Last revised: 11-17-2017 Page 1 Continuous Improvement in Educator Preparation (CIEP) Program Report Submission Form Class B Physical Education (P-12) Institution Name: Alabama Agricultural and Mechanical University Date Submitted: January 2018 Program Report Status: Choose one of the options below. Initial Review Continuing Review Feedback Only Essential Purpose for Each Section: I. Background Information: Provide background knowledge of the structure of the program (checklist; numbers of admissions, completers, and recommendations for certification). II. Key Assessments: Provide an overview of the assessment plan for the program in the chart. Key Assessments are typically summative assessments of candidates’ proficiencies. Evaluation of Key Assessments is based on the assessment instruments, scoring guides or rubrics, data tables, and data analysis. Review teams use the Rubric for Key Assessments. III. Alignment of Standards to Curriculum and Key Assessments: Provide an overview of how the program ensures each indicator is adequately addressed in curriculum and Key Assessment(s) so reviewers know where to look to for evidence. Reviewers use the course descriptions and assessment documents, not the chart, to determine each indicator is addressed and whether the standard itself is met. IV. Summary of Field Experiences: Provide an overview of how the program requires candidates to demonstrate developing proficiencies in field experiences prior to internship. Evaluation of field experiences is based on the chart and assignments or assessments. Copies of assignments or assessments must be submitted. No data are required unless a field experience assessment is also a Key Assessment. Reviewers use the Rubric for Field Experiences Prior to Internship. The evidence should demonstrate field experiences are well-planned, sequential, and meaningful. V. Presentation of Data and Analysis: For each key assessment, include the coversheet; assessment instrument; rubric or scoring guide; data chart(s); and data analysis. VI. Discussion of How Data Analysis Across Key Assessments Informs Continuous Improvement: Provide an overview of what the program has learned from analyzing all of the data across Key Assessments and provide evidence of program changes that have been or will be made as a result.
Transcript
Last revised: 11-17-2017 Page 1
Continuous Improvement in Educator Preparation (CIEP) Program Report Submission Form
Class B Physical Education (P-12)
Institution Name: Alabama Agricultural and Mechanical University
Date Submitted: January 2018
Program Report Status: Choose one of the options below. Initial Review
Continuing Review
Feedback Only
Essential Purpose for Each Section: I. Background Information: Provide background knowledge of the structure of the program
(checklist; numbers of admissions, completers, and recommendations for certification). II. Key Assessments: Provide an overview of the assessment plan for the program in the chart. Key
Assessments are typically summative assessments of candidates’ proficiencies. Evaluation of Key Assessments is based on the assessment instruments, scoring guides or rubrics, data tables, and data analysis. Review teams use the Rubric for Key Assessments.
III. Alignment of Standards to Curriculum and Key Assessments: Provide an overview of how the program ensures each indicator is adequately addressed in curriculum and Key Assessment(s) so reviewers know where to look to for evidence. Reviewers use the course descriptions and assessment documents, not the chart, to determine each indicator is addressed and whether the standard itself is met.
IV. Summary of Field Experiences: Provide an overview of how the program requires candidates to demonstrate developing proficiencies in field experiences prior to internship. Evaluation of field experiences is based on the chart and assignments or assessments. Copies of assignments or assessments must be submitted. No data are required unless a field experience assessment is also a Key Assessment. Reviewers use the Rubric for Field Experiences Prior to Internship. The evidence should demonstrate field experiences are well-planned, sequential, and meaningful.
V. Presentation of Data and Analysis: For each key assessment, include the coversheet; assessment instrument; rubric or scoring guide; data chart(s); and data analysis.
VI. Discussion of How Data Analysis Across Key Assessments Informs Continuous Improvement: Provide an overview of what the program has learned from analyzing all of the data across Key Assessments and provide evidence of program changes that have been or will be made as a result.
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SECTION I Background Information
1. Include proposed checklist. The attached program checklist is current through 2019 and there are no proposed changes at this time.
2. Course Descriptions
The attached course descriptions have been aligned with the current program standards.
Physical Education Course Descriptions
Course & #
Old Course Description New Summary
HED 101 Personal and Community Health – 2 credit hours. A course designed to broaden the candidate’s background regarding facts and the principles necessary in the solution of several health issues. This course surveys a number of problems affecting individual, family, and community health including infectious diseases and STD’s, First Aid, alcohol and drug abuse, consumer education, and nutrition. Prerequisites: None.
Personal and Community Health – 2 credit hours. This course is designed to survey a variety of health issues affecting individual and societal health. Topics include health foundations, health behavior, chronic disease, infectious disease, mental health, and sexual health. As a result of this course, students will demonstrate competence in health concepts related to the causes and prevention of disease at the personal and community level. Prerequisites: None.
This course description simply needed a revision – not for CIEP
HPE 301 Administration in Health and Physical Education – 3 credit hours. A course designed to assist students in developing an insight into the meaning and organizational skills required for organizing and administering programs of physical education and/or other related programs. Specific strategies for selection, supervision, and evaluation of personnel, budgeting, and space utilization are included. The conduct of programs within legal limits is given significant consideration.
Administration in Health and Physical Education – 3 credit hours. A course designed to assist candidates in developing an insight into the meaning and organizational skills required for organizing and administering programs of physical education and/or other related programs, including safe environments. Candidates will learn to demonstrate professional ethics, as well as communication skills for professional growth. Specific strategies for selection, supervision, and evaluation of personnel, budgeting, and space utilization are included. 290-3-3-.33(2) (d)5,(2)(f)2,3,4
HPE 304 Kinesiology – 3 credit hours. A course providing a broad background regarding mechanical and muscular aspects of human motion. In
Kinesiology – 3 credit hours. This course integrates anatomy of human movement with the mechanics of human movement, a study of fundamental kinesiology. As a result of
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addition, the course provides the student with a laboratory component to ensure a means for application and analysis. Prerequisites: BIO 101, 101L, 221, 221L, HED 101
this course, students will be able to describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness. Prerequisites: BIO 101, 101L, 221, 221L, HED 101.
Standard 290-3-3-.33 (2)(a) 1
HPE 312
Tests & Measurements – 3 credit hours. A study of the use of tests, measurements, and evaluation techniques for the formative and summative assessment of fitness development, skill development, cognitive learning, and affective behaviors in physical education and sports. Laboratory experiences and computerized assessment strategies will be included. Prerequisites: Admission to Teacher Education
Tests & Measurements – 3 credit hours. This course is designed to help students select, create, and use appropriate assessments to measure or evaluate student achievement of fitness and skill development, cognitive learning, and affective behaviors in physical education and sport. Students also will develop and implement measurable, performance-based objectives that are aligned with local, state and national standards. Lab experiences and computerized assessment strategies will be included. Prerequisites: Admission to Teacher Education
Standard 290-3-3-.33 (2)(c); (2)(e) 1; (2)(e) 2
PED 107 Gymnastics and Rhythms – 1 credit hours. Rhythms & Gymnastics is designed to assist you with developing the skills necessary to teach rhythmic activities/dance, gymnastics, and tumbling. Performance and safety will also be objectives. The student will learn to organize materials and develop techniques that are essential to utilizing personal and general space. The student will develop coordination, self-expression, creativity and endurance. Various concepts associated with basic locomotor and non-locomotor movements are examined and experienced in detail.
Gymnastics and Rhythms – 1 credit hour: This course is designed for students to demonstrate personal competence in motor skill performance relative to a variety of gymnastic and rhythmic activities and movement patterns. Students will develop the ability to teach rhythmic activities/dance, gymnastics, and tumbling. Performance and safety will also be emphasized. Students will develop techniques that are essential to utilizing personal and general space; develop coordination, self-expression, creativity and endurance; examine and experience basic locomotor and non-locomotor movements.
Standard 290-3-3-.33 (2)(b) 1; (2)(b) 3
PED 111
Tennis – 1 credit hours. This course entails instruction in the fundamental skills, regulations, playing strategies, and care and selection of equipment.
Tennis - 1 credit hour. This course is designed for students to demonstrate personal competence in motor skill performance, performance concepts related to skillful movement, and movement patterns related to tennis.
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Students will be introduced to methods, procedures, strokes, scoring, strategy, and safety for the sport of tennis. Prerequisites: None.
Standard 290-3-3-.33 (2)(b) 1; (2)(b) 3
PED 133 Intermediate Swim– 1 credit hours. This course is designed to both educate the student on the theories and mechanics of swimming, while offering an emphasis in training. This course will be an introduction to swimming as a lifetime fitness activity. History, theory, and basic stroke mechanics will be covered, on both lectures ad skill instruction sessions.
Intermediate Swim – 1 credit hours. This course is designed to educate students concerning theories and mechanics of swimming, while offering an emphasis on training. Students will demonstrate personal competence in motor skill performance for a variety of swimming strokes and movement patterns, as well as, performance concepts related to skillful swimming. Swimming as a lifetime fitness activity will be a point of emphasis, including: history, theory, and basic stroke mechanics, in both lectures and skill instruction sessions. Prerequisites: PED 132
Standard 290-3-3-.33 (2)(b) 1; (2)(b) 3
PED 137 Golf - 1 Credit Hour. Basic principles, rules, history, etiquette, terminology, skill development, safety hints, playing strategies and courtesies of the game. This course teaches students not only how to enjoy the game, but also how to use it as a business tool as well. Prerequisites: None.
Golf - 1 Credit Hour. This course is designed for students to demonstrate personal competence in motor skill performance and skillful movement in golf activities, and movement patterns associated with it. Golf as a lifetime physical activity will be the focus. Knowledge of basic principles, history, rules, terminology, etiquette, and safety will be emphasized. Lab activities will provide practice for developing fundamental skills, techniques, and strategies. Prerequisites: None Standard 290-3-3-.33 (2)(b) 1; (2)(b) 3
PED 202
Officiating 2 credit hours - This course is designed to introduce you to the art and professional requirements of officiating intramural and athletic contests. The traditional fall/spring sports of flag football, basketball, wrestling volleyball, soccer, baseball, softball, T-ball, track and field, and tennis are activities covered in this course. A weekly schedule for developing the necessary skills required of each sport is included.
Officiating - 2 credit hours. This course is designed introduces students to the art and professional requirements of officiating intramural and athletic contests. Students will demonstrate behaviors that are consistent with the professional ethics of highly qualified officials and communicate in ways that convey respect and sensitivity to the sport and athletes. Students will develop skills required for officiating activities such as flag football, basketball, wrestling volleyball, soccer, baseball, softball, T-ball, track and field, and tennis. Standard 290-3-3-.33 (2)(e) 3; (2)(e) 4
PED 207 First Aid and CPR- 3 credit hours. The purpose of this course is to provide participants with the first aid
First Aid and CPR - 3 credit hours. This course is designed to provide students with first aid knowledge and skills for establishing rules
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knowledge and skills necessary to help provide a safe environment for athletes, while they are participating in sports. In addition this course will provide students with the knowledge and skills necessary to work as a first responder in an emergency situation, to help sustain life, reduce pain, and minimize the consequences of injury or sudden illness until professional or medical help arrives.
and routines to create and maintain a safe physical education and sport environment. Additionally, students will develop the knowledge and skills necessary to work as first responders in emergency situations, to help sustain life, reduce pain, and minimize the consequences of injury or sudden illness until professional or medical help arrives.
Standard 290-3-3-.33 (2)(d) 5
PED 225 Teaching Individual Sport 2 credit hours- This course focuses on the skill development, organizational strategies, instructional techniques and techniques for evaluating performance in a variety of individual, dual, and team sports. (Offered Fall/Spring)
Teaching Individual Sport - 2 credit hours. This course is designed for students to develop skill in a variety of individual and dual sports. Students will demonstrate personal competence in motor skill performance for a variety of physical activities and movement patterns. Activities will include demonstrating performance concepts related to track and field, handball, aerobics and weight training, and other lifetime physical activities. Standard 290-3-3-.33 (2)(b) 1; (2)(b) 3
PED 226
Team Sports Skills – 3 credit hours. Focus on the skill development, organizational strategies, instructional techniques and techniques for evaluating performance in a variety of individual, dual, and team sports. The activities covered in this course are: volleyball, basketball, flag football, soccer, softball, pickle ball and field hockey. Prerequisites: None.
Teaching Team Sport - 2 credit hours. This course is designed for students to develop skill in a variety of team sports. Students will demonstrate personal competence in motor skill performance for a variety of physical activities and movement patterns. Activities covered may include football, volleyball, basketball, baseball/softball, soccer, and team handball, or other team sports. Standard 290-3-3-.33 (2)(b) 1; (2)(b) 3
PED 250
Foundations of HPER – 2 Credit Hours. A course designed to assist students in developing a historical perspective of events and developments prior to and after 1885 in physical education. The course includes the development of a personal philosophy of education and physical education through analysis of aims, goals and principles. Prerequisites: None.
Foundations of HPER – 2 Credit Hours. This course is designed for students to demonstrate knowledge of the historical, philosophical, and social perspectives of physical education issues and legislation. Course content will also focus on the background of physical education, recreation, sport, and physical activity in society, the profession, and its related fields. Prerequisites: None. CIEP Standard 290-3-3.-33 (2)(a) 4
PED 305 Methods and Materials in Elementary Physical Education – 3 credit hours. A course designed to
Methods and Materials in Elementary Physical Education – 3 credit hours.
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prepare students to teach physical education to children in grades K-6. It will use a developmental approach and stress exploratory methods of teaching young children a variety of games, dance, gymnastics, and health-related fitness activities. Practicum required. Prerequisites: PED 225, 226, admitted to Teacher Education.
This course is designed to prepare students to teach elementary physical education. Teacher candidates will plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse learning needs of all students. The skills theme approach will be learned, which emphasizes movement concepts and fundamental as well as specialized motor skills. Practicum required. Prerequisites: PED 225, 226, admitted to Teacher Education. Standard 290-3-3-.33 (2)(c) 1, 2,
PED 306 Materials and Methods in Secondary Physical Education – 3 credit hours. Development of skills necessary to teach secondary school physical education. The student will learn to organize materials and develop teaching techniques that are essential to the educational growth and development of each individual, through a guided program of physical activities. Practicum required. Prerequisites: PED 107, 111, 137, 225, 226, admitted to Teacher Education.
Materials and Methods in Secondary Physical Education – 3 credit hours. This course is designed to prepare students to teach secondary physical education. Teacher candidates will plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse learning needs of all students. This course is a continuation of PED 305 and reinforces the planning and sequencing of developmentally appropriate physical education. Practicum required. Prerequisites: PED 107, 111, 137, 225, 226, admitted to Teacher Education. Standard 290-3-3-.33 (2)(c) 1, 2
PED 315
Teaching Activity Sports 3 credit hours- This course is designed to assist the candidate in developing a historical perspective of events and developments prior to and after 1885 in Physical Education. This course also includes the development of a personal philosophy of education and physical education through analysis of aims, goals and principles. (Offered Spring)
Teaching Activity Sports - 3 credit hours. This course is designed for teacher candidates to know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals. Prospective physical education teachers will analyze and correct critical elements of motor skills and performance concepts. Students will plan and implement physical activities that provide active, fair, and equitable learning experiences. Students will also provide effective feedback for skill acquisition, student learning, and motivation. Emphasis will be given to strategies for organizing, teaching and assessing student progress in each sport. Standard 290-3-3-.33 (2)(a) 5; (2)(c) 3; (2)(a) 4; (2)(d) 2; (2)(d) 3
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PED 409 Exercise Physiology – 3 credit hours. A course is providing the student with a broad background regarding the physiological effects of physical activity on the human body. The course also includes a laboratory component to ensure a means for application and analysis by the student. Prerequisites: BIO 101, 101L.
Exercise Physiology – 3 credit hours. This course is designed to provide opportunities for studying how the human body responds to the increased physiological demands of exercise and sport participation. The principles of exercise training on bodily systems will be a major focus. As a result of this course, students will be able to describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness.
Prerequisites: BIO 101, 101L. Standard 290-3-3-.33 (2)(a) 1
PED 412 Motor Behavior – 3 credit hours. A study of neuromuscular development, perceptual motor skill development, and motor patterns which result in proficient movement in a variety of specific motor behaviors. The measurement, analysis, and evaluation of motor behavior will be emphasized. Prerequisites: None
Motor Behavior – 3 credit hours. This course is designed to provide study of Motor learning, motor development, neuromuscular and perceptual motor skill development, and motor patterns, which result in proficient movement in a variety of motor tasks. Measurement, analysis, and evaluation of motor behavior will be emphasized as well. Students will describe and apply motor learning and psychological/behavioral theory related to skillful movement, physical activity and fitness. Prerequisites: None Standard 290-3-3-.33 (2)(a) 2; (2)(a) 3
PED 422
Principles of Coaching/Intramurals – 3 credit hours. A comprehensive approach to organizing and administering an intramural program. The course emphasizes the key elements of historical development, organizational structure, budgeting, and tournament designed seasonal activities. Also included is an intense study of the specific aspects of coaching as a person and as a professional, based on sound theories and practices pertaining to athletic performance, athletic management, and relationships which are necessary for successful coaching. Prerequisites: None.
Principles of Coaching – 3 credit hours. This course introduces students to coaching concepts that are generally applicable across all sport activities. It broadly addresses the fundamental principles of coaching, sport behavior, teaching, physical training, and managing teams and programs. Recommended only for students who have been admitted into the Educator Preparation Program, or who have reached junior or senior classification. Prerequisites: None
This course description simply needed a revision – not for CIEP
PED 427 Adaptive Physical Education – 3 credit hours. An examination of the role of physical education in meeting the special needs, interest and
Adaptive Physical Education – 3 credit hours. This course is designed to equip Students with knowledge and skills necessary to plan and adapt instruction for diverse need,
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abilities of students with various physical, social, mental, and emotional differences. Also provided is in-depth information regarding how to record medical histories, growth patterns, levels of motor learning, and designing individualized physical education programs. Prerequisites: None
adding specific accommodations and/or modifications for student emotional exceptionalities. Course content will focus on activity organization, measurement and assessment, instructional strategies and developing an Individualized Education Programs. Standard 290-3-3-.33 (2)(c) 5
3. Data on Unconditional Admissions, Program Completers, and Certificates Issued
Academic Year September 1 to August 311
Number of Unconditional Admissions
Number of Program Completers2
Number Recommended for Alabama Certification
2015-2016 5 1 1
2014-2015 2 2 2
2013-2014 3 3 3
2012-2013 3 3 3
1 Minimum of three years of data required. 2 Use the Title II definition for program completers.
3 Identify assessment by title used in the program. 4 Types of assessment include but are not limited to essay, case study, project, comprehensive exam, reflection, state certification test, and portfolio. 5 Assessments might be required at the time of admission to the program, admission to internship, during a required course, or at program completion. 6 Praxis II test data must include the percentage of candidates who passed the tests for the last three years. Total scores and appropriate sub-tests must be included. 7 Examples of appropriate content knowledge assessments include comprehensive examinations and portfolio tasks. If grades or GPAs are used, provide information on the criteria for the grades and how they align with standards for the teaching field or area of instructional support. 8 Examples of appropriate assessments for planning instruction include an evaluation of abilities to develop lesson or unit plans, individualized education plans, needs assessments, or intervention plans. 9 Examples of appropriate assessments for effect on student learning include those based on samples of student work, portfolio tasks, case studies, and appropriate follow-up studies. 10 Examples of optional assessments addressing program standards include but are not limited to evaluations of field experiences, case studies, specific portfolio artifacts, complete portfolios, and follow-up studies.
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SECTION III Alignment of Standards to Curriculum and Key Assessments
Teaching Field: Physical Education11
For each standard on the chart below, identify the curriculum components and Key Assessments listed in Section II that address the standard and indicators. Each indicator must be supported by at least one Key Assessment that provides solid and direct evidence of candidate mastery of the standard. In most cases, a standard will be addressed by more than one Key Assessment. Cross-references to the standards and indicators should be inserted into the assessment instruments, scoring guides, and/or data tables.
Physical Education Standard 1 Scientific and Theoretical Knowledge Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the development of physically educated individuals. Prior to program completion, prospective physical education teachers:
Indicators
Curriculum Components—Courses or Other Requirements12
(Include course prefix, number, and name.)
Key Assessment(s) (Identify by key
assessment number[s] in
Section II.)
PE 1.1 Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity and fitness.
PE 1.2 Describe and apply motor learning and psychological/behavioral theory related to skillful movement, physical activity, and fitness.
HPE 304 Kinesiology PED 409 Exercise Physiology PED 412 Motor Behavior PED 427 Adaptive PE
1a,2
PE 1.3 Describe and apply motor development theory and principles related to skillful movement, physical activity, and fitness.
PED 305 M& M in Elementary PE PED 306 M&M in Secondary PE PED 412 Motor Behavior PED Activity courses
1a,2
PE 1.4 Identify historical, philosophical, and social perspectives of physical education issues and legislation.
PED 250 Foundations of HPE HPE 301 Admn of Health & PE PED 305 M& M in Elementary PE PED 306 M&M in Secondary PE
1a,2
PE 1.5 Analyze and correct critical elements of motor skills and performance concepts.
HPE 304 Kinesiology PED 412 Motor Behavior PED 305 M& M in Elementary PE PED 306 M&M in Secondary PE PED 427 Adaptive. Physical Ed.
1a,2
11 Standards have been informed by the Alabama Courses of Study for each teaching field and the national specialty area organizations. 12 IHEs must submit course descriptions or course summaries. A link to catalog course descriptions may be submitted if the catalog course descriptions have sufficient detail to show key concepts in the indicators are addressed.
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Physical Education Standard 2 Skill-Based and Fitness-Based Competence Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate competent movement performance and health-enhancing fitness as delineated in the NASPE P – 12 Standards. Prior to program completion, prospective physical education teachers:
Indicators
Curriculum Components—Courses or Other
Requirements (Include course prefix, number,
and name.)
Key Assessment(s) (Identify by key
assessment number[s] in
Section II.)
PE 2.1 Demonstrate personal competence in motor skill performance for a variety of physical activities and movement patterns.
Physical Education Standard 3 Planning and Implementation Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state, and national standards to address the diverse needs of all students. Prior to program completion, prospective physical education teachers:
Indicators
Curriculum Components—Courses or Other
Requirements (Include course prefix, number,
and name.)
Key Assessment(s) (Identify by key
assessment number[s] in
Section II.)
PE 3.1 Design and implement short-term and long-term plans that are linked to program and instructional goals as well as a variety of student needs.
PED 305 M&M in Elementary PE PED 306 M&M in Secondary PE PED 495 Internship
1a, 2,3
PE 3.2 Develop and implement appropriate (e.g., measurable, developmentally appropriate, performance-based) goals and objectives aligned with local, state and/or national standards.
PED 305 M&M in Elementary PE PED 306 M&M in Secondary PE PED 495 Internship
1a, 2,3
PE 3.3 Design and implement content that is aligned with lesson objectives.
PED 305 M&M in Elementary PE PED 306 M&M in Secondary PE PED 495 Internship
1a, 2,3
PE 3.4 Plan for and manage resources to provide active, fair, and equitable learning experiences.
PED 305 M&M in Elementary PE PED 306 M&M in Secondary PE PED 495 Internship
1a, 2,3
PE 3.5 Plan and adapt instruction for diverse student needs, adding specific accommodations and/or modifications for student exceptionalities.
PED 305 M&M in Elementary PE PED 306 M&M in Secondary PE PED 427 Adapted PE PED 495 Internship
1a, 2,3,7
PE 3.6 Plan and implement progressive and sequential instruction that addresses the diverse needs of all students.
PED 305 M&M in Elementary PE PED 306 M&M in Secondary PE PED 427 Adapted PE PED 495 Internship
1a, 2,3
PE 3.7 Demonstrate knowledge of current technology by planning and implementing learning experiences that require students to appropriately use technology to meet lesson objectives.
PED 305 M&M in Elementary PE PED 306 M&M in Secondary PE PED 495 Internship
1a, 2,3,7
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Physical Education Standard 4 Instructional Delivery and Management Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student engagement and learning. Prior to program completion, prospective physical education teachers:
Indicators
Curriculum Components—Courses or Other
Requirements (Include course prefix, number,
and name.)
Key Assessment(s) (Identify by key
assessment number[s] in
Section II.)
PE 4.1 Demonstrate effective verbal and non-verbal communication skills across a variety of instructional formats.
PED 305 M&M in Elementary PE PED 306 M&M in Secondary PE PED 495 Internship
1a, 2,4
PE 4.2 Implement effective demonstrations, explanations, and instructional cues and prompts to link physical activity concepts to appropriate learning experiences.
PED 305 M&M in Elementary PE PED 306 M&M in Secondary PE PED 495 Internship
1a, 2,4
PE 4.3 Provide effective instructional feedback for skill acquisition, student learning and motivation.
PED 305 M&M in Elementary PE PED 306 M&M in Secondary PE PED 495 Internship
1a, 2,4
PE 4.4 Recognize the changing dynamics of the environment and adjust instructional tasks based on student responses.
PED 305 M&M in Elementary PE PED 306 M&M in Secondary PE PED 495 Internship
1a, 2,4
PE 4.5 Use managerial rules, routines, and transitions to create and maintain a safe and effective learning environment.
PED 305 M&M in Elementary PE PED 306 M&M in Secondary PE PED 495 Internship
1a, 2, 4
PE 4.6 Implement strategies to help students demonstrate responsible personal and social behaviors in a productive learning environment.
PED 305 M&M in Elementary PE PED 306 M&M in Secondary PE PED 495 Internship
1a, 2,4
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Physical Education Standard 5 Impact on Student Learning Physical education teacher candidates utilize assessments and reflection to foster student learning and inform decisions about instruction. Prior to program completion, prospective physical education teachers:
Indicators
Curriculum Components—Courses or Other
Requirements (Include course prefix, number,
and name.)
Key Assessment(s) (Identify by key
assessment number[s] in
Section II.)
PE 5.1 Select or create appropriate assessments that will measure student achievement of goals and objectives.
PED 305 M&M in Elementary PE PED 306 M&M in Secondary PE PED 495 Internship
1a, 2, 4,5
PE 5.2 Use appropriate assessments to evaluate student learning before, during, and after instruction.
PED 305 M&M in Elementary PE PED 306 M&M in Secondary PE PED 495 Internship
1a, 2, 4,5
PE 5.3 Utilize the reflective cycle to implement change in teacher performance, student learning and/or instructional goals and decisions.
PED 305 M&M in Elementary PE PED 306 M&M in Secondary PE PED 495 Internship
1a,2,4, 5
Physical Education Standard 6 Professionalism Physical education teacher candidates demonstrate dispositions essential to becoming effective professionals. Prior to program completion, prospective physical education teachers:
Indicators
Curriculum Components—Courses or Other
Requirements (Include course prefix, number,
and name.)
Key Assessment(s) (Identify by key
assessment number[s] in
Section II.)
PE 6.1 Demonstrate behaviors that are consistent with the belief that all students can become physically educated individuals.
PED 305 M&M in Elementary PE PED 306 M&M in Secondary PE PED 495 Internship
1a, 4, 7
PE 6.2 Participate in activities that enhance collaboration and lead to professional growth and development.
PED 305 M&M in Elementary PE PED 306 M&M in Secondary PE PED 495 Internship
1a, 4,7
PE 6.3 Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers.
PED 305 M&M in Elementary PE PED 306 M&M in Secondary PE PED 495 Internship
1a, 4,7
PE 6.4 Communicate in ways that convey respect and sensitivity.
PED 305 M&M in Elementary PE PED 306 M&M in Secondary PE PED 495 Internship
1a, 4,7
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SECTION IV Summary of Field Experiences Prior to Internship Complete the chart below to provide summary information about the program’s required field experiences prior to internship. Two or more levels are required. Programs should use their own terms for levels. Identify required courses or other required curriculum components with field experiences at each level. Information in the chart and copies of assessments or assignments should provide evidence the program ensures candidates develop and demonstrate essential knowledge, skills, and dispositions.
SECTION IV Summary of Field Experiences Prior to Internship
Complete the chart below to provide summary information about the program’s required field experiences prior to
internship. Two or more levels are required. Programs should use their own terms for levels. Identify required
courses or other required curriculum components with field experiences at each level. Information in the chart
and copies of assessments or assignments should provide evidence the program ensures candidates develop and
demonstrate essential knowledge, skills, and dispositions.
Levels Use provider
terms, such as Phase I, Block 2, or
STEP 3.
Course List common professional
studies courses with required field experiences in the
order in which they are typically
taken.
Minimum number of
hours
Placement Requirements13
ACTS Specific Knowledge, Skills, Dispositions to Be
Developed Use plain English.
Alignment to ACTS [ex. 2.4]
Assessments 14 Identify type of
required assessment. Submit copies of assessments or
assignments
Phase 1
Total hours for Phase I is 64 clock hours
FED 200 Introduction to Education
Minimum of 7.00 hours
Of Service
Learning that equals a full
day of experiences
Community Non-profit location that serve P-12 students Diversity: Race/Ethnicity, Gender, ELL, Socioeconomic, Exceptionality, Technology, Urban, & Rural
Career Decisions: Diversity Field Experiences to Enable Candidates to Make Career Decisions and Service Learning -Experiences with diverse populations -Service Learning Community involvement -Technology to Manage Journal/Log Professional Disposition Professional Writing
ACTS 290-3-3-33 (2)(f)2,3,4,
A Day of Service - Pre-Entry Early Field Experiences for Making Career Decisions & 2-page Reflection paper
FED 200 Introduction to Education
Assignment
Educator Education Program (EPP) Interview
Philosophy of Education Self-reflection Communicating (writing and speaking)
ACTS 290-3-3-33 (2)(a) 4
Philosophy Of Education Performance Assessment Rubric
13 Placement requirements responses might include rural, urban, or suburban; Title I; grade 4-6; regional School for the Deaf and Blind; magnet school, or general education classroom.
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FED 212 Human Growth and Development
Neglect and Abuse
Mandatory Training Test
N/A Professional Responsibilities
ACTS 290-3-3-33 (2)(f) 3,4
Certificate from the training
At the end of FED 212
Assignment Select One: Urban Rural Suburban
Observations of teacher and student behaviors Parent/family Engagement Technology PTA Meeting or a Public School District’s Board Meeting
ACTS 290-3-3-33 (2)(f)2,3,4
Attendance at School Board Meeting or PTA Meeting – Early Field Experiences for Making Career Decisions Rubric Reflection Paper
FED 215 Introduction to Instructional Technology
Assignment N/A Website Critique Community and Parent Perception
ISTE Standard 2
ACTS 290-3-3-33 (2)(c)7
Website Critique Assignment
SPE 201 Introduction to the Study of Exceptional Children
Full practicum days in a semester totaling 43 hours
Disposition, Working with Diverse Learners, Limited Language Learners, & Observations of classrooms Observation, participating and leading individual, small group or whole class activities
ACTS 290-3-3-33 (2)(c) 4,5,6
1.Pre-Entry - Professional Characteristics and Diversity Readiness Assessment Rubric 2. Timesheet page
3.Pre-Entry Candidate’s Self-Assessment /Reflection 4.Pre-entry Limited Language or English Language Learners (ELL) Assignment Rubric 5.Lee vs. Macon Assignments – 10 Questions and Classroom Management Plan
Opening of School
Full practicum day in a
semester totaling 7 hours
Teaching as a career and self-assessment to become an educator Select One: Urban Rural Suburban Select Title I, Magnet School/STEM Academy, General Education, or Inclusion Classrooms
Observation of teacher and student behaviors Classroom Management Developmental Disabilities Diversity Rules and Routines Technology usage for instruction, assessment, and management Parent/Family Engagement Observe Schoolwide Operations Informal and Formal assessments
ACTS 290-3-3-33 (2)(f)2,3,4,
Opening of School Field Experiences Assessment and Time Sheet Opening of School Interview Teacher paper Opening Context Demographic Commentary Rubric
Last revised: 11-17-2017 Page 18
Select One: Elementary Middle School High School P-12 School
Differentiate Instruction
Closing of School
Full practicum day in a
semester totaling 7 hours
Teaching as a career and self-assessment to become an educator Select One: Urban Rural Suburban Select Title I, General Education, Magnet School/STEM Academy, or Inclusion Classrooms Select One: Elementary Middle School High School P-12 School
Observation of teacher and student behaviors Classroom Management Diversity Developmental Disabilities Rules and Routines Technology usage for instruction, assessment, and management Parent/Family Engagement Schoolwide operations
ACTS 290-3-3-33 (2)(f)2,3,4,
Closing of School Field Experiences Assessment and Time Sheet Closing of School Interview Teacher Paper Closing Context Demographic Commentary Rubric
1.Professional Dispositions Rubric 2. Pre-Clinic Field Experiences Attendance Form-Methods Courses
Last revised: 11-17-2017 Page 19
Rural Suburban Socio-economical Title I Magnet/STEM Academy Assignment Elementary
Reflect upon instructional and pedagogical practices & prepare reflection papers Using technology for instruction.
3. Impact on Student Learning Project Rubric 4. Planning for Instruction Rubric, Lesson Plan Templates, and Reflection Paper 5. Phase 2- Technology Survey
PED 306
39 hours
Physical Education Classroom to span the grade levels of certification, Assigned to Urban Rural Suburban Socio-economical Title I Magnet/STEM Academy Assignment
High School
Plan Lessons/ unit block plan , engage in observations and participation in team teaching with a mentor teacher Small group/ large group teaching
Develop a 36 weeks Unit Block plan for Secondary school PE
SED 409 Teaching
Reading in the Content Area
and
77hours
N/A Strategies and skills for teaching reading
ACTS Standard
7 (g)
Certificate of Completion Alabama Reading Initiative
(ARI) Professional Development
American Red Cross or Other
organization training
approved
N/A First Aid CPR/AED
ACTS Standard 10 ACTS 290-3-3-33 (2)(f)3
American Red Cross Certificate or other approved Professional Development
SEE FIELD EXPERIENCE ASSIGNMENTS PLUS RUBRICS ON THE FOLLOWING PAGE
Are field experiences always completed in the order noted above? If no, provide additional information about other possible sequences of required field experiences.
Last revised: 11-17-2017 Page 20
SECTION V Presentation of Data and Analysis
1. Use a separate coversheet with each Key assessment. For each Key Assessment, submit the coversheet, rubric or scoring guide, data, and data analysis as one document in SharePoint. The coversheet is available online at: http://www.alsde.edu/sec/ep/Pages/programreviews-all.aspx?navtext=Program Reviews. Click on the CIEP Template tab and scroll to the bottom of the page.
2. Refer to the CIEP Rubric for Key Assessments for criteria used by review teams to evaluate each Key Assessment and its rubric or scoring guide, data table(s), and data analysis.
The CIEP Rubric for Key Assessments is available on the same web page listed above. It is located at the top of the page.
SECTION VI Discussion of How Data Analysis across Key Assessments Informs Continuous Improvement
Include a document, no more than four pages in length, presenting evidence that assessment results have been analyzed and have been or will be used to improve candidate performance and strengthen the program. This description should summarize principal findings from the evidence, the faculty’s interpretation of those findings, and changes made (or planned) in the program as a result. Describe the steps the faculty has taken to use information from assessments for improvement of both candidate performance and the program. This information should be organized around: 1. Content knowledge
2. Ability to fulfill identified professional responsibilities
