bachelor of science in education physical education p …

EKU Undergraduate Program Review Documents: Physical Education - Teaching

BACHELOR OF SCIENCE IN EDUCATION

PHYSICAL EDUCATION

P-12

16 KAR 1:010 Standards for certified school personnel16 KAR 1:020 Professional code of ethics for Kentucky school certified personnel

16 KAR 2:010 Kentucky Teaching Certificates16 KAR 5:020 Standards for Admission to Teacher Education

16 KAR 5:040 Admission, Placement, and Supervision in Student Teaching16 KAR 6:010 Written examination prerequisites for teacher certification

Undergraduate Catalog: http://www.undergradstudies.eku.edu/catalog/

September 2008, July 2009, January 2009, August 2010


TABLE OF CONTENTS

PROGRAM EXPERIENCES

A. Content Standards

B. KERA Initiatives

C. EPSB Themes

D. Program Faculty

E. Syllabi

F. Curriculum Contract/Guide sheet


PROGRAM EXPERIENCES

The Bachelor of Science in Physical Education Teaching program is designed for candidates

who are preparing to teach Physical Education in grades P-12. Upon completion of a degree in

Physical Education Teaching, candidates will be able to demonstrate and integrate content

knowledge, effective pedagogical skills, dispositions, and technological skills. In addition,

candidates will show understanding and appreciation for students and families from diverse

socioeconomic, cultural, and ethnic backgrounds through course observations, assignments and

reflections.

The College of Education and the College of Health Sciences strive to work together to meet

individual student needs through effective advising, excellent instruction and regular, supervised

field and clinical experiences. In addition, student support services are provided by the College

of Education Office of Teacher Admissions and Certification.

Curriculum Requirements

The Department of Exercise and Sport Science, in the College of health Sciences, provides

advisors for physical education majors. Students must complete 25-28 hours of core courses, 21

hours of PHE specialty courses, 9 hours of supporting courses, and 28 hours of teacher education

courses in the College of Education. In addition to main campus classes, delivery modes include

regular classes at extended campuses (Courses in this program are offered at the Corbin,

Danville, and Manchester campuses.), online, Kentucky TeleLinking Network (KTLN),

Interactive Video (ITV), and web-enhanced delivery. Program delivery is evaluated via student

evaluation of instruction (IDEA), common assessments and program reviews. Adjunct faculty at


both the Richmond and regional campuses collaborate with the Department Chair, Program

coordinators, and lead, full-time faculty to ensure consistent and fair course delivery.

All classes and program changes must be approved by the Teacher Education committee

composed of individuals from all Colleges within the University. Upon approval by the

Department of Exercise and Sport Science, the College of Health Sciences, the Teacher

Education Committee, and the Council on Academic Affairs the change becomes official and is

enacted.

Monitoring of Candidate Progress

Candidates progress through four transition points: Pre-admission, Admission to the Teacher

Education Program (Gate 1), Preparation for Admission to Student Teaching (Gate 2), Student

Teaching (Gate 3), and Program Completion / Graduation (Gate 4). These transition points

insure that candidates have acquired necessary professional and pedagogical content knowledge,

skills, and dispositions to progress through the program. Candidates are guided through the

process of each transition point during orientations, advising, and mentoring. The planned

program document (CARES report) is electronically updated each semester as the candidate

progresses throughout the program.

Each Physical Education Teaching program candidate’s progress is monitored through Key

Assessments during each of these transition points. These key assessments are reviewed in each

candidate’s TaskStream e-portfolio. The Assessment Plan can be viewed on the Key Assessment

page.


Upon admission to Eastern Kentucky University, freshmen may choose Physical Education

Teaching as their major. However, candidates are not officially admitted to the program until

they have completed 60 hours and have met all Teacher Education Admission Requirements.

During the transition between admission to the University and admission to Teacher Education,

candidates are introduced to the professional teaching roles, responsibilities, and ethical issues in

EDF 103 Introduction to Education. Through field observations of primary, intermediate,

middle, and secondary classrooms candidates are also introduced to the Kentucky Teacher

Standards and begin to identify those standards in practice. At this time candidates are also

developing content knowledge and technology skills as they complete their General Education

requirements and begin coursework in their emphasis areas. In EDF 203 Schooling and Society,

candidates study the foundations and philosophies of American Education. They are also

introduced to the Kentucky Program of Studies and Professional Ethics for Teachers. Candidates

participate in a mentoring project during this course and their professional dispositions are

assessed by their instructor and field supervisor. Only those candidates who meet the minimum

ACT score requirements (or equivalent) may enroll in EDF 203.

Alignment to Standards

After having completed EKU’s College of Education foundations courses, candidates have a

knowledge base of the EKU Conceptual Framework, the EPSB Kentucky Teacher Standards and

Code of Ethics, Kentucky Core Content, and related Special Program Areas. This knowledge

base is enhanced and extended as they progress through the program. Candidates are assessed

within the foundation coursework to ensure that they have acquired a solid knowledge base. A

strong foundation in these areas is necessary in order to be able to effectively apply these varied

concepts in projects and assessments in later classes.


Conceptual Framework

The EKU Teacher Education Program’s Conceptual Framework is woven throughout the

Physical Education Teaching program so as to ensure that candidates develop knowledge,

skills, and appropriate professional dispositions as they progress. General Education

coursework at EKU “helps students to become informed, independent thinkers by developing

competencies in communication, quantitative analysis, and critical thinking and by helping them

understand and appreciate the diversity of culture, individuals, the natural environment, and the

global society.” Along with the teacher education core and their emphasis area coursework

candidates construct understanding of the complexity and richness of the teaching/learning

process. Pedagogical skills are introduced and initially applied in supervised settings during the

early foundations courses, EDF 103, 203, and 319. Once admitted to the Teacher Education

Program, candidates further develop specific pedagogical knowledge and skills related to

physical education assessment and differentiation of instruction for students with special needs in

EME 465, ELE 541, and ESE 566. During ELE 541 and ESE 566, candidates extend and

enhance pedagogical knowledge and skills specific to elementary, middle, and secondary level

students, and apply that during their intensive field experiences. Candidates’ professional

dispositions are assessed multiple times throughout the program, not only through self-

assessments, but by instructors and cooperating teacher mentors. These dispositions include

professional behaviors as well as their demonstration of positive attitudes and beliefs as

demonstrated in their behaviors and words. All teacher education candidates must demonstrate

basic competence with technology in their general education coursework (CSC 104 or CIS

212). Instructional technology is demonstrated and utilized throughout their programs. In

addition, candidates demonstrate their skills with technology through their professional e-


portfolio. The EKU Teacher Education Program is committed to an appreciation and value for

diversity. The Diversity element reflects the unit’s commitment to preparing candidates to

support learning for all students from diverse populations, cultures, and environments regardless

of race, gender, ethnicity, socio-economic status, physical or learning disabilities, or national

origin. The professional education programs at EKU accept the obligation to prepare pre-service

professionals to be competent as they face the challenges of today’s diverse school and societal

settings. To further broaden the NCATE definition of diversity the unit’s programs consider but

do not assess each of the 12 sources of cultural identity (race, ethnicity/nationality, social class,

sex/gender, health, age, geographic region, sexuality, religion, social status, language, and

ability/disability) that influence teaching and learning. The development of candidates’ cultural

competency is infused in teacher education coursework as well as field and clinical experiences

throughout the teacher education program.

The design of each course in the Physical Education Teaching Core and Professional Education

Requirements incorporates Kentucky Teacher Standards into the objectives of the course. The

candidate receives an introduction to the Standards in Introduction to Education (EDF 103) and

continues to gain a fuller understanding along with a working knowledge of the standards in the

remainder of the Professional Education required and core courses. A working knowledge is

developed through development of objectives, lesson plans, field and clinical observations, and

implementation of lesson plans in methods courses and Student Teaching experiences.

Integration of the KY EPSB Code of Ethics

From the first education foundations course (EDF 103), candidates receive an in-depth

introduction to the Kentucky Education Professional Standards Board Code of Ethics, which is


reinforced through advising and the interview processes. Throughout all of their observations

from EDF 103 through their student teaching experiences, candidates are expected to

demonstrate professionalism by upholding the Code of Ethics.

As candidates complete the steps to transition to the Teacher Education Program, they will be

enrolled in EDF 319 Human Development and Learning. In this course they will conduct

observations and interviews and apply their knowledge of development and learning theory in a

Personal Learning Theory. EDF 319 also involves field and clinical experiences at Model

Laboratory School and / or area public schools.

The teacher education component of the P-12 Physical Education program is located in the

College of Education and the Department of Curriculum and Instruction. Physical education

majors take a screening test for education in EDF 103 as specified by state regulation. They

apply for admission to the teacher education program in EDF 203. To be admitted they must

have a satisfactory score on each screening test, four positive faculty recommendations, a teacher

education e-portfolio interview that addresses Kentucky Teacher Standards, Dispositions & Code

of Ethics, a minimum of 60 hours with 2.75 GPA in the major, the minor, and overall. No grade

below a C in education course work is allowed. CSC 104, CIS 212, ENG 101, ENG 102, and

MAT 105 must also be completed with a grade of a C or higher.

Physical Education Teaching Methods

Candidates who have been admitted to the Teacher Education Program have completed EDF 319

and have completed the required content coursework in their major are allowed to transition to

EME 465, Teaching Physical Education in P-8, and ESE 566, Teaching of Physical Education in

the Secondary School. Candidates must also complete PHE 323 as a pre-requisite to the two

methods courses. PHE 323 focuses totally on P-5 physical education content and methods, while


EME 465 focuses on middle level content and methods. EME 465 requires 20 hours of field /

clinical experience in elementary or middle school physical education classes. ESE 566 requires

that each candidate observe a P-12 Middle School Physical Educator and assist or work with a

Physical Educator for 3 "blocks" or 5 periods. The "assisting" is separate from the observations.

Candidates also teach at least three lessons in the middle school environment along with

videotaping and "reflecting" on those lessons. Through EME 465 and ESE 566, candidate

experiences will include:

• Extensive school-based field experiences at least two levels of area elementary,

middle and high school, paired with a highly qualified mentor, cooperating

teacher;

• Completion of a teaching lesson and a detailed lesson plan with an analysis of the

students’ learning, using the KTIP-TPA “task C”;

• Completion of a Diverse School Contextual Analysis paper, including

observations at a school with a diverse student population;

• Completion of reflection journals in response to the field experiences;

• Completion of a standards based unit of study for physical education at two of the

three levels; and

• Completion of an individual Professional Development Plan.

The Kentucky Teacher Standards are addressed during the methods courses for the physical

education teacher education candidates at the Knowledge and Application levels and then again

during the exit portfolio interview at the completion of student teaching. Technology is

integrated into the methods course work with web-based assignments and the use of technology

to assist in the actual instruction and daily lessons during student teaching.


Student Teaching

Prospective student teachers make application for student teaching and are interviewed for

placement by the physical educator in the Department of Curriculum and Instruction. The e-

portfolio is also presented again during this interview. Prior to registering for ESE 490 and ESE

499 the student must be admitted to the Teacher Education Program and have completed 150

hours of field and clinical experience, including experiences at the elementary, middle, and

secondary levels, before doing student teaching. Physical Education candidates complete student

teaching in two six-week placements, one at the elementary or middle school level, and another

at the high school level. At the completion of the student teaching experience the e-portfolio is

presented during an exit interview with the candidate. During this interview all of the Kentucky

Teacher Standards must have artifacts from student teaching posted. Dispositions and the Code

of Ethics are addressed again during this time. The e-portfolio is scored and the rubric and final

score are submitted to the Teacher Education office in the College of Education.

Assessment and Evaluation Systems

Continuous program assessment of the EKU Physical Education Teaching Program is ensured

through the use of the University’s TracDat system, Task Stream candidate e-Portfolios, Key

Assessments, EKU’s Banner system for records management and Program Reviews. In

Schooling and Society (EDF 203), students begin an education portfolio using Task Stream. The

portfolio is assessed at each of the transition points by faculty members in the Professional

Education Program. Key Assessments in the Professional Education courses and Physical

Education Teaching program Core contribute data collected in TracDat for assessment in annual

reviews. The continuous assessment process includes collection of data from common and key


assessments, program reviews and surveys. Information is then summarized and entered into

TracDat and then reviewed by committee as identified on the Professional Education Continuous

Assessment Plan (PECAP) chart.

In summary, the EKU Physical Education Teaching program provides candidates with the

opportunity to grow and develop as professional educators. All program requirements and

course content are aligned with Eastern Kentucky University’s Goals, the College of Education’s

Conceptual Framework, the Kentucky Education Professional Standard Board’s Teacher

Standards – Initial Level, the Kentucky Education Professional Standards Board Themes, and

national special program areas. This alignment is reflected in common course syllabi as

reflected in the tables that follow.

CONCEPTUAL FRAMEWORK ELEMENTS

CF1: Knowledge Element - Enables candidates to construct understanding of the complexity andrichness of the teaching/learning process.

CF2: Pedagogical Skills - Enables the professional educator to facilitate learning for all students.

CF3: Dispositions - Includes the professional attitudes, values and beliefs that support student learningand development.

CF4: Technology - Focuses on preparing candidates who are able to use educational technology tohelp all students learn.

CF5: Diversity - Reflects the Unit’s commitment to preparing candidates to support learning for allstudents


Relationship to the Conceptual Framework

K- Knowledge, A- Application, PA- Portfolio Artifact, KA 1, 2, 3, 4, 5, 6- Key Assessments

Profession

alCF1 CF2 CF3 CF4 CF5

EDF 103

EDF 310K, A - K,A - -

EDF 203 - K K,A K,A,PA K,A,PA

EDF 319 K, A,PA

KA2bK, A K,A - K,A

EME 465 K, A K, A - - -

ELE 541 K, A K, A - - -

EME 596 K, A,

PA,KA#5B,

6

K,A,PA,KA#3,4,5

A

K,A,

PA,KA#3,4,5A,

6

K,A,PA,KA#

2A

K,A,KA#3,

4

ESE 490 K, A, KA

2bK, A, PA,KA 2b K, A K K, A

EMS 499 K, A,

PA,KA 3, 6K, A, PAKA 3, 6 K,A,PA,KA 3, 6 K, A K, A

TEACHER STANDARDS (February 2008)Look at the online document for Initial and Advanced Level information http://www.kyepsb.net/

STANDARD 1: THE TEACHER DEMONSTRATES APPLIED CONTENT KNOWLEDGE

STANDARD 2: THE TEACHER DESIGNS AND PLANS INSTRUCTION

STANDARD 3: THE TEACHER CREATES AND MAINTAINS LEARNING CLIMATE

STANDARD 4: THE TEACHER IMPLEMENTS AND MANAGES INSTRUCTION

STANDARD 5: THE TEACHER ASSESSES AND COMMUNICATES LEARNING RESULTS

STANDARD 6: THE TEACHER DEMONSTRATES THE IMPLEMENTATION OF TECHNOLOGY

STANDARD 7: REFLECTS ON AND EVALUATES TEACHING AND LEARNING

STANDARD 8: COLLABORATES WITH COLLEAGUES/PARENTS/OTHERS

STANDARD 9: EVALUATES TEACHING AND IMPLEMENTS PROFESSIONAL DEVELOPMENT

STANDARD 10: PROVIDES LEADERSHIP WITHIN SCHOOL/COMMUNITY/PROFESSION


Relationship to Kentucky Teacher Standards – Initial


CORE

TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 TS9 TS10

EDF

103

EDF

310

K K K K K K K K K K

EDF

203K K K K K K,A K,A K,A, PA K K

EDF

319- -

K,A,PA

K2b- - - - - - -

EME

596 K,

KA#3

K, A, PA,

KA#5A

K, A,

PA,

KA#3,4

K, A,

PA,

KA#4,5A

K, A,

PA,

KA#3,4

K, A,

PA,

KA#4

K, A,

KA#6

K, A,

PA,

KA#4

K, A,

PA,

KA#2A

K,

A,

PA,

KA#

- - -

ESE

490

K, A,

PA

KA 2b,

3

K, A, PA

KA 3

K, A.

PA

KA 2b

K, A K, A

KA 2b,

3

K K, A K

KA 2b

- -

EMS

499

K, A,

PA

KA 2b,

2c, 3,

K, A, PA

KA 2b,

2c, 3,

K, A.

PA

KA 2b,

2c, 3,

K, A. PA

KA 3, 4,

5

K, A.

PA

KA 2b,

2c, 3, 4

K, A.

PA

KA 4

K, A,

PA

KA 3,

4

K, A, PA

KA 4, 5b

K, A,

PA

KA 5,

6

K,

A.

PA

KA

5

TS1 TS2 TS3 TS4 TS5 TS6 TS7 TS8 TS9 TS10ESE566

K, A,PA,

KA#2b;3

K,A,PA,KA#4

K, A,PA,

KA#3,4

K, A,PA,

KA#4

K, A,PA,

KA#3

K, A,PA,

KA#2b

K, A,PA,

K, A,PA,

KA#2a.,3

K, A,PA,

KA#2b.

K,A,

PA,

EME596/796

K,K, A, PA,

KA# 4,5a.

K, A,PA,

KA#3,

K, A,PA,

KA#4,

K, A,PA,

KA#2b.,

K, A,PA,

KA#4

K, A,KA#6

K, A,PA,

KA#4

K, A,PA,

KA#2a.

K,A,

PA,


Relationship to EKU Goals

Professional EKU-G1 EKU–G2 EKU-G3 EKU-G4 EKU-G5EDF 103 - - X X XEDF 203/310 X - X X XEDF 319 - - X X X

4 5a. 3EME465

K, A,PA,

KA#2b.,3

K, A, PA,KA#4

K, A,PA,

KA#3,4

K, A,PA,

KA#4K, A,PA,

KA#3

K, A,PA,

KA#2b.

K, A,PA,

K, A,PA,

KA#2a.,3

K, A,PA,

KA#2b.

K,A,

PA,

PHE300

K,K, A, PA,

KA# 4,5a.

K, A,PA,

KA#3,4

K, A,PA,

KA#4,5a.

K, A,PA,

KA#2b.,3

K, A,PA,

KA#4

K, A,KA#6

K, A,PA,

KA#4

K, A,PA,

KA#2a.

K,A,

PA,

PHE320

K, A,PA,

KA#2b;3

K,A,PA,KA#4

K, A,PA,

KA#3,4

K, A,PA,

KA#4

K, A,PA,

KA#3

K, A,PA,

KA#2b

K, A,PA,

K, A,PA,

KA#2a.,3

K, A,PA,

KA#2b.

K,A,

PA,

PHE467

K, A,PA,

KA#2b.,3

K, A, PA,KA#4

K, A,PA,

KA#3,4

K, A,PA,

KA#4K, A,PA,

KA#3

K, A,PA,

KA#2b.

K, A,PA,

K, A,PA,

KA#2a.,3

K, A,PA,

KA#2b.

K,A,

PA,

PHE562

K,K, A, PA,

KA# 4,5a.

K, A,PA,

KA#3,4

K, A,PA,

KA#4,5a.

K, A,PA,

KA#2b.,3

K, A,PA,

KA#4

K, A,KA#6

K, A,PA,

KA#4

K, A,PA,

KA#2a.

K,A,

PA,

EKU GOALS

EKU-G1. To promote and support an inclusive climate that respects and celebrates diversity byattracting, developing and educating a diverse student, faculty, and staff population.

EKU-G2. To continuously assess and improve the services and infrastructure of the University tosupport and maintain high quality programs.

EKU-G 3. To promote learning through high quality programs, research, and support services.

EKU-G4. To develop and enhance an environment facilitating intellectual curiosity, culturalopportunities and problem-solving abilities for members of the University community.

EKU-G5. To increase and enhance external and internal constituency engagement, while maintaining aconnection with the southeastern region of Kentucky.


EME 465 - - X X -ELE 596 X X X

ESE 566 X - X X X

ESE 490 - - X X X

EMS 499 - - X X X

A. Content Standards –

STANDARD NAME GOES HERECourse

P/NDescription

American Alliance for Health, Physical Education,

Recreation and Dance (AAHPERD)/National Association

for Sport and Physical Education (NASPE)

AAHPERD

ESE 566

EME 596

EME 465

EMS 499

PHE 300

PHE 320

PHE 467

PHE 562

Teaching Physical Educationin the Secondary School.

Physical Education forChildren and Youth

Teaching Physical Educationin P-8.

Student Teaching PracticumP-12

Teaching Social & CreativeDance

Bio Mechanics

Skill Acquisition

Adaptive Physical Activity


Standard 1: Content Knowledge.

Physical education teachers understand physical education

content and disciplinary concepts related to the

development of a physically educated person

ESE 566

EME 596

EME 465

PRAXISII

Field Experiences, PortfolioDevelopment, PRAXIS IIExam, PLT Exam.

Journal Article Reviews, PeerTeaching, PortfolioDevelopment

Field Experiences, PortfolioDevelopment.

Content Knowledge &Movement Forms (0091 &0092)

Standard 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.

ESE 566

EME 596

EME 465

PHE 320

Lesson Plans, Unit Plans,Curriculum Guide, PeerTeaching, Public SchoolTeaching. Portfolio Entries.

Peer Teaching, NotebookDevelopment.

Lesson Plans, CurriculumMapping, Peer Teaching,Public School Teaching.

Movement Analysis Project,(skilled & unskilledperformer) Video Taping &Critique.

Standard 3: Diverse Students.

Physical education teachers understand how individuals

differ in their approaches to learning, and create

appropriate instruction adapted to these differences.

ESE 566 Field Experiences, LessonPlans, Public SchoolTeaching. InstructionalResource File. PortfolioEntries.

Lesson Plans, Peer Teaching,


EME 596

EME 465

PHE 562

Journal Article Reviews.

Field Experiences, LessonPlans, Curriculum Mapping,Public School Teaching.Portfolio Entries.

IEP Development (use ofTGMD & American RedCross Aquatics Test), LessonPlans for special needschildren.

Standard 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.

ESE 566

EME 596

EME 465

PHE 300

Lesson Plans, Unit Plans,Curriculum Guide, PublicSchool Teaching. PortfolioEntries.

Lesson Plans, Journal ArticleReviews.

Lesson Plans, Unit Plans,Curriculum Guide, PublicSchool Teaching.

Lesson Plans (Folk & SocialDance), Public SchoolTeaching, Video Taping ofLessons.

Standard 5: Communication.

Physical education teachers use knowledge of effective

verbal, nonverbal, and media communication techniques to

enhance learning and engagement in physical activity

settings.

ESE 566

EME 596

EME 465

PHE 300

Public School Teaching,Lesson Plans.

Peer Teaching, Lesson Plans.

Lesson Plans, Public SchoolTeaching.

Lesson Plans (Folk & SocialDance), Public SchoolTeaching, Video Taping ofLessons.

Standard 6: Planning and Instruction. ESE 566 Lesson Plans, Unit Plans,Curriculum Guide, Public


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

EME 596

EME 465

EMS 499

School Teaching. PortfolioEntries.

Lesson Plans, Peer Teaching.

Lesson Plans, Unit Plans,Curriculum Mapping. PublicSchool Teaching.

Practicum in StudentTeaching (14 weeks + 2 weekseminar on classroommanagement) Unit Plans,Daily Lesson Plans, BulletinBoard Development.

Standard 7: Student Assessment.

Physical education teachers understand and use assessment

to foster physical, cognitive, social, and emotional

development of students in physical activity.

ESE 566

EME 596

EME 465

PHE 562

Lesson Plans, Unit Plans,Curriculum Guide, PublicSchool Teaching (formative& summative assessment)Portfolio Entries.

Lesson Plans, Peer Teaching.Journal Article Reviews.

Lesson Plans, Unit Plans,Curriculum Mapping, PublicSchool Teaching (formative& summative assessment)Portfolio Entries.

Assessment of Special Needschildren, Use of TGMD &IEP Development. Pre & PostTesting of children and use ofdata.

Standard 8: Reflection.

Physical education teachers are reflective practitioners whoevaluate the effects of their actions on others (e.g.,students, parents/guardians, fellow professionals), and seekopportunities to grow professionally.

ESE 566 Reflections on FieldExperiences and individualLesson Plans taught in PublicSchools and video- taped.Portfolio entry reflections.

Peer Teaching Lesson Plan


EME 596

EME 465

EMS 499

reflections on KentuckyTeacher Standards. JournalArticle reflections andsharing.

Field Experience reflectionsand individual Lesson Planstaught in Public Schools andvideo-taped. Portfolio entryreflections.

Student Teaching Practicum(reflections on lessons taught,video – taping of lessons &reflections) ProfessionalGrowth Plan.

Standard 9: Technology.

Physical education teachers use information technology to

enhance learning and to enhance personal and professional

productivity.

ESE 566

EME 596

EME 465

PHE 467

Lesson Plans, Unit Plans,Curriculum Guide. PublicSchool Teaching. Portfolioentries on Technology.

Journal Article Reviews,Lesson Plans, Peer Teaching.

Lesson Plans, Unit Plans,Curriculum Mapping. PublicSchool Teaching. PortfolioEntries on Technology.

Skill Analysis – Use ofGentile’s Model. (Results aresummarized & depicted on agraph.) Use of PerformanceTime Graph for entire project.

Standard 10: Collaboration.

Physical education teachers foster relationships

with colleagues, parents/guardians, and

community agencies to support students' growth

and well-being.

ESE 566

EME 596

EME 465

Curriculum Guide, Portfolioentries on Collaboration.

Team Teaching of Peers for“Instant Activities”.

Middle School CooperativeProject. Thematic UnitPreparation.


EMS 499 Student Teaching Practicum –collaborative efforts withPractical Living teachers,content integration, teamteaching.

B. EPSB Themes

The following matrix demonstrates the integration of the Education Professional StandardsBoard Themes through the Physical Education Teaching program. Foundation courses coverthree of the four EPSB themes well; diversity in all course throughout foundations, assessment inEDF 413, and closing the achievement gap in 203 and 319.

C. KERA Initiatives.

The KERA Initiatives are integrated through courses in a variety of ways. Kentucky CoreContent is taught in general education courses, specific courses for the major, and applied in theprofessional education methods courses. The matrices show how university content coursesalign with Learner Goals/Academic Expectations, Program of Studies, and Core Content.

Kentucky teaching tools are offered to candidates in professional education courses. Duringintroductory courses, candidates are introduced to the tools. Later, in core and methods courses,the KERA Initiatives are applied in lesson planning and instructional processes. Throughoutstudent teaching experiences, each candidate’s usage of the tools during instruction is assessed.

http://www.kde.state.ky.us/KDE/Instructional+Resources/Curriculum+Documents+and+Resources/Teaching+Tools/Combined+Curriculum+Documents/default.htm


COURSES Diversity Assessment Literacy/ReadingClosing

AchievementGap

EDF 103 K,A,PA - - -EDF 203/310 K,A,PA K - KEDF 319 K K - KEMS 465 K K, A - -EME 541 K, A K, A - -

ESE 566 K K,A - -

ESE 490 K K K, A, PA KESE 499 K, A K, A,PA K, A K, A


Foundation courses seek to provide students with an overview of knowledge of how schoolsfunction, how students develop physically and mentally, etc. Knowledge of specific content islimited to an overview of Kentucky Program of Studies, including Academic Expectations andCore Content for Assessment to prepare them for content connections in later courses. Specificcontent is not included in the course content of these foundations courses.

Candidates are thoroughly prepared to teach Physical Education in grades P-12 through thecourses in their major and supporting areas.

COURSES LearnerGoals/AcademicExpectations

Program ofStudies:Understandings

Program ofStudies:Skills &Concepts

Core Content

ESE 566 &PHE 320

PsychomotorSkills

LifetimeWellness

AcademicExpectations

2.31 2.342.35 4.1

AcademicExpectations

2.31,2.34,2.353.1, 3.2, 3.7,4.2.

PL HPS-U-1,2,3

PL HLPW-U1,U2, U3, U4.

PL-H-PS-S-1PL-H-PS-S-2PL-H-PS-S-3PL-H-PS-S-4PL-H-PS-S-6 PL-H-PS-S-5

PL HLPW-S-1,2,3,4,5,6,7.

PL-HS-2.1.1, PL-HS-

2.1.2,

PL-HS-2.2.2, 2.2.3, 2.2.4,

2.2.5.

EME 596 ,PHE 562 , &PHE 300

PsychomotorSkills

AcademicExpectations2.31, 2.34,2.35,4.1

PL-P-PS-U-1PL-P-PS-U-2

PL-P-PS-S-1PL-P-PS-S-2PL-P-PS-S-3PL-P-PS-S-4PL-P-PS-S-5PL-P-PS-S-6PL-P-PS-S-7PL-P-PS-S-8

PL-EP-2.1.1PL-EP-2.1.2

LifetimeWellness

AcademicExpectations2.312.34 .2.353.13.2 .

PL-P-LPW-U-3 PL-P-LPW-U-4PL-P-LPW-U-5

PL-P-LPW-S-1PL-P-LPW-S-2PL-P-LPW-

PL-EP-2.2.1PL-EP-2.2.2PL-EP-2.2.4PL-EP-2.2. 5


3.74.2

S-3PL-P-LPW-S-4PL-P-LPW-S-5PL-P-LPW-S-6PL-P-LPW-S-7PL-P-LPW-S-8PL-P-LPW-S-9

EME 465 &PHE 467

PsychomotorSkills

AcademicExpectations2.31, 2.34, 2.35, 4.1.

PL-8-PS-U-1PL-8-PS-U-2

PL-8-PS-S-1PL-8-PS-S-2PL-8-PS-S-3PL-8-PS-S-4PL-8-PS-S-5PL-8-PS-S-6PL-8-PS-S-7

PL-EP-2.2.3, PL-08-

2.1.1, PL-08-2.1.2

LifetimeWellness

AcademicExpectations2.31,2.34,2.35,3.13.2,

3.7, 4.2. PL-8-LPW-U-1 PL-8-LPW-U-2 PL-8-LPW-U-3 PL-8-LPW-U-4PL-8-LPW-U-5 PL-8-LPW-U-6

PL-8-LPW-S-1, PL-8-LPW-S-2PL-8-LPW-S-3PL-8-LPW-S-4PL-8-LPW-S-5PL-8-LPW-S-6

PL-08-2.2.1, PL-08-

2.2.2, PL-08-2.2.4 , PL-

08-2.2.5, PL-08-2.2.3


PL-8-LPW-S-7PL-8-LPW-S-8

ESE 490 1.11.21.11

EL-11-DIU-U-1EL-11-DIU-U-2EL-11-DIU-U-3EL-11-DIU-U-4EL-11-DCS-U-1EL-11-DCS-U-4EL-11-DCS-U-5EL-12-WC-U-1EL-12-WC-U-2EL-9-WC-U-4EL-12-WP-U-1EL-12-WP-U-2EL-12-WP-U-3

EL-11-FF-S-1EL-11-FF-S-3EL-11-DIU-S-1EL-11-DIU-S-2EL-11-DIU-S-4EL-11-DIU-S-7EL-11-IT-S-1EL-11-IT-S-2EL-11-IT-S-4EL-11-IT-S-6EL-12-WC-S-1EL-12-WC-S-2EL-12-WC-S-3EL-12-WC-S-4


D. Program Faculty information may be accessed at:

http://coeaccreditation.eku.edu/data-dashboard/index/table-11-index

E. Syllabi may be accessed at:

http://coeaccreditation.eku.edu/data-dashboard/index/Syllabi-index

F. Curriculum Contract/Guidesheet:

DegreeWorks matches candidates’ academic and course history against the degree requirements

as defined in the Undergraduate or Graduate Catalog. It is a Web-based tool for students to

monitor their academic progress toward degree completion. DegreeWorks also allows candidates

and their advisors to plan future academic coursework. A DegreeWorks audit is a review of past,

current and "planned" coursework that provides information on completed and outstanding

requirements necessary to complete a degree/major/minor/concentration. The information in

DegreeWorks is refreshed each night. Admission and Exit criteria are maintained in University

Catalogs. Portfolio requirements are distributed during initial education classes and are

reinforced throughout the program.

In addition to semester advisor meetings, undergraduate candidates review their program

requirements with the Tracking Specialist at the time of admission to the teacher education

program.

The sample at this link is a snap-shot of the DegreeWorks electronic web-based tool provided for

re-accreditation purposes only. The University does not endorse or maintain a hard copy degree

planned program.

http://coeaccreditation.eku.edu/data-dashboard/index/Planned-Programs-index

ADDITIONAL REFERENCES

Admission to Teacher Educationhttp://www.education.eku.edu/TeachersAdmissionCert/a

dmissions.php

Student Teachinghttp://www.education.eku.edu/FieldExperiences/FieldEx

pi/student_teaching.php

Professional Education Continuous

Assessment Plan

http://coeaccreditation.eku.edu/ncate/standard2/exhibits

See PECAP under Assessment System

Conceptual Frameworkhttp://coeaccreditation.eku.edu/ncate/conceptual-

framework

Key Assessments http://coeaccreditation.eku.edu/data-


dashboard/index/Key-Assessments-Index