
CRITICAL THINKING, PROBLEM SOLVING AND INQUIRY
Understands and uses a variety of instructional materials
Understands and uses various technologies
3
4
0
4
2
3
5
0
0
Standard #5 Classroom motivation and management skills
N
IMPLEMENTS AND/OR USES A CLASSROOM MANAGEMENT PLAN
AND COMMUNICATES BEHAVIORAL EXPECTATIONS TO STUDENTS
M
D
6
1
0
Creates a positive learning environment to enhance social relationships, student
motivation, and productive work
Makes effective use of instructional time and plans for orderly transitions
Commands respect within the classroom
5
2
0
5
6
2
1
0
0
Standard #6 Communication skills
N
USES EFFECTIVE VERBAL AND NON-VERBAL COMMUNICATION
Is an active and responsive listener
Communicates expectations and assignments clearly
Demonstrates effective written communication
Fosters collaborative and supportive interactions
M
D
Standard #7 Instructional planning skills
N
PLANS INSTRUCTION BASED UPON KNOWLEDGE OF SUBJECT
MATTER, STUDENTS, AND CORE CURRICULUM
Makes appropriate short and long range plans
Plans substantive, detailed daily lesson plans and teacher work samples
Carefully aligns instruction with objectives
Standard #8 Assessment of student learning
N
USES A VARIETY OF ASSESSMENTS (INFORMAL AND INFORMAL) TO
MONITOR AND ADJUST INSTRUCTION
Analyzes assessment data and determines whether desired learning outcomes
have been attained
Clearly communicates assessment results to students
Has an effective grading and scoring system
7
7
5
7
6
0
0
2
0
1
0
0
0
0
0
M
D
6
1
0
4
4
5
3
3
2
0
0
0
M
D
6
1
0
5
2
0
5
4
2
3
0
0
Standard #9 Professional commitment and responsibility
N
USES FEEDBACK FROM MULTIPLE SOURCES TO REFINE PRACTICE
AND TO PROMOTE PROFESSIONAL GROWTH
Is professional in appearance, adherence to schedule, and commitment to ethical
practice
Reflects on practice and makes thoughtful changes e.g. journal entries,
interactions with other professionals
M
D
6
1
0
6
1
0
7
0
0
Standard #10 Partnerships
N
M
D
STRIVES TO INVOLVE PARENTS AND CAREGIVERS IN THE EDUCATIONAL 3
PROCESS
4
0
Uses community resources as appropriate in the educational process
3
Strives to develop collaborative relationships and builds rapport with colleagues 4
4
3
0
0
RECOMMENDATION:
Credit __7___
No Credit __0___
Retrain __0___
Assessment 5
Pre and Post Mile Run Test – Students are to run around the track four times as fast as
they can. If they must stop and walk they can for a brief period of time, but the objective
it to pace themselves and run continuously. The test is administered three times
throughout the tri-semester. Target level was 8 minutes or less for boys and 10 minutes
or less for girls.
Assessment 5
Fitness Pre and Post-test example score sheet. No pre-determined criteria. Scores are
determined at the time of the test.
Mile run
Pre test Post test
Result
Improvement No Change Decrease
Performance
Sit-ups
Flexibility
Strength
Assessment Five –
Student Data – Sample of a fitness test scores used in the overall assessments of the
students.
I = Increased performance N = No change
D = Decreased performance
Student
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
Run
Run
Pre
Post
8:23 8:06
11:34 11:38
7:56 6:49
10:03 9:37
6:56 6:27
7:19 7:02
12:17 12:31
13:06 12:54
8:09 8:12
9:42 9:20
9:29 8:54
10:38 10:16
11:51 11:21
7:16 6:51
7:58 7:51
13:18 13:02
9:03 8:49
8:29 7:48
9:56 9:48
8:39 8:23
10:39 10:19
11:56 11:57
12:13 11:46
8:32 8:22
7:57 7:14
10:51 10:13
9:09 8:58
I
N
D
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Push- Push-up
up Pre Post
13
16
24
26
21
24
17
17
15
19
11
13
9
10
12
15
14
15
17
17
8
8
8
11
9
12
18
20
10
13
20
24
25
27
23
24
19
21
15
16
11
13
10
11
16
17
15
18
21
21
12
15
19
22
I
N
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
D
Assessment 6
Assessment Assignment – Develop a written test, skill test and homework assignment for
the unit assigned. Include the following information for each assessment:
Homework Assignment
1.
Name of assignment
2.
Purpose/objectives of the assignment
3.
Description/directions for completing the assignment
4.
Evaluation process for the assignment
Written Test
1.
Name of the test
2.
Point value for the test
3.
Objectives of the test
4.
Minimum of three types of questions
5.
Directions for each section of the test
6.
Answer sheet with answers
Skill Test
1.
Name of test
2.
Objectives of test
3.
Equipment and personnel needed to administer test
4.
Procedures for administering test
5.
Scoring procedures and score sheet
6.
Diagram of testing environment
7.
Reference
Assessment 6
Assessment Scoring Rubric (written test – skill test – homework assignment)
Assessment
Score
Comments
Part One - Presentation
Word processed, Spelling/grammar,
Correct Format & Met due date
1 2 3 4 5
Part Two – Homework
Name of homework assignment &
Objective(s) of homework assignment
1 2 3 4 5
Description/directions for completing
1 2 3 4 5
Assessment of homework
1 2 3 4 5
Part Three – Written Test
25 point quiz, Two types of questions,
Name of quiz
1 2 3 4 5
Objective(s) of quiz
1 2 3 4 5
Directions for each section
1 2 3 4 5
Separate answer sheet/answers &
Scoring system
1 2 3 4 5
Part Four – Skill test
Name of skill test, Equipment – what
and how much, reference
Objective(s) of skill test
1 2 3 4 5
Testing Procedures
1 2 3 4 5
1 2 3 4 5
Personnel needed, Test Organization,
Student Organization, Learning Environment
& scoring system
Diagram of testing environment and
Score Sheet
1 2 3 4 5
Cumulative Score
_____/ 60
Assessment Six
Assessment Assignment Data – Fall 2004
Student
Assessment
Assignment
60 points
% of program completers
at the unacceptable level –
scoring below 70%
(42 points – below)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
SUM
%
33
45
54
47
57
60
56
46
53
44
54
59
47
44
44
55
58
60
47
54
54
x
100
% of program
completers at the
acceptable level –
scoring between 70
and 90% (43 - 54)
% of program
completers at target
level – scoring 90%
or above
(54 - 60)
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
1
.05
x
x
x
14
66.5 %
7
33%
Assessment 7
(Portfolio Assignment)
Physical Education 4990
Electronic Portfolio Assignment
Students will develop an electronic portfolio. The portfolio will be developed in Web
style, but saved on a disk or CD. The content of the portfolio will be as follows:
1. Title Page
2. Table of Contents
3. Overview
4. Introduction of Teacher Candidate
5. Teaching Philosophy
6. Resume
7. Honors and Awards
8. Evaluations
9. Sample Letters
10. Class Handouts
11. Assessments
12. Samples of Student work
13. Sample Unit Plan
14. Sample Lesson Plan
15. Picture Gallery (optional)
16. Student Choice
The portfolio will be evaluated on overall presentation, organization, neatness and
navigation. Students are given a copy of the evaluation rubric.
Assessment 7
Electronic Portfolio Assignment and Assessment Rubric
Portfolio
Section
Presentation Criteria
Scoring
1 2 3
1. Title Page
Title of portfolio, your name, dates portfolio represents,
picture of you teaching youngsters (or clip art of some
sort), favorite educational saying (if it is short) easy to
read, neat
1 2 3
2. Table of Contents
Make sure it is accurate, easy to read, neatly presented
1 2 3
3. Overview
One page or less, describes portfolio contents,
1 2 3
4. Introduction
Demographics
1 2 3
5. Teaching
Philosophy
No more than 2 pages, double spaced, no
grammar/spelling errors
1 2 3
6. Resume
One to two page resume, accurate, no grammar/spelling
errors
1 2 3
7. Honors, Awards,
Test Results
No more than 5 awards or honors
1 2 3
8. Cooperating
Teacher/
Supervisor/Principal
Evaluations
No more than 3 present, explanation statement included
1 2 3
9. Sample Letters
Home
No more than 2 letters/newsletters or other
communications that went home to parents, done on
school letterhead, no more than one page, free of spelling
errors, explanation statement included
1 2 3
10. Unused Class
Handouts
(Informational-not
tests)
No more than 2 present, blank, explanation statement
included
1 2 3
11. Unused Tests
and/or Assessments
No more than 2 present, blank, explanation statement
included
1 2 3
12. Student Work
Samples
No more than 6 pages at least one elementary and one
secondary (for Student Teachers), neatly presented,
explanation statement included
1 2 3
13. Sample Unit Plan
(s)
No more than 2 present, designed by you, explanation
statement
1 2 3
14. Sample Lesson
Plans
No more than 2 present designed by you written reflection
included at end of lessons, explanation statement
1 2 3
15. Picture Gallery
(optional)
No more than 5 pictures with captions present, neatly
presented, explanation statement included. Preferably
shows you teaching, bulletin boards, special nights, etc.
1 2 3
16. Your Choice
No more than 4 pages
1 2 3
Comments
Section:
Possibilities: Misc.,
Thank You's from
kids/
parents/colleagues,
Coaching, PE Reform
Documents
(Developmentally
appropriate docs,
Surgeon General
Report)
17. Overall
Presentation,
Organization,
Neatness and
Navigation
Portfolio neatly organized and presented using attractive
colors and design, Section explanations are presented
where indicated, Clip art used on the section title pages,
Bookmarks visible. Document free of spelling/grammar
errors.
1 2 3
/ 50
TOTAL
Assessment Seven
Portfolio Data Fall 2004
Student
Portfolio
55 points
% of program completers
at the unacceptable level –
scoring below 70%
(38 points – below)
1
2
3
4
5
6
7
Sum
%
36
40
49
33
47
54
42
x
% of program
completers at the
acceptable level –
scoring between 70
and 90% (39 – 49 )
% of program
completers at target
level – scoring 90%
or above
(50 - 55)
x
x
x
x
x
2
29
x
4
57
1
14
SECTION III—STANDARDS ASSESSMENT CHART
AAHPERD/NASPE STANDARD
Content
Knowledge
Pedagogical Effect on
Professional
Student
KSD
Learning
APPLICABLE ASSESSMENTS
FROM SECTION II
1. Content Knowledge. Physical education teachers understand physical
education content and disciplinary concepts related to the development of a
physically educated person.
◙
□
□
□#1 □#2 □#3 □#4
□#5 □#6 □#7 □#8
2. Growth and Development. Physical education teachers understand how
individuals learn and develop and can provide opportunities that support
their physical, cognitive, social, and emotional development.
□
◙
□
□#1 □#2 □#3 □#4
□#5 □#6 □#7 □#8
□
◙
□
□#1 □#2 □#3 □#4
□#5 □#6 □#7 □#8
4. Management and Motivation. Physical education teachers use an
understanding of individual and group motivation and behavior to create a
safe learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation.
5. Communication. Physical education teachers use knowledge of
effective verbal, nonverbal, and media communication techniques to
enhance learning and engagement in physical activity settings.
□
◙
□
□#1 □#2 □#3 □#4
□#5 □#6 □#7 □#8
□
◙
□
□#1 □#2 □#3 □#4
□#5 □#6 □#7 □#8
6. Planning and Instruction. Physical education teachers plan and
implement a variety of developmentally appropriate instructional strategies
to develop physically educated individuals, based on state and national
(NASPE K-12) standards.
7. Student Assessment. Physical education teachers understand and use
assessment to foster physical, cognitive, social, and emotional development
of students in physical activity.
□
◙
□
□#1 □#2 □#3 □#4
□#5 □#6 □#7 □#8
□
□
◙
□#1 □#2 □#3 □#4
□#5 □#6 □#7 □#8
3. Diverse Students. Physical education teachers understand how
individuals differ in their approaches to learning, and create appropriate
instruction adapted to these differences.
AAHPERD/NASPE STANDARD
Content
Knowledge
Pedagogical Effect on
Professional
Student
KSD
Learning
APPLICABLE ASSESSMENTS
FROM SECTION II
8. Reflection. Physical education teachers are reflective practitioners who
evaluate the effects of their actions on others (e.g., students,
parents/guardians, fellow professionals), and seek opportunities to grow
professionally.
9. Technology. Physical education teachers use information technology to
enhance learning and to enhance personal and professional productivity.
□
□
◙
□#1 □#2 □#3 □#4
□#5 □#6 □#7 □#8
□
◙
□
10. Collaboration. Physical education teachers foster relationships with
colleagues, parents/guardians, and community agencies to support students'
growth and well-being.
□
◙
□
□#1
□#5
□#1
□#5
□#2
□#6
□#2
□#6
□#3
□#7
□#3
□#7
□#4
□#8
□#4
□#8
SECTION IV – EVIDENCE FOR MEETING STANDARDS
#1 Content Knowledge
1. Data from licensure tests of content knowledge do not apply. Licensure test will not be
required until after this report is due, thus no data is available to report. Content knowledge is
assessed in every class through every assignment, project and final examination. In this
document content knowledge will be assessed through the use of final exam data from a selected
sample of final examinations covering all levels of course work (1000, 2000, 3000 and 4000).
These assessments are the final examinations given in each of the courses at the end of the
semester. Data will be given for all courses but only one sample of a final exam will be included
for review. These exams cover the discipline specific content relevant to that specific course.
The data is used to determine the content knowledge of the individual student and is used in
conjunction with various other assessments in determining the final grade for the course. The
data is also used for review of curriculum, course content, types of assignments and instructional
strategies.
2. The assessment of content knowledge aligns with the following NASPE Standards:
# 1 Content Knowledge – Physical Education teachers understand physical education content
and disciplinary concepts related to the development of a physically educated person.
3. Summary of data findings: A summative percentage of all the final exams given in Fall
semester is as follows: 34% of the teacher candidates scored above the target level, 55% scored
at the acceptable level and11% scored below the acceptable level.
4. An interpretation of how the data provides evidence for meeting the standards.
89 % of the teacher candidates scored at or above the acceptable level on all final exams
assessing content knowledge. Course content lends itself to meeting this standard and preparing
teacher candidates with an understanding of physical education content and discipline specific
concepts. Course sequence also lends to the continual application of this content knowledge in
sequential courses, practicum and clinical experiences.
#2 Content Knowledge in the field of physical education
1. This example would apply to content knowledge in the area growth and development.
The skill analysis assignment is given in Physical Education 2600 - Motor Development and
Pedagogy. The assignment consists of each student doing a skill analysis on six students at an
area elementary school. The data is used to determine the content knowledge specific to growth
and development concepts of the individual students and is used in conjunction with various
other assessments in determining the final grade for the course. The data is also used to analyze
the assignment and make revision in future class projects.
2. The assessment of content knowledge aligns with the following NASPE Standards:
# 2 Growth and Development – Physical education teachers understand how individuals learn
and develop and can provide opportunities that support their physical, cognitive, social, and
emotional development.
3. Summary of data findings: 8% of the teacher candidates scored at the target level, 71%
scored at the acceptable level and 21% scored below the acceptable level on this assignment.
4. An interpretation of how the data provides evidence for meeting the standards.
79% of the teacher candidates score at or above the acceptable level on this assignment. The
data provides evidence that this standard was met. This assignment occurs early in the students’
course of study and is only one of the many learning experiences that are provided in the area of
growth and development. Based on the scored from their practicum and clinical experiences this
standard is also addressed and the percentage of teacher candidates scoring at the acceptable
level or above improves to 90% indicating that the major concepts are threaded through the
course of study.
#3 Pedagogical and Professional Knowledge, Skills, and Dispositions
1. This section would apply to content knowledge in the area of planning and instruction. The
yearly plan, unit plan and lesson plan assignment are given in Physical Education 3520 –
Instructional Strategies and Curriculum. The assignments consists of developing a yearly plan
for a secondary school physical education program, selecting one unit from the yearly plan and
developing a block calendar and then completing the first five days of lesson plans relevant to
that specific unit. Teacher candidates are also required to write and develop teacher work
samples in Levels one and two of their professional core. However, since many do not have the
opportunity for this training in their minor outside of physical education many choose to do the
teacher work samples in their minor, therefore additional data is not available.
2. The assessment of content knowledge aligns with the following NASPE Standards:
#6 – Planning and Instruction – Physical education teachers plan and implement a variety of
developmentally appropriate instructional strategies to develop physically educated
individuals, based on state and national (NASPE K-12) standards.
2.
Summary of data findings:
Yearly Plan Data – 28% scored at the target level, 62% scored at the acceptable level and 10%
scored below the acceptable level
Unit Plan Data – 33% scored at the target level, 62 5 scored at the acceptable level and 5%
scored below the acceptable level
Lesson Plan Data – 38% scored at the target level, 52% scored at the acceptable level and 10 %
scored below the acceptable level
4. An interpretation of how the data provides evidence for meeting the standards.
On all three assignments 92% scored at or above the acceptable level leaving only 8% scoring
below the acceptable level. Most often the reasons for those falling below the acceptable level is
due to lack of attendance or failing to turn in assignments.
#4 Pedagogical and Professional Knowledge, Skills and Dispositions
1. The assessment instrument is an observation evaluation form used to evaluate content
knowledge, pedagogical skills, dispositions and effects on student learning. The observations
evaluations are conducted throughout the clinical experience by a university supervisor both
through teacher education as well as the content discipline. The assessment instrument evaluates
the student teacher in the following areas:
Knowledge of subject matter
Knowledge of Human development and learning
Adapting instruction for individual needs
Multiple instructional strategies
Classroom motivation and management skills
Communication skills
Instructional planning skills
Assessment of student learning
Professional commitment and responsibility
Partnerships
The rubric uses the following scoring scheme for evaluation of the strengths and weaknesses and
the development of the student teacher in a variety of areas.
M = Standard Met (evidence of satisfactory performance)
D = Developing Standard (evidence of progress toward satisfactory performance)
N = Standard Not Met (evidence fails to show adequate performance)
This assessment is used in part to determine if the student teacher should be given credit, no
credit or be retrained for the clinical experience. The assessment also provides information
about specific content and student learning activities that should be covered in the course work
prior to the clinical experience and allows the faculty to make curriculum and course revisions
based on the observations.
2. The assessment of content knowledge aligns with the following NASPE Standards:
# 1 Content Knowledge – Physical Education teachers understand physical education content and
disciplinary concepts related to the development of a physically educated person.
# 2 Growth and Development – Physical education teachers understand how individuals learn
and develop and can provide opportunities that support their physical, cognitive, social, and
emotional development.
#3 Diverse Students – Physical education teachers understand how individuals differ in their
approaches to learning and create appropriate instruction adapted to these differences.
#4 Physical Education teachers use an understanding of individual and group motivation and
behavior to create a safe learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation.
#5 Communication – Physical education teachers use knowledge of effective verbal, nonverbal,
and media communication techniques to enhance learning and engagement in physical activity
settings.
#6 Planning and Instruction – Physical education teachers plan and implement a variety of
developmentally appropriate instructional strategies to develop physically educated individuals,
based on state and national (NASPE K-12) standards.
#7 Student Assessment – Physical Education teachers understand and use assessment to foster
physical, cognitive, social, and emotional development of students in physical activity.
# 8 Reflection – physical education teachers are reflective practitioners who evaluate the effects
of their actions on others and seek opportunities to grow professionally.
#9 Technology – Physical education teachers use information technology to enhance learning
and to enhance personal and professional productivity.
#10 Collaboration – Physical education teachers’ foster relationships with colleagues,
parent/guardians, and community agencies to support students’ growth and well-being.
3. Summary of data findings: Candidates are observed by a university supervisor, a physical
education content supervisor and their public school collaborating teacher. Each supervisor
makes a minimum of three different types of observations. There is a lesson plan observation
assessment, a mid term assessment, a dispositions assessment and an assessment of the students
reflective journal. All of these assessments are used to complete the final evaluation assessment
on the 10 standards.
Number of Teacher Candidates = 7
Percentage
Standard Met
Standard Developing
Standard Not Met
Standard 1
5
2
0
2
6
1
0
3
6
1
0
4
3
4
0
5
5
2
0
6
6
1
0
7
5
2
0
8
5
2
0
9
6
1
0
10
3
4
0
4. An interpretation of how the data provides evidence for meeting the standards. Since the
clinical experience evaluation is based on INTASC Standards and the NASPE Standards overlay
the INTASC Standards the clinical experience evaluation gives us a comprehensive assessment
of how each candidate meets all of the INSTAC/NASPE Standards. Therefore the data shows
that the majority of our candidates are meeting this standard. Standards showing greatest strength
among teacher candidates were Knowledge of Subject Matter, Adapting Instruction to Individual
Needs, Classroom Management Skills, Human Development and Learning, Communication
Skills, Instructional Planning Skills, Assessment, Professional Commitment & Responsibilities.
Areas showing progress toward satisfactory performance were Multiple Instructional Strategies
and Partnerships. Attention to standards 4 and 10 will be addresses in Physical Education 3520
and 4860 and in the clinical experience. Data for Fall 2004 was not available by the report due
date.
#5 Effects on Student Learning
1. During the clinical experience the physical education candidates are required to administer a
variety of assessments relevant to the specific units they are presenting. These assessments may
consist of knowledge, skills and attitude tests usually written quizzes and pre and post skill and
fitness tests and attitude surveys.
2. The assessment of content knowledge aligns with the following NASPE Standards:
#7 Student Assessment – Physical Education teachers understand and use assessment to
foster physical, cognitive, social, and emotional development of students in physical
activity.
# 8 Reflection – physical education teachers are reflective practitioners who evaluate the
effects of their actions on others and seek opportunities to grow professionally.
3. Summary of data findings: Of the 740 students taught by 4 candidates Fall semester 2004
72% showed improvement on all assessments, 11% showed no change and 17% showed a
decrease in performance.
4. An interpretation of how the data provides evidence for meeting the standards. Based on the
percentage of students that showed improvement in their test scores the data would indicate that
the candidates have had a positive affect on student learning. However, teacher candidates are
only in the clinical experience for one semester and thus the lasting affect of this improvement is
unknown.
#6 Additional Assessment that addresses AAHPERD/NASPE standards
1. The assessment assignment is evaluated to determine if the students understand how to
use a variety of authentic and traditional assessments techniques to assess student
performance, provide feedback and communicate student progress. The assessment
assignment occurs in the Physical Education 3520 – Curriculum and Instructional Strategies
class. In this assignment students are asked to develop three sample of assessment that they
would use relevant to a specific unit of instruction. It is to prepare the student to be able to
assess the student’s learning in all three domains – cognitive, psychomotor and affective.
2. The assessment of content knowledge aligns with the following NASPE Standards:
#7 Student Assessment – Physical Education teachers understand and use assessment to
foster physical, cognitive, social, and emotional development of students in physical activity.
3. Summary of data findings – 33% of the teacher candidates scored at the target level, 66.5%
scored at the acceptable level and .05% scored below the acceptable level.
4. An interpretation of how the data provides evidence for meeting the standards. Data illustrates
that this standard is being met and that the assignment presented is an appropriate measurement
for understanding the use of assessment to foster learning. The data received in this class led the
faculty to develop a Physical Education Assessment/Technology Class that would focus on
assessment of the three domains of learning relevant to a physical education class. This class will
provide students with additional opportunities to develop, implement and interpret assessments
on K-12 students.
#7 Additional Assessment that addresses AAHPERD/NASPE standards
1. This assessment is of the teacher candidates’ ability to use technology in the development of
an electronic web page. This assessment is reviewed and assessed in Physical Education 4990 –
Senior Seminar class.
2. The assessment of content knowledge aligns with the following NASPE Standards:
#9 Technology – Physical education teachers use information technology to enhance learning
and to enhance personal and professional productivity.
3. Summary of data findings – 14% of the teacher candidates scored at the target level, 57 %
scored at the acceptable level and 29% scored below the acceptable level.
4. An interpretation of how the data provides evidence for meeting the standards. 71% of the
teacher candidates scored at or above the acceptable level. One of the reasons 29% scored below
the acceptable level is that this was the first semester that the students had moved from a hard
copy portfolio to an electronic portfolio. The contents of the portfolio often times were correct
but the navigation and usefulness of the electronic edition was not acceptable. The use and
creation of electronic portfolio is further enforced in the professional core Education 3110 where
students spend an entire semester working with technology to develop both lesson plans as well
as their INTASC portfolio electronically.
Section V – Use of assessment results to improve candidate and program
performance.
Outcomes assessment data have been collected through the University Outcomes
Assessment Model (since 1999) and the Physical Education Scoring rubrics presented in
this document. The following are examples of how the results have been used to improve
candidate performance as well as program performance. Not all of this data could be
used in this document due to the assessment requirements of this report.
Student performance • Developed additional homework assignments addressing the construction of
objectives
• Provided students more practical teaching experiences
• Provided students the opportunity to do more observations of master teachers
• Provided students the opportunity to re-teach the peer teaching to apply reflections
and revisions
• Provided students more opportunities to analysis case studies
• Provided students with public school experiences throughout their course of study
• Provided students with additional opportunities to plan for and teach in a diverse
environment
• Provided more opportunities to develop motivational learning strategies
Program performance –
• Shared results of assessment with faculty to aid in strategic planning
• Targeted areas of strengths and challenges and identified next steps
• Develop additional assessment measures, especially for graduates and employees
• Developing better ways to collect process and house data
• Developed some consistent strands throughout the pedagogy sequence so that
planning and instructional strategies remain constant
• Professional core courses strengthening candidates abilities to assess, evaluate and
interpret student data
Curriculum development • Completely revised the curriculum based on the NASPE/NCATE Standards.
Deleted many classes, changed a variety of classes and added some new courses.
Implemented the two track system – Track I – Physical Education Major K-12
and Track II – Physical Education Major/Licensure. These approved changes
were recommended in seeking accreditation. In order to demonstrate that our
teacher candidates could demonstrate acceptable levels of performance in all ten
NASPE Standards more emphasis needed to be placed on the implementation and
application of pedagogical skills.
• Consistency in course syllabi development
• Development of a variety of new course assignments and learning opportunities
Outcomes assessment data have been collected through the University Outcomes
Assessment Model, the Teacher Education scoring rubrics, and feedback and information
from synthesis students. The following are examples of how the results are being used
and intend to be implemented to improve candidate performance as well as program
change.
Student performance—
• Developed the TWS model to provide a more comprehensive approach to
planning, teaching, and assessing student achievement.
• Using the TWS model, strengthened candidates’ abilities to assess, evaluate, and
interpret student data to determine student achievement
• Provided students with more experiences in understanding and using technology
• Provided students increased opportunities for interactive classroom experiences
• Provided students with training and experience in developing an INTASC or
standards-based portfolio with feedback from faculty each semester
• Provided students with more opportunities to learn about, plan for, and teach in
diverse classrooms
Program performance—
• Developed assessment measures used in each level, during clinical practice, and
for assessing pre-service teacher dispositions
• Created a one-hour course in technology rather than trying to imbed it in another
course
• Modified a course that previously focused on multicultural and bilingual
education to give greater emphasis to responding to the diverse needs of students,
families, and communities.
• Created broader emphasis on interpersonal skills by adding a new department
strand to be emphasized in every class
Curriculum development—
• Revised the core curriculum (professional education required courses) to better
align with national standards and student needs
• Identified Critical Performance Indicators (CPI’s) for all levels
• Increased collaboration between and among faculty assigned to the various levels
and across the unit
• Aligned course outcomes and objectives with INTASC standards
• Increased emphasis on interpersonal skills
• Increased emphasis in all courses on candidates’ abilities to assess student
knowledge, skills, and dispositions