I.HPS 4850 STUDENT TEACHING IN HEALTH AND PHYSICAL EDUCATION (P-12)
KENNESAWSTATEUNIVERSITY
DEPARTMENT OF HPE
SPRING 2014
II.INSTRUCTOR:Dr. Tom Donovan
CC 3041770/423-6485;
email:
Web Page:
Office Hours: By appointment
III.CLASS MEETING:Daily, all day in local school
Meetings – T 5:00-6:15 PM CC 1054
IV.TEXT(S):
Center for Field Experiences and Partnerships. Field Experience Handbook.Kennesaw, GA: Bagwell College of Education, KennesawStateUniversity
Required Text:
Chalk and Wire e-Portfolio Account –
Beginning Summer 2007, all newly admitted teacher education candidates will be required to purchase a Chalk and Wire e-Portfolio account. This web-based application will be used in multiple courses throughout your program, but you will only need to purchase your account ONE time since the accounts are good for five years. Accounts must be purchased through the KSU Bookstore. For additional information on how to purchase the account, the purpose of Chalk and Wire, and training opportunities please visit our website at
V.CATALOG COURSE DESCRIPTION:
Full-time teaching experience under the supervision of a public school supervising teacher and a college supervisor. S/U grading only.
VI.PURPOSE/RATIONALE:
The purpose of this course is to develop and refine the skills required to integrate the pedagogical skills of physical education into a comprehensive delivery system for the selected grade level of instruction.
Conceptual Framework:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN TEACHING AND LEARNING
Our vision as a nationally recognized Education Program Provider (EPP) is to remain at the forefront of educator preparation. Informed by responsive engagement in collaborative partnerships, we advance educational excellence through innovative teaching in an ever-changing global and digital learning environment. Our mission is to prepare educators to improve student learning within a collaborative teaching and learning community through innovative teaching, purposeful research, and engaged service. The essence of our vision and mission is captured in the theme Collaborative Development of Expertise in Teaching, Learning and Leadership which was adopted in 2002 to express concisely the fundamental approach to educator preparation at KSU.
The Education Program Provider (EPP) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers, teacher leaders and school leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and to enhance the structures that support all learning. To that end, the EPP fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the EPP conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the EPP recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, local communities, public and private schools and school districts, parents and other professional partners, the EPP meets the ultimate goal of bringing all of Georgia’s students to high levels of learning.
Knowledge:The physical education teaching field component includes the study of human movement and the knowledge from allied fields. The discipline expressed through the required coursework known as the teaching field is comprised of an integrated knowledge base grounded in the sciences and behavioral sciences that contribute to our understanding of human behavior in the context of movement. Therefore, this body of knowledge underlying human movement may extend well beyond that which prospective teachers may be expected to teach.
Skill:Prospective teachers should also be proficient in a variety of movement forms (dance, sport, leisure, and fitness activities, and basic skills fundamental to sports and games). In addition, they should demonstrate competence in skills necessary to plan, implement, and evaluate physical education programs. These skills include effective instructional methods skills, organizational and managerial techniques, analysis of human movement relative to desirable models and corrective feedback techniques to improve movement proficiency, and finally, assessment techniques to determine student achievement and instructional effectiveness.
Disposition: Finally, commitment to the profession is a component stressed throughout coursework and field experiences. Knowledge and skill in one's teaching specialty are important but having the right disposition/attitude clearly distinguishes those who view teaching as a profession and those who view it as a job. Positive dispositions are evident when candidates attend professional meetings to learn, when their lessons show energy and enthusiasm, when they volunteer to be a part of community based activities related to their teaching fields, and when they put in extra hours in preparation for their lessons because they care about the quality of the learning experiences for their students. A positive disposition is assessed by the quality of responsible efforts.
Knowledge Base: The knowledge base for the student teaching experience is derived form the KSU physical education core of courses along with the professional skills' classes and professional education courses in health and physical education.
Use of Technology: Candidates utilize video tape to analyze their teaching styles and skills using computer programs. Candidates also use video taped information to enhance their lessons.
Diversity:The KSU Educator Preparation Provider (EPP) believes all learners are entitled to equitable educational opportunities. To that end, programs within the EPP consist of curricula, field experiences, and clinical practice that promote candidates’ development of knowledge, skills, and professional dispositions related to diversity identified in the unit’s conceptual framework, including the local community, Georgia, the nation, and the world. Curricula and applied experiences are based on well-developed knowledge foundations for, and conceptualizations of, diversity and inclusion so that candidates can apply them effectively in schools. Candidates learn to contextualize teaching and draw effectively on representations from the students’ own experiences and cultures. They learn to collaborate and engage with families in ways that value the resources, understandings, and knowledge that students bring from their home lives, communities and cultures as assets to enrich learning opportunities. Candidates maintain high expectations for all students (including English learners, students with exceptionalities and other historically marginalized and underrepresented students), and support student success through research-based culturally, linguistically, and socially relevant pedagogies and curricula.
KennesawStateUniversity provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of 1990. A number of services are available to support candidates with disabilities within their academic program. In order to make arrangements for special services, candidates must visit the Office of Disabled Student Support Services (770-423- 6443) and develop an individual assistance plan. In some cases, certification of disability is required.
Please be aware that there are other support/mentor groups on the campus of KennesawStateUniversity that address each of the multicultural variables outlined above. For more information, contact the Student Life Center at 770-423-6280.
Professional Involvement. While participating in all field experiences, you are encouraged to be involved in a variety of school-based activities directed at the improvement of teaching and learning. Activities may include, but are not limited to, tutoring students, assisting teachers or other school personnel, attending school board meetings, and participating in education-related community events. As you continue your field experiences, you are encouraged to explore every opportunity to learn by doing.
Professional Portfolio Narrative:
A required element in each portfolio for TOSS, Student Teaching, and the Graduate Program is the portfolio narrative. The purpose of the portfolio narrative is to ensure that every candidate reflects on each of the proficiencies on the CPI with regard to what evidence the candidate has selected for his/her portfolio. In your portfolio, you need to include a brief narrative in which you reflect on each proficiency and how you make the case that the evidence you have selected in your portfolio supports a particular proficiency, using the Portfolio Narrative Rubric as a guide. Unless you are told differently by your program area, the length of the reflection is up to you, yet it should be concise.
Impact on Student Learning Analysis:
It is our assumption that you are already assessing the influence of your instruction on your students’ learning and that you are considering what factors, such as student diversity, might affect your students’ achievement. For this assignment, you will select a lesson, activity, unit, or skill that you plan to teach this semester and analyze its impact on your students’ learning. Then, you will reflect on the impact on your students’ learning on that particular lesson, activity, unit, or skill using the “Impact on Student Learning Analysis” Rubric as a guide. You will want to consider how the differences that every student brings to the classroom setting may have influenced learning (see definition of “every student” at the top of attached “Impact on Student Learning” rubric). Unless you are told differently by your program area, the length of the reflection is up to you, but it should be concise. (See Directions for “Impact on Student Learning Analysis” that accompanies the Rubric for greater detail.)
Unit Performance Outcomes From PTEU Conceptual Framework
Outcome 1: Subject Matter Expert
1.1Candidate demonstrates broad, in-depth, and current knowledge of discipline content.
1.2Candidate represents content accurately.
1.3Candidate connects content to other disciplines and applies it to common life experiences.
1.4Candidate uses pedagogical content knowledge effectively.
Outcome 2: Facilitator of Learning
2.1Candidate demonstrates knowledge of how learners develop, learn and think.
2.2Candidate successfully motivates students to learn.
2.3Candidate creates and implements instruction that embodies multiple cultures and a rich, diverse curriculum.
2.4Candidate creates effective, well-managed and active learning environments.
2.5Candidate creates environments that reflect high expectations for student achievement.
2.6Candidate designs effective instruction.
2.7Candidate implements effective instruction that positively impacts the learning of all students.
2.8Candidate uses a variety of methods, materials, and technologies.
2.9Candidate utilizes a variety of strategies to assessstudent learning.
2.10Candidate uses the results of assessments to improve the quality of instruction.
Outcome 3: Collaborative Professional
3.1Candidate communicates effectively orally and in writing
3.2Candidate reflects upon and improves professional performance.
3.3Candidate builds collaborative and respectful relationships with colleagues, supervisors, students, parents and community members
3.4Candidate displays professional and ethical behavior.
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VII.COURSE GOALS/OBJECTIVES:
Candidates will:
1.Plan lessons and units of instruction that are appropriate to the level of student achievement and demonstrate concepts and strategies related to skillful movement and physical activity (2.1)
2.Use a variety of sources for evaluation of one's own teaching effectiveness. (3.1)
3.Demonstrate good teaching skills in all instructional classes which incorporate interdisciplinary learning experiences from multiple subject areas and uses appropriate cues and prompts. (1.3)
4.Evaluate student progress using tests and methods judged as valid measures of performance and understands and uses formal and informal assessment strategies to foster physical, cognitive, social, and emotional development of learners in physical activity. (2.5)
5. Demonstrate that all aspects of the instructional process (plan, execute, evaluate) take into account the developmental characteristics of the learner and promote the assumption of responsibility for one’s own learning. (2.1)
6.Demonstrate proper use of the English language in all forms of communication. The preservice teacher will use knowledge of effective verbal, nonverbal, and media communication techniques to foster inquiry, collaboration, and engagement in physical activity settings. (3.1)
7. Plan, execute, and evaluate at least one complete unit of instruction that is developed in a format appropriate for the grade level and utilizes the state’s QCCs and NASPE Standards. (1.3)
8. After a period of orientation and a gradual increase in responsibility, take full responsibility in all classes for daily instruction, including planning and evaluation of each unit, at least 70% of the total number of weeks. (2.4)
9. Demonstrate flexibility and good judgment in handling unexpected interruptions, emergencies, and student misconduct The preservice teacher will 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. (2.5, 3.1)
10. Plan and carryout instruction that takes into account different physical/mental barriers that some students have in acquiring skill and knowledge of subject matter. The preservice teacher will understand how individuals learn and develop and can provide opportunities that support their physical, cognitive, social, and emotional development. (2.1, 2.4)
11.Use technology in at least one of their lessons. (1.2,
12 Understand how individuals differ in their approaches to learning and create appropriate instruction adapted to these differences. (2.2, 2.5)
13. Evaluate the effects of his/her actions on others (e.g. learners, parents/guardians, and professionals in the learning community) and seek opportunities to grow professionally through attendance and participation at workshops, conferences, and utilize professional literature to facilitate their teaching. (3.1)
14. Foster relationships with colleagues, parents/guardians, and community agencies to support learners’ growth and well-being. (3.2)
ASSESSMENT OF GOALS/OBJECTIVES
All assessments for student teaching will be ongoing and provided by the collaborating teacher, the university supervisor, and a self-evaluation by the candidate. Candidates will complete: 1) an Impact on Student Learning Analysis, 2) an e-portfolio and a Portfolio Reflective Narrative, 3) Lesson Plans (at least one that includes technology), 4) a self-evaluated CPI, and 5) a weekly journal of their experiences while student teaching.
Candidates receive weekly visits from the college supervisor to assess their performance of the stated objectives. There is also a weekly conference between the candidates and the collaborating teacher at which time an evaluation of the week's work is completed. There is a formal mid-term and final evaluation form which are completed by the cooperating teacher and the college supervisor. The evaluation of the candidate's teaching is accomplished with on site visits as well as video tape analysis.
VIII.COURSE REQUIREMENTS/ASSIGNMENTS:
1.Abide by regulations stated in CFEP Field Experiences Handbook.
2.Fulfill all responsibilities outlined and described in supporting documents distributed at the time of the meeting with cooperating teacher and college supervisor.
3.Maintain a "B" average in all written work and classroom instruction.
4. Complete daily log (written or audio) of experiences.
5. Complete weekly evaluations of assigned responsibilities in the school
6. Candidates will complete five on-campus seminars. The first and last seminars will be conducted by Dr. Vickie McLain, Director of the Center for Field Experiences and Partnerships. Seminars 2-4 may cover the following material (or be revised as needed): Working with Parents; Resume Preparation; Working with students with Special Needs. These seminars are required and attendance is mandatory.
New Teacher Education Program Requirement: edTPA
Teacher education candidates in all undergraduate and MAT programs who will complete student teaching or their final internship in fall 2015, or subsequent semesters, will be required to complete and pass edTPA, a new content pedagogy assessment before earning certification. This new assessment is mandated by the Georgia Professional Standards Commission; thus, all education preparation providers in GA (e.g., public and private colleges/universities, RESAs, and school districts) will be required to administer it. Passing edTPA to receive certification is in addition to earning a passing score on the GACE content exams. (It is unknown at this time as to whether candidates will need to pass edTPA to earn a degree.) Candidates will complete edTPA during student teaching or final internship. Since edTPA is scored by external reviewers, as is GACE, students will pay a fee for the assessment. The amount of the fee is unknown at this time.
Programs are currently embedding edTPA in their coursework. A select number of student teaching candidate portfolios will be submitted to Pearson for external assessment in Spring 2014; however, official Pearson scores on these portfolios will not impact grades and results of this spring submission will not impact certification for candidates.
All candidates—both those currently enrolled and those who may not be taking coursework at this time—who cannot complete student teaching or their final internship prior to fall 2015 may be required to take additional coursework that will prepare them for this assessment if they are unable to complete student teaching or their final internship before fall 2015. All candidates should discuss their timelines for graduation with their program advisor.
edTPA Handbook/Materials Candidate Access
edTPA is a formal, copyrighted assessment. Handbooks, rubrics, candidate work, B-12 student work used in edTPA and video recordings for edTPA must remain behind a secure location. For this reason, KSU has chosen to use Chalk and Wire to distribute and store edTPA materials and candidate work. Handbooks, rubrics and candidate work, including video recordings, may not be emailed or loaded to an alternate site, such as D2L. All teacher candidates are required to read carefully, electronically sign, and abide by a confidentiality agreement located in Chalk and Wire within the first two weeks of class. Failure to do so will be viewed as a breech in ethics and may trigger a review by the department’s admissions and academic standing committee to determine whether the candidate (and under what conditions) may continue in the program.