2018-HPE-Teacher-Education-Handbook

1 Department of Health, Athletic Training, Recreation, & Kinesiology Health & Physical Education PK-12 Program Admission and Retention Handbook 2018 - 2019 (Rev 8/18) This handbook is specific to the HPE PK-12 Program and supplements information found in the Longwood University Undergraduate Catalog 2 Table of Contents Welcome…………………………………………………………………………………………………………… Beginning Teacher Standards…………………………………………………………………………………… Teacher Preparation in Virginia………………………………………………………………………………… Applying to Program……………………………………………………………………………………………… Retention ………………………………………………………………………………………………………… 13 Student Teaching………………………………………………………………………………………………… 15 Appendix A – Professional Dispositions………………………………………………………………………… 20 Appendix C - Course Sequence ………………………………….…………….……………………………… 21 Appendix D – Professionalism and Professional Dress…………………………………………………….… 22 WELCOME It is a pleasure to welcome you to our department and to acquaint you with the many opportunities you will have in your academic major It is important to take advantage of these offerings during your time with us as they provide an important foundation for helping you to attain success and to achieve your career goals The handbook has been developed to assist you with planning your academic course work in the Department of Health, Athletic Training, Recreation, and Kinesiology (HARK) This information will enable you to choose the proper sequence and scheduling of your major classes As you become familiar with your degree requirements, you and your advisor will be able to develop the most effective degree plan of study during your time at Longwood University Your success is important to us and we look forward to working with you Mission Statement of Department- “Empowering and Inspiring Citizen Leaders to Promote Health, Leisure, and Performance” The Department of Health, Athletic Training, Recreation, and Kinesiology is committed to the preparation of highly qualified and innovative professionals in the disciplines of athletic training, exercise science, physical and health education, and therapeutic recreation Students are encouraged to develop reflective, professional beliefs and practices that build upon empirical and experiential knowledge Faculty incorporates student-centered approaches to learning and development that encourage personal and professional growth in academic, clinical, and laboratory settings, as well as field experiences The department also provides opportunities for the University and the local communities to enhance their physical, mental, and social well-being To this end, faculty offer health education, human movement, and leisure opportunities designed to enhance the quality of life Program Areas within HARK Department The Health and Physical Education PK-12 (HPE) program is one of several degree options offered within the HARK Department The HARK Department offers programs of study leading to a Bachelor of Science Degree in Health and Physical Education PK -12 Students in both of these areas are considered kinesiology majors The Department also offers a degree program leading to the Bachelor of Science in Therapeutic Recreation and a Bachelor of Science degree in Athletic Training 4 Students must understand that required courses are unique to each program Students wishing to change from one area to another should consult their advisor Although courses common to each area may facilitate a change, students should be aware that changing concentration areas or majors will often add additional time to the completion of degree requirements Health and Physical Education PK-12 Program A Physical and Health Education PK-12 Program Objectives To prepare beginning physical education and health teachers who possess knowledge, skills, and dispositional characteristics necessary to impact student learning in physical education and health (SHAPE/CAEP, 2015)   To prepare individuals capable of teaching physical & health education to a diverse group of students in an ever changing society To prepare individuals who are reflective leaders in the field of physical & health education, capable of planning and effecting appropriate changes in their communities and schools B 2017 SHAPE/CAEP Standards for Beginning Physical Education Teachers 2017 National Standards for Initial Physical Education Teacher Education Standard 1: Content and Foundational Knowledge Physical education candidates demonstrate an understanding of common and specialized content, and scientific and theoretical foundations for the delivery of an effective preK-12 physical education program Components – Candidates will: 1.a Describe and apply common content knowledge for teaching preK-12 physical education 1.b Describe and apply specialized content knowledge for teaching preK-12 physical education 1.c Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness for preK12 students 1.d Describe and apply motor learning and behavior-change/psychological principles related to skillful movement, physical activity and fitness for preK-12 students 1.e Describe and apply motor development theory and principles related to fundamental motor skills, skillful movement, physical activity and fitness for preK-12 students 1.f Describe historical, philosophical and social perspectives of physical education issues and legislation 5 Standard 2: Skillfulness and Health-Related Fitness* Physical education candidates are physically literate individuals who can demonstrate skillful performance in physical education content areas and health-enhancing levels of fitness Components – Candidates will: 2.a Demonstrate competency in all fundamental motor skills, as well as skillful performance in a minimum of four physical education content areas (e.g., games and sports, aquatics, dance and rhythmic activities, fitness activities, outdoor pursuits, individualperformance activities) 2.b Achieve and maintain a health-enhancing level of fitness throughout the program Standard 3: Planning and Implementation Physical education candidates apply content and foundational knowledge to plan and implement developmentally appropriate learning experiences aligned with local, state and/or SHAPE America National Standards and Grade-Level Outcomes for K-12 Physical Education through the effective use of resources, accommodations and/or modifications, technology and metacognitive strategies to address the diverse needs of all students Components – Candidates will: 3.a Plan and implement appropriate (e.g., measureable, developmentally appropriate, performance-based) short- and long-term plan objectives that are aligned with local, state and/or SHAPE America National Standards and Grade-Level Outcomes for K-12 Physical Education 3.b Plan and implement progressive and sequential content that aligns with short- and long-term plan objectives and that addresses the diverse needs of all students 3.c Plan for and manage resources to provide active, fair and equitable learning experiences 3.d Plan and implement individualized instruction for diverse student needs, adding specific accommodations and/or modifications for all students 3.e Plan and implement learning experiences that require students to use technology appropriately in meeting one or more short- and long-term plan objective(s) 3.f Plan and implement learning experiences that engage students in using metacognitive strategies appropriately to analyze their own performance results Standard 4: Instructional Delivery and Management Physical education candidates engage students in meaningful learning experiences through effective use of pedagogical skills They use communication, feedback, and instructional and managerial skills to enhance student learning Components – Candidates will: 4.a Demonstrate verbal and nonverbal communication skills that convey respect and sensitivity across all learning experiences 4.b Implement demonstrations, explanations and instructional cues that are aligned with short- and long-term plan objectives 6 4.c Evaluate the changing dynamics of the learning environment and adjust instructional tasks as needed to further student progress 4.d Implement transitions, routines and positive behavior management to create and maintain a safe, supportive and engaging learning environment 4.e Analyze motor skills and performance concepts in order to provide specific, congruent feedback to enhance student learning Standard 5: Assessment of Student Learning Physical education candidates select and implement appropriate assessments to monitor students’ progress and guide decision making related to instruction and learning Components – Candidates will: 5.a Select or create authentic, formal assessments that measure student attainment of short and long-term objectives 5.b Implement formative assessments that monitor student learning before and throughout the long-term plan, as well as summative assessments that evaluate student learning upon completion of the long-term plan 5.c Implement a reflective cycle to guide decision making specific to candidate performance, student learning, and short- and longterm plan objectives Standard 6: Professional Responsibility Physical education candidates demonstrate behaviors essential to becoming effective professionals They exhibit professional ethics and culturally competent practices; seek opportunities for continued professional development; and demonstrate knowledge of promotion/advocacy strategies for physical education and expanded physical activity opportunities that support the development of physically literate individuals Components – Candidates will: 6.a Engage in behavior that reflects professional ethics, practice and cultural competence 6.b Engage in continued professional growth and collaboration in schools and/or professional organizations 6.c Describe strategies for the promotion and advocacy of physical education and expanded physical activity opportunities Teacher Preparation in Virginia The Virginia State Board of Education must approve all teacher preparation programs at colleges and universities within the Commonwealth of Virginia As such, students should understand that the Commonwealth mandates many of the requirements of our teacher preparation program Students who complete teacher preparation in a state-approved program are eligible to apply for a Virginia teaching license In Virginia, licensure is earned to teach both health and physical education from pre-kindergarten through grade 12 There is no separate certification to teach only Physical Education or only Health Education 7 Policies, Procedures, and Academic Standards The Health and Physical education Faculty may make changes in the policies, procedures, and academic regulations during the academic year Students within the HPE program must adhere not only to the policies, procedures, and academic standards within the Health and Physical Education Handbook, but also to any changes which may occur during the academic year Policies and procedures in the university catalog of the year in which they enter Longwood University are binding, unless the student successfully petitions to be under a different catalog Academic advisors inform and help guide students in Health and Physical Education and university course work However, it is the Health and Physical Education major's responsibility to be familiar with the university's General Education goals, Bachelor of Science degree requirements, the Health and Physical Education program of required courses, as well as any other additional requirements Students who are not admitted into teacher education by the beginning of their junior year will not be able to complete the program within four years Transfer students (and change of majors) can expect their post-secondary education to exceed four years The Health and Physical Education course sequence has been carefully planned (See Appendix C) to provide the best possible preparation for Health and Physical Education Majors Students will adhere to all requirements concerning prerequisites and co-requisites No exceptions will be made unless there are extreme extenuating circumstances and the approval of the Health and Physical Education Faculty has been obtained Applying to Program Admission and retention in the HPE Program is not automatic Longwood University’s HPE Program prepares committed young professionals who meet academic standards and possess the appropriate dispositions to be successful teachers in the profession To that end, this handbook will provide the steps needed for admission, retention, and exit from the HPE Program Students who are admitted into the teacher education program on or before the beginning of their junior year will be able to graduate within four years However, admission application must be completed during the spring semester of the sophomore year Please note that the HPE courses are offered in a very specific sequence Deviating from that sequence will delay graduation In addition, transfer students and students who change their major should complete their application to teacher education as soon as all requirements are met A minimum of one additional year in college is to be expected Waivers for pre-requisites and co-requisites will not be granted unless there are extreme extenuating circumstances and a successful appeal is made to the HPE Faculty Not achieving standardized test scores or the required GPA in a timely manner does not constitute extreme extenuating circumstances 8 Admission to Teacher Education –Health & Physical Education Checklist for Admission to Teacher Education: Complete 30 hours of college work which includes at least one full semester at Longwood University 3.0 overall GPA guarantees acceptance (if other conditions met) 2.5-2.99 – put on wait list 2.5 – major C - or better in English 160 Complete two of the following: HPEP 201, HPEP 202, HPEP 203, & HPEP 205 Meet standardized test requirements Obtain a positive recommendation from a Health and Physical Education faculty member as well as the Program Coordinator Self-assessment of dispositions Apply on line Complete portfolios – e-folio & upload all relevant information to OPS CANVAS site Over-all average of 2.5 across all dispositions assessed in HPEP 201, 202, HPEP 205, & 280 OR successful interview with Health and Physical Education Committee Successfully complete background check The above MUST be completed by the beginning of the junior year to ensure on-time graduation However, application MUST be made in the sophomore year I Academic Requirements & Required Pre-requisite Courses Students should apply to the Teacher Education Program through MyLongwood as soon as he/she knows this is his/her major of choice (more information: http://www.longwood.edu/assets/professionalservices/Revised_Application_Process.pdf) This application will enroll you in the Office of Professional Services (OPS) Canvas course and ensure that the student receives reminders from OPS Before the candidate can be admitted to teacher education, he/she must have completed at least 30 hours of college work and have a grade point average of at least 3.0 (Students with a 2.5-2.99 will be placed on a wait list for admission.) Longwood University does not round off when considering minimum GPAs In addition, the candidate must: Complete:  English 160 with a grade of at least a “C-”  Two of the following: HPEP 201, HPEP 202, HPEP 203, HPEP 205  Apply for admission to teacher education II Standardized Test Scores To apply to the Teacher Education Program, the candidate must document his/her ability to meet specific standards in mathematics, reading, and writing Please upload successful scores to the appropriate assignment on the OPS Canvas site (You must have applied to teacher education in order to be enrolled in the OPS Canvas course You may this through MyLongwood.) The passing scores are established by the Virginia Department of Education and are necessary for admission to all colleges of education within the Commonwealth of Virginia Students may meet this requirement by:  SAT (combined score of 1100 from verbal and mathematics, with at least 530 on each section) OR  ACT (composite score of at least 24; a math score of at least 22; and a combined English and reading score of 46) OR  Praxis Core Academic Skills for Educators Tests – Praxis CASE (Reading test – 156; mathematics – 150; and writing 162) You have to pass all three of these tests to use this standardized test for admission The other way to meet the standardized testing requirements in mathematics is to achieve a 150 on the Praxis Core Academic Skills for Educators: Mathematics (5732) exam The candidate will meet reading and writing requirements by:  Taking the Virginia Communication and Literacy Assessment (VCLA) and achieving a COMBINED score of 470 for the writing and the reading The VCLA test is available through the Pearson Vue company It has offices in Lynchburg, Newport News, Richmond, Roanoke, and Vienna You sign up through the website: www.vcla.nesinc.com Successful completion of the VCLA is REQUIRED before being admitted to teacher education PRAXIS CASE Information: To complete the Praxis CASE, teacher candidates will complete the computer-based versions of the exams TEST Praxis Core Academic Skills for Educators: Mathematics TEST CODE 5732 VA Board of Education Approved Passing Score Raw Scaled Scores Scores 29 out of 50 points 150 10 MOST Health and Physical Education majors end up taking the Core Academic Skills for Educators (CASE) in mathematics (Test # 5732) You need a score of 150 to pass The CASE test is computer-based and available in many locations around Virginia Go to www.ets.org for more information and to register (Test takers who are hearing impaired can call TTY 800-529-3590 The candidate should have a credit card available when the call is made ) It will cost approx $100 to take the test There is information about the test on the website AND for $17 more you can have access to an on-line version that you may take as many as 10 times to practice We recommend this highly Books to help you prepare are on reserve in the Longwood Library Scores are sent electronically to the student approximately one month after the test Please check the “junk mail” section of your email as the scores may be filtered The test results are linked for one year Once the link is removed, the student is charged an additional $40 to retrieve the scores The student should make a copy of scores from EVERY Praxis Core test he/she completes AND upload them to the OPS Canvas course You may also elect to provide a copy to your advisor too NOTE: If you not achieve a passing score on the Praxis Core Academic Skills for Educators OR the VCLA, you must wait 30 days before attempting either test again Scheduling tests can be problematic, plan ahead A list of all Prometric Test Centers in Virginia and their phone numbers are as follows: Test Sites Address PROMETRIC TEST CENTER Alexandria, VA 22301 Phone: 703-671-4860 Site Code: 5114 PROMETRIC TEST CENTER Bristol, VA 24202 Phone: 276-696-0172 Site Code: 5174 PROMETRIC TEST CENTER Chesapeake, VA 23320 Phone: 757-277-9877 Site Code: 4709 or 0059 PROMETRIC TEST CENTER Falls Church, VA 22046 Phone: 703-204-9060 Site Code: 5365 or 0028 PROMETRIC TEST CENTER Glen Allen, VA 23059 4401 Ford Avenue Suite 200 2426 Lee Highway Suite 100 660 Independence Parkway Battlefield Corporate Park Suite 300 800 West Broad St Suite 450 11547 Nuckols Rd Suite B 11 Phone: (804) 346-8777 Site Code: 5115 or 5112 PROMETRIC TEST CENTER Lynchburg, VA 24502 Phone: (434)832-0778 Site Code: 4723 PROMETRIC TEST CENTER Roanoke, VA 24018 Phone: (540)344-3688 Site Code: 4718 8116 Timberlake Rd Suite 200 2149 Electric Rd However, registering through www.ets.org is the preferred way Over-all Grade Point Average Information: Beginning in 2016-2017, Longwood University requires that the cohort average GPA of students being admitted to Teacher Prep in any given semester be at least 3.0 (overall) Individual applicants with an overall GPA of at least 3.0 will be immediately eligible for admission to Teacher Prep and will have their applications to the program processed after the March 1st deadline in advance of the following advising and registration period Prospective teacher candidates who have an Overall GPA ranging from 2.5 to 2.99 will be placed on a waitlist by the OPS and admitted in descending GPA order such that the cohort average GPA remains at 3.0 for that semester The OPS will admit as many other students as mathematically possible while maintaining the cohort’s average GPA at the 3.0 required by the Council for the Accreditation of Education Preparation (CAEP) These calculations will not be completed for students placed on the waitlist until the end of the semester of application, so any improvements in the GPA during that semester would improve students’ chances of admittance at the semesters’ end In the event that students cannot be admitted as part of the semester’s cohort, they will be expected to work with their academic advisors to develop a plan for improving their overall GPA, which may include course retakes and/or tutoring services Students will remain on the waitlist until such time as they have the 3.0, can be admitted as part of a future cohort, or request that OPS cancel their application to the Teacher Preparation Program III Admission to Teacher Preparation Program and to the Health and Physical Education PK-12 program Admission to the Teacher Preparation Program A Items to upload to the OPS CANVAS site: a) COPY OF STANDARDIZED TESTS b) BACKGROUND CHECK - also upload to OPS CANVAS site c) Competition of all modules for Teacher Preparation 12 B Items for OPS that require you to go through MyLongwood: a) RECOMMENDATIONS - The candidate will need one positive recommendation from a member of the HPE Faculty Personally ask the Faculty Member to complete this on-line assessment (on MyLongwood) You will have to register their name on MyLongwood Once completed, you may go on MyLongwood and copy that recommendation Also place that in your binder The Program Coordinator will also complete a recommendation after the review is completed, but her name should be registered on MyLongwood as a reference b) APPLY ON LINE FOR ADMISSION TO THE TEACHER EDUCATION PROGRAM - The candidate will officially apply to teacher education through MyLongwood under MyLongwood Services tab You have probably already done this To check, go to CANVAS If OPS shows up on CANVAS, then this has been completed In your binder include a statement that you have applied to teacher education C and D may be on the same paper A faculty team will examine and evaluate the candidate’s (a) application forms, (b) results of standardized tests (SAT, PRAXIS CASE, ACT, VCLA), (c) transcripts, (d) background check, (e) recommendation IV Dispositions assessments Obtaining a grade point average and meeting standardized testing does not mean someone should teach When faculty members are asked to complete job recommendations, the school districts focus on your attitude and work ethic (dispositions), as well as your ability to teach Prior to the start of Junior level classes all program faculty will complete an assessment on the HPE Canvas Page which will look at the dispositions which can be found in more detail in Appendix A In summary the dispositions that will be evaluated are: attendance, class participation, class preparation, communication (grammar and writing ability), emotional control, values diversity and willingness to work with all groups, ability to collaborate, shows respect for school rules, committed to growth, participates in professional development opportunities and accepts responsibility Faculty will provide feedback in these areas and students prior to full admission will be required to respond to the feedback with an action plan to continue to work towards becoming a well-rounded educator VI Admission to the Program Admission to the program will be determined by the evidence submitted, (e.g , grades, standardized test scores, transcripts, background check, recommendation, and response to feedback) After examining all evidence, the program faculty will make a unique determination for each candidate concerning whether he or she will be accepted, accepted with conditions, or denied admission If accepted, the candidate will meet with his/her advisor and be scheduled into the appropriate courses for the next semester If accepted with conditions, those conditions will be specifically stated for the candidate Please note that ANY teacher 13 candidate may be removed from the program for poor performance or dispositions No admissions are “unconditional.” See retention section for more information IF DENIED ADMISSION: Candidates may formally appeal the Health and Physical Education Interview Committee’s decision The following steps outline the appeal process: a The candidate must write a detailed letter of appeal to the Program Coordinator of the HPE Faculty This letter must be received within one week of the Health and Physical Education Interview Committee’s decision The candidate may request an additional interview by the entire HPE faculty That interview must be conducted within one month of the first interview b Subsequent appeals should be made to the Director of the Office of Professional Services Candidates who are not accepted into the program may reapply for acceptance into the program during the next year’s application period Retention The HPE program believes in continuous assessment of teacher candidates At least once per semester the HPE faculty will meet to review each candidate in the program Letters will be sent to those candidates who deserve commendation and to those who require remediation, suspension or dismissal The following criteria will be assessed:  Maintaining a 2.5 GPA  Achieve a grade of AT LEAST a “C” in: HPEP 350, HPEP 351, HPEP 352, HPEP 364, HPEP 377, KIND 378 and HPEP 465 is required A “C-“ is NOT satisfactory and the course must be repeated In addition, this low grade is grounds for a retention meeting with the Health and Physical Education faculty  Work to obtain and maintain a healthy fitness score  Baseline information is obtained in HPEP 204 If the candidate does not obtain a healthy fitness score on the Fitnessgram, he/she is required to meet with the course instructor prior to the end of the current semester to discuss their test results During this meeting he/she are charged with forming a plan for improving his/her fitness The plan must include specific emphasis on how to change his/her fitness level in order to achieve an HFZ score the next time they are tested The students are then required to submit an exercise plan and, if deemed appropriate by the instructor, a nutritional plan prior to the end of semester  When students need remediation after the fall of junior year testing (HPEP 352) the student is required to meet with the course instructor, formulate a workout and nutrition plan, and also begin to submit monthly workout logs to the HPEP 352 instructor during the following semester (e.g., a log turned in at the end of January, again at the end of February, March, 14  and April, respectively) These logs should detail the type, duration, and intensity of each workout It is the intention of this planning and record keeping to help students truly improve on those areas in which they are lacking  Results of all fitness scores will be recorded on the teacher candidate’s e-folio under skill and fitness based competency The professional dispositions rubric (Appendix A) will be utilized to assess:  Attendance and punctuality  Class participation  Communication (including appropriate language)  Emotional control  Ethical behavior  Valuing diversity  Valuing professionalism: Respect for school rules, policies, and norms  Valuing professionalism: Commitment to self-reflection and growth  Valuing Professionalism: Professional responsibility  Appropriate dress in professional settings (see Appendix D)  Appropriate professional attitude (Works to improve skills, accepts constructive criticism, takes initiative, and demonstrates ethical behavior.)  Satisfactory e-portfolio  Professional involvement Candidates who fail to meet the above criteria will be placed on a plan of improvement This plan may be co-developed by the committee and the candidate with ultimate decisions made by the committee If improvement is not noted by the end of the semester, the candidate will be suspended or dismissed from the program IF REMOVED FROM THE Health and Physical Education PROGRAM: Candidates who have been removed from the program may formally appeal the Health and Physical Education Faculty’s decision The following steps outline the appeal process: a The candidate must write a detailed letter of appeal to the Program Coordinator of the HPE Faculty This letter must be received within one week of the HPE decision The candidate may request an additional interview by the entire HPE faculty That interview must be conducted within one month b Subsequent appeals should be made to the Director of OPS 15 At least one full year before student teaching, the candidate must meet with his/her advisor and complete an application for degree for the Registrar’s Office All professional courses, field experiences, standardized testing (PRAXIS II), and major courses must be satisfactorily completed PRIOR to the student teaching semester Application to Student Teaching Begins one year before the semester in which he/she plans to student teach The teacher candidate is required to complete and submit an application to student teaching one (1) year prior to requested student teaching semester –February If you plan to student teach in a spring semester, you should apply and have recommendations completed by February – ONE YEAR IN ADVANCE If you plan to student teach in a fall semester, you should apply and have your recommendations completed by September – ONE YEAR IN ADVANCE Two additional positive references from HPE faculty members should be obtained You will ask the faculty member if he/she is willing to be a reference for you If he/she agrees, indicate the name on MyLongwood The faculty members have a different time schedule to complete the recommendation Those deadlines are Septembers 15 for spring student teachers and February 15 for fall student teachers Faculty may complete these on-line through MyLongwood However, the request should be made by the February or September deadlines stated above Please note: Health and Physical Education Faculty will only recommend those candidates who meet the dispositions described in Appendix A The absence of two positive recommendations from the Health and Physical Education Faculty will prevent the teacher candidate from student teaching An overall GPA of 2.5 and 2.5 in the major are required for student teaching All teacher candidates will successfully complete all course work as well as the PRAXIS II (5857) and the Virginia Communication and Literacy Assessment test (VCLA) prior to the student teaching semester (Official scores must be received prior to 3rd Monday in January for spring student teachers and July for fall student teaching If scores are not received, the teacher candidate will not student teach until the next semester ) The computer-based version of PRAXIS II – 5857 is given daily at Prometrics sites (See page 12 for a list of their locations and contact information.) Successful completion of this test 16 is a course requirement in KINS 378 Contact www.ets.org to sign up A passing score of 160 is required If the teacher candidate plans to obtain licensure in another state, he/she must complete the Virginia requirements and then refer to the ets.org website to determine requirements for that state Please upload your scores onto the OPS Canvas course under the appropriate assignment and send a copy of all three pages of the PRAXIS II results to the program coordinator All student teaching placements must be coordinated with the HPE Program Coordinator If the student teacher requests placement outside of the immediate Farmville area, HPE Faculty may not be able supervise the candidates This supervision will be performed by a qualified individual set up through the Office of Professional Services (OPS) During the student teaching “professional semester,” the teacher candidate will be registered for 12 credits Ten (10) of these credits are for the 15 weeks of full-time student teaching (HPEP 482) Two (2) credits are for the Student Teaching Seminar (HPEP 483) Please note that the professional semester is NOT on the same calendar schedule as the standard Longwood University academic schedule The teacher candidate is to follow the calendar of the school to which he/she is assigned Student Teaching The teacher candidates will continue to update and revise his/her e-folio The student teacher is expected to provide evidence of impact on student learning from student teaching Student teachers will present their final product to the Health and Physical Education Faculty, graduate students, and underclassmen The student teaching experience enables the teacher candidate to hone and then showcase his/her skills To that end, the teacher candidate will be evaluated by the University Supervisor at least three times in each placement and the Cooperating Teacher will submit three types of assessments during the placement One assessment will evaluate personal behaviors and dispositions and is submitted each week during the first 1-3 weeks of each placement The second, assesses personal behaviors, dispositions and teaching behaviors, and is submitted weekly from the mid-point of the placement until the last week The final clinical evaluation is completed on MyLongwood for the College of Education and Human Services These evaluations form the basis for future letters of recommendation The first evaluation completed by the Cooperating Teacher (completed before the student teacher actually begins teaching) is as follows: Personal behaviors/dispositions On time to school and class Is prepared to teach/assist Never Sometimes Usually Always 17 Takes initiative Uses planning time effectively Maintains emotional control Seeks advice Implements suggestions from the Cooperating Teacher Is committed to being part of the educational team in the department and the school Participates in professional development opportunities Three areas of strength: Three areas for growth: Additional comments: Beginning the mid-point of each student teaching placement (or when the student teacher begins teaching), the cooperating teacher will complete the following each week: Evaluation of Student Teaching Progress HPEP 482 Physical and Health Education Teacher Education S+ : Consistently exceeds performance expectations M : Making progress S : Satisfactory progress U : Not making progress Observations Knowledge of appropriate content Appropriate instruction presentation Ability to plan effectively for age groups Comments: S+ S M U N/A Student Behavior Enforces rules consistently Monitors behavior Recognizes and corrects inappropriate behavior S+ S M U N/A 18 Communicates in a positive and consistent manner Comments: Instructional Presentation Appropriate lesson objectives Makes content meaningful Communicates effectively Use of teaching cues Students are on task >50% of the time Organized and smooth transitions Effective equipment organization and distribution Links lesson objectives with assessments Lessons maintain student interest 10 Utilizes technology appropriately 11 Motivates students appropriately 12 Realizes when something was not working and was able to fix it Comments: S+ S M U N/A General Spends adequate time in preparation and planning Is receptive to feedback Works toward improvement Professional demeanor Demonstrates a commitment to teaching Demonstrates initiative Creative lesson planning Timely in preparing lessons for review S+ S M U N/A 19 Lesson plans detailed and complete 10 Other Comments: Additional comments or observations: 20 Appendix A PROFESSIONAL DISPOSITIONS LU Education Professionals demonstrate dispositions associated with the profession by their valuing of learning, personal integrity, diversity, collaboration, and professionalism Disposition Expected Behavior Consistently attends class and is on time Usually notifies instructor in advance and arranges to meet instructor following a missed class Usually gives Attendance Class participation Class preparation Communication Emotional control Ethical behavior Values diversity Values collaboration Respect for school rules, policies, and norms Commitment to selfreflection and growth Professional development and involvement Professional responsibility reason for planned absence Actively engaged and interested in the class activities Volunteers to respond to questions Participates in discussions Work is completed with attention to detail, is sequential, and is logical Shows evidence of thoughtful analysis of the assignment Work shows that adequate time and planning were allocated Consistently comes to class well prepared Uses correct grammar in oral and/or written communication Communication is free of offensive or inappropriate language Uses language to express ideas very effectively regardless of the age of the listener Displays steady emotional temperament Is receptive to viewpoints of others and their suggestions Holds self accountable for emotions and behaviors Displays a sense of humor and/or willingness to get along with others Is honest in dealing with others Puts truth above personal need or advantage Always dependable in terms of keeping personal and professional confidences Can be counted on to follow through and keep word Shows self to be a person of strong character Willingly works with others from different ability, race, gender, or ethnic groups Welcomes feedback and interaction with others Listens carefully to others and respects the views of those perceived as different from self Actively seeks out and incorporates ideas of others Takes leadership in working with others to improve the overall environment Regularly share information and ideas Knows school rules and policies Follows them consistently Understands the purpose of regulations and respects their intent Accepts responsibility for personally following them in patterns of dress, behavior, etc Recognizes personal limitations and strengths and uses them to best professional advantage Actively seeks suggestions and constructive criticism Regularly practices critical thinking Regularly engages in learning through self-reflection References and makes use of professional organizations or publications Willingly participates in professional activities or events that promote professional development Accepts responsibility for own actions and for helping all students learning and actively seeks self-improvement Consistently holds high expectations for the success of all students Consistently looks to explain and remedy student lack of success by factors within the control of self *Rubric adapted from Wayda, V, & Lund, J (2005) Assessing dispositions: an unresolved challenge in teacher education; Teacher candidates may know their subject, but are they suited for the job? The Journal of Physical Education, Recreation, & Dance, 76, p 34 21 Appendix B – Course sequence leading to Bachelor’s of Science in Health and Physical Education, Pre-K-12 Fall Spring HLTH 205 Health & Wellness 15 Must achieve a 2.0 by the beginning of this semester in order to enroll in PHETE specific courses Biology 206 Anatomy & Physiology I HPEP 201 Introduction to Health Ed& Promotion HPEP 202 Introduction to Physical Education 14 HLTH 313 Drugs & Human Behavior is offered on-line during the summer and during intersession 17 MUST be admitted to program before semester begins to take restricted courses * EDUC 432 Content area reading 3* HPEP 377 Elementary methods 4* HPEP 351 Elementary Skills 3* HPEP 366 Functional Biomechanics HLTH 314 Human Sexuality 17 HPEP 280 HPEP 350 HPEP 364 HPEP 482 HPEP 483 Team Sports Adapted PE 2* 3* 16 Motor Development 16 Biology 207 Anatomy & Physiology II HPEP 203 Technology in Health and PE HPEP 204 Assessment in HPE HLTH 335 Nutrition HLTH 160 Basic First Aid 1# 15 Apply to Program by March 15 Interviews begin after spring break Apply for student teaching by Feb SOCL 320 Soc Of Education HPEP 374 High School Methods HPEP 352 Lifetime Skills HPEP 367 Exercise Physiology HLTH 465 Comprehensive School Health Student Teaching Seminar in Teaching Total credits – 125 - 127 # You may elect to take Health 260 (3 credits) in place of Health 160 (1 credit) Credits: 125-129 * Restricted to only students who have been admitted into teacher education 4* 3* 3* 17 10* 2* 12 22 Appendix C – Professionalism and Appropriate Dress Professional behavior is expected at all times and especially when a teacher candidate is in a teaching setting High expectations are set for teachers in the field and for those planning to become teachers To that end, teacher candidates must be aware of the language they use, comments they make, behaviors they display, and personal decisions they make It is impossible to list everything the teacher candidate should or should NOT Within the Health and Physical Education program, a clear expectation for student dress will be enforced When the Health and Physical Education major is in a school, representing the program at another university or in a Longwood University event, the following dress code applies: Physical Education: Students may wear a nylon warm-up or Bermuda-length shorts near or below the knee, collared shirt, or official Longwood University t-shirt, a Longwood University sweat shirt and new or nearly new appropriate shoes for indoor or outdoor use All clothing should be in clean, free from stains, in good repair and fitted for active wear Students may not chew gum or wear head gear or excessive jewelry Shirt tails should be tucked in and a belt worn if appropriate Identification badges should be worn at all times and the teacher candidate MUST sign-in when entering the school Health Education: Students are to wear professional attire to include, dress shirts, slacks and ties, slacks, blouses or skirts/ dresses, if wearing a dress or skirt the hem must be near or below the knee Students may not chew gum or wear head gear Tennis shoes, flip flops and other casual shoes are not appropriate Students should be clean-shaven unless they have groomed facial hair Identification badges should be worn at all times and the teacher candidate MUST sign-in when entering the school