Program Report for the
Initial Preparation of Physical Education Teachers
American Alliance for Health, Physical Education, Recreation, &
Dance/American Association for Health Education (AAHPERD/NASPE)
NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION
COVER SHEET
Institution
Northern Arizona University
Date submitted
State
Arizona
February 1, 2008
Name of Preparer Stephen Palmer
Phone #
(928) 774-2645
Email
[email protected]
Program documented in this report:
Name of institution’s program (s) Health Sciences–Physical Education & School
Health
Grade levels for which candidates are being prepared K-12
Degree or award level Bachelor of Science in Education, M.Ed. with certification,
physical education emphasis
Is this program offered at more than one site?
Yes
No
If yes, list the sites at which the program is offered
Title of the state license for which candidates are prepared
Arizona Provisional Certificate in Secondary Physical Education
Program report status:
Initial Review
Response to a Not Recognized Decision
Response to National Recognition with Conditions
Response to a Deferred Decision
State licensure requirement for national recognition:
NCATE requires 80% of the program completers who have taken the test to pass the applicable
state licensure test for the content field, if the state has a testing requirement. Test information
and data must be reported in Section III. Does your state require such a test?
Yes
No
Program Report Template—AAHPERD/NASPE
1
Northern Arizona University
GENERAL DIRECTIONS
To complete a program report, institutions must provide evidence of meeting AAHPERD/NASPE standards
based on data from 6-8 assessments. In their entirety, the assessments and data required for submission
in this report will answer the following questions:
•
•
•
•
•
Have candidates mastered the necessary knowledge for the subjects they will teach or the jobs they
will perform?
Do candidates meet state licensure requirements?
Do candidates understand teaching and learning and can they plan their teaching or fulfill other
professional education responsibilities?
Can candidates apply their knowledge in classrooms and schools?
Do candidates focus on student learning?
To that end, the program report form includes the following sections:
Section I. Context (6-page maximum narrative, plus three attachments not to exceed 5 pages each)
Provide general information on the program as specified by the directions for this section.
Section II. List of Assessments (completion of chart)
Using the chart included in this report form, indicate the name, type, and administration point for each of
the 6-8 assessments documented in this report. (Note that Section IV of the report form lists examples of
assessments that may be appropriate for each type of assessment that must be documented in the
program report.)
Section III. Relationship of Assessments to Standards (completion of chart)
Using the chart included in this report form, indicate which of the assessments listed in Section II provide
evidence of meeting specific program standards.
Section IV. Evidence for Meeting Standards (attachments of the assessment, scoring guide/criteria,
and data tables plus a 2-page maximum narrative for each of the 6-8 assessments)
Attach assessment documentation plus a narrative statement for each assessment as specified by the
directions for this section.
Section V. Use of Assessment Results to Improve Candidate and Program Performance (3-
page maximum narrative)
Describe how faculty are using the data from assessments to improve candidate performance and the
program, as it relates to content knowledge; pedagogical and professional knowledge, skills, and
dispositions; and student learning.
Section VI. For Revised Reports Only
Describe what changes or additions have been made in the report to address the standards that were not
met in the original submission. List the sections of the report you are resubmitting and the changes that
have been made. Specific instructions for preparing a revised report are available on the NCATE web site
at http://www.ncate.org/institutions/process.asp?ch=4.
Format and page limits for narrative sections and attachments:
Narrative: Sections I, IV, and V include narrative sections based on specific directions and page limits.
Page limits are based on single-spaced text using 12-point type.
Attachments: Sections I and IV include attachments. In general, attachments should be no longer than
the equivalent of five text pages.
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SPA Program Report - NASPE
Î NCATE staff may require institutions to revise reports that do not follow directions on format and page
limits. In addition, hyperlinks imbedded in report documentation will not be read by reviewers and cannot
be used as a means of providing additional information.
______________________________________________________
Program report information on the web: http://www.ncate.org/institutions/process.asp?ch=10.
To download report forms: http://www.ncate.org/institutions/programStandards.asp?ch=4.
Specific Instructions for NASPE (Initial)
Who Should Submit Program Reports:
The Initial Standards relate to programs whose candidates will be receiving initial
licensure in physical education upon graduation.
NASPE National Recognition Decision Rules:
All standards must be met.
Additional Assessment Types (beyond the first 5 required types) required by
NASPE:
None
Other specific information required by NASPE only:
None
Will NASPE accept grades as one of the assessments?
Yes. However, if grades are used as the assessment or included in the assessment, you
must provide information on the criteria for those grades and describe how they align
with the specialty standards
Other resources are available on the NASPE web site at:
http://www.aahperd.org/naspe/template.cfm?template=programs-ncate.html
Program Report Template—AAHPERD/NASPE
3
Northern Arizona University
Section 1.1: Context
Northern Arizona University is located in Flagstaff, Arizona, a city of approximately 60,000.
Flagstaff is relatively isolated in Northern Arizona, requiring at least a 90 minute drive to reach
any other metropolitan area. Phoenix lies 150 miles to the south, Kingman 150 miles to the West,
Tuba City 100 miles to the North, and Winslow 80 miles to the East. Flagstaff Unified School
District (FUSD) is the only public school system within the city. FUSD is comprised of 10
elementary schools (grades K-6) covered by 8 physical education specialists, two middle schools
(7-8), and three high schools.
Physical Education teacher education is housed in the Department of Health Sciences Physical
Education and School Health (PESH) teacher education program. Graduates of the Health
Sciences PESH program earn a B.S. in Education through a 129 credit hour extended major. The
College of Education also offers a Master’s Degree in Education with certification emphasis in
physical education. These graduate candidates take 28 hours of Physical Education coursework
and 31 hours (including 12 student teaching credits) from the college of education. The courses
master’s candidates take in physical education are the same as those required of undergraduate
candidates. All Bachelor’s and master’s graduates are eligible for an Arizona secondary teaching
credential in physical education and health education. The physical education portion of the
program is aligned to the NASPE beginning teacher standards. The school health teacher
education portion of the program is aligned to the AAHE standards (addressed in a separate SPA
report).
Of 129 total credit hours in the undergraduate program, 64 are offered through the department of
Health Sciences (HS) and an additional 18 credit hours are taken in the College of Education
(COE), as required for Arizona teacher certification. Of the credit hours offered in HS, 27 hours
are specific to Physical Education, 21 units specific to School Health, with the remaining 16
credit hours of coursework in the department targeting both Physical Education and School
Health outcomes. The twelve unit capstone course, student teaching, is offered through the COE,
but coordinated and supervised by the department of Health Sciences Physical Education and
School Health faculty.
Candidates are trained to guide K-12 students to meet the Arizona State Physical Activity
Standards, adopted in 1997. The seven Arizona Physical Activity standards were developed
loosely from the 1995 NASPE National Standards for Physical Education, and have not been
updated following the 2004 revisions to the National Physical Education Standards. Arizona K12 standards deviate from the 2004 National standards in that AZ standard 1 combines National
standards 1 & 2, addressing content knowledge necessary to perform motor skills. Arizona
standards 2 & 4 combined most closely align with National standard 4, as standard 2 addresses
knowledge necessary to be an informed physical activity consumer and standard 4 addresses
physical activity participation. Arizona standards 5 focuses on self-behaviors resulting in
physical activity participation, while standard 6 addresses respect for differences in physical
activity settings, corresponding to NASPE standard #5 . Arizona standards 3 and 7 are most
closely aligned with National standards 3 and 6 respectively.
Successful graduates of the PESH program receive their institutional recommendation from
NAU, which is required by Arizona State for teacher licensure. Additionally, candidates are
prepared to pass the Arizona Educator Proficiency Assessment (AEPA) professional knowledge
test. There is no content test in physical education developed for Arizona physical educators nor
is such a test required in Arizona.
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SPA Program Report - NASPE
Section 1.2: Field & Clinical Experiences
Within the first year of the program, candidates are advised to enroll in HS 408: Fieldwork in
Physical Education and School Health. This one credit hour course requires 45 hours of contact
time in schools of which 40 hours are spent directly observing and assisting approved physical
education and health education teachers in K-12 schools (see Table 1). Candidates spend on
average four semesters completing their HS 408 assignment. HS 408 is intended as exposure and
“low-stakes” involvement in K-12 schools.
Formal fieldwork beyond HS 408 is embedded within courses and was designed to enable
candidates to apply knowledge and skills attained in their coursework in developmentally
appropriate settings (see Table 2). Clinical and fieldwork experiences progress from
microteaching small groups of peers (HS 315), to teaching groups of 5-6 children in ideal
facilities at NAU (HS 465), to teaching groups of 10-11 children in a school setting (HS 425),
and ending with the capstone student teaching experience. Outcomes progress from
demonstrating principles of effective instruction in peer teaching assignments, to differentiating
instruction and assessing learning just prior to and during student teaching. Candidates must
complete 651 contact hours with K-12 students, 75 of which must be completed prior to student
teaching.
Following are the courses through which candidates complete practicum hours.
HS 408: Fieldwork Experience (1 credit hour)
Early fieldwork experience in physical education and school health – 30 contact hours in
schools
HS 325: Growth & Movement Behavior (3 credit hours)
Assessment of infant to young adolescent growth and motor behavior - 10 contact hours
in schools
HS 345: Physical Activity for Middle School (3 credit hours)
Interdisciplinary observations, interaction with middle school students, and assisting in
physical education lessons – 4 contact hours with middle school students.
HS 365: Physical Activity for Special Populations (3 credit hours)
Assisting working with classes and children with special needs - 10 contact hours in
schools
HS 465: Physical Activity for Elementary School (3 credit hours)
Culminating activity of 3-4 lessons taught to and assisting small groups of elementary
students at NAU facilities. - 3 contact hours with children.
HS 425: Planning & Implementing School Physical Education (3 credit hours)
One week teaching, one week assisting group of 7-11 students in a K-12 school at each of
an elementary, middle and high school. 3 weeks total.- 18 contact hours with K-12
students.
ECI 495: Fieldwork in Physical Education and School Health (12 credit hours)
Student teaching in physical education and school health. Eight week elementary & eight
week secondary placement. - 576 contact hours in schools
The student teaching experience at Northern Arizona University is a one semester internship. For
PESH candidates, the sixteen-week semester is split requiring a minimum of 8 weeks working at
Program Report Template—AAHPERD/NASPE
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Northern Arizona University
an elementary school with one cooperating teacher, and a minimum of 8 weeks at a middle or
high school with another cooperating teacher. Candidates frequently spend more than 8 weeks at
a placement to demonstrate attainment of professional standards as deemed appropriate by the
cooperating teacher and university supervisor, or to finish teaching units of instruction.
At each 8-week placement, candidates spend approximately one week assisting the cooperating
teacher, another week teaching parts of lessons, a third week team planning and teaching lessons
after they are modeled by the cooperating teacher, with the final 4-5 weeks planning and
teaching all lessons.
All cooperating teachers in FUSD that are considered for student teaching placements have
attended inservice workshops and meetings with NAU faculty, most of which were in
conjunction with PEP grant activities from 2003-2007. PESH faculty members assign student
teaching placement.
Due to limited numbers of qualified placements within FUSD, and because demand often
surpasses availability of qualifying placements, efforts are currently underway to establish
clinical sites and relationships with teachers at locations around Arizona. Currently, candidates
who have a minimum GPA of 3.5 can request to student teach at approved clinical sites outside
of Flagstaff. Cooperating teachers at these sites have been identified by, and have met with
PESH faculty members to determine compatibility of their teaching philosophy and
characteristics with those of the program and of what the literature identifies as effective
cooperating teachers. Prior to student teacher assignment, all cooperating teachers meet with at
least one PESH faculty member to outline responsibilities for the members of the student
teaching triad.
All cooperating teachers meet the following criteria: Minimum 3 years K-12 physical education
teaching experience, model principles of effective instruction, agree to allow candidates to be
innovative in teaching, and agree to provide support and feedback to the student teacher.
Candidates are supervised by one of three full-time PESH faculty. Supervisors are assigned to
candidates by the PESH faculty while considering teaching load. The student teaching triad is
based on the common goal of helping the student teacher to successfully guide K-12 children to
become physically active and healthy for life.
Section 1.3: Criteria for Admission, Retention and Exit
Transition Point 1 - Entrance to Education Program
Candidates must have taken a minimum of 45 credit hours with a minimum GPA of 2.5, or have
a minimum GPA of 2.5 in liberal studies courses. Additionally, they must have a grade of C or
better in math 110 or 114 or the equivalent; a minimum GPA of 3.0 in English 101 and 102 or
English 105 or the equivalent; and completion of at least three hours of physical education
coursework with a minimum GPA of 2.5. They must submit a letter of recommendation from a
supervisor of their work with youth, provide proof of fingerprint clearance, verify that they have
applied for admission to Northern Arizona University, and attend a Teacher Education
Orientation meeting
Transition Point 2 - Admission to Capstone Course
Candidates must maintain a GPA of 2.5 with no grade in a professional course below C; they
must successfully complete planning, showcase video, and the comprehensive exam assignments
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SPA Program Report - NASPE
that document proficiency in planning, assessment, and management; and demonstrate
professional dispositions.
Transition Point 3 - Completion of Capstone Course
Candidates must demonstrate professional standards as documented by their university
supervisor; they must successfully document their ability to affect student learning; they must
complete a disposition survey.
Transition Point 4 - Program Completion and Graduation
Candidates must maintain a minimum GPA of 2.5 with no grade in a professional course below
C; they must successfully complete student teaching, and complete an exit survey.
Section 1.4: Relationship of the program to the unit’s conceptual framework
The Health Sciences Physical Education & School Health (PESH) program is housed in the
College of Health & Human Services and has the same conceptual framework as the Professional
Education Unit. The Vision and Mission Statements of NAU’s Professional Education Unit are
as follows:
Vision Statement: “We develop educational leaders who create tomorrow’s opportunities.”
Mission Statement: “Our mission is to prepare competent and committed professionals who will
make positive differences for children, young adults, and others in schools.”
The professional education unit at Northern Arizona University seeks to prepare educational
leaders who create tomorrow's opportunities for young people: opportunities to learn and
opportunities to improve their lives, their communities, and their prospects for the future. We
work to prepare professionals who will succeed as they begin their careers and who maintain the
disposition to grow professionally and work for the continuous improvement of these institutions
in the face of a changing society. The HS PESH program contributes to this vision and mission
by/through preparing candidates to serve in professional and leadership roles in health promotion
and disease prevention capacities, and to promote the health and well-being of individuals and
communities.
The Goals for Initial Programs stated in the Professional Education Unit’s conceptual framework
are to prepare professionals with the content knowledge and skills necessary to enhance student
learning and with the dispositions needed to be confident, open-minded, ethical, and empathic
practitioners. The HS PESH program assesses our candidates’ knowledge and skills and uses the
assessment data for decisions regarding their advancement throughout the program (transition
points). It also uses this assessment information for program evaluation and improvement. Our
program (teaches and assesses and/or is in the process of developing teaching and assessment
strategies for) our candidates’ demonstration of our dispositions: confidence (self-efficacy), open
minded, ethical, and empathy (caring). Our candidates are required to demonstrate the
knowledge, skill, and dispositional competencies required of beginning teachers by the time they
exit the program.
The Physical Education and School Health Program’s Conceptual Framework and underlying
philosophy is directly aligned with the Professional Education Unit’s Conceptual Framework and
NAU’s Values. Specifically, NAU specifies a goal of “Student Success”, while the unit and HS
department goals specify “learner centered education. Valuing diversity is consistently aligned
among the university, unit and HS department, as is excellence in education (scholarship,
Program Report Template—AAHPERD/NASPE
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Northern Arizona University
innovation & inquiry), integrity and civility (advocacy & professional dispositions) and lifelong
learning. Table 3 describes the relationship among the educational values and goals.
Section 1.5: Unique Program Assessments
The PESH program assessment system parallels the unit assessment system which is based on
four transition points. These transition points are 1) Admittance to the program, 2) Admittance to
the capstone experience - Student Teaching, 3) Completion of capstone course, and 4)
Graduation from NAU. The HS PESH program has developed unique assessments that
correspond with transition points 2 and 3. There are no unique program assessments associated
with transition points 1 and 4.
Transition Point 2 – Admission to Student Teaching
Program area faculty across the unit are responsible for screening candidate content, pedagogy,
and pedagogical content knowledge. Candidates in the PESH program must satisfactorily
complete the following assessments to meet the requirements for Transition Point 2.
Content Knowledge
Comprehensive examination administered during HS 425. Subset of questions aligned with
NASPE outcomes must all be completed with an 80% pass rate. See Assessment #1 in this
report.
Pedagogy
Showcase lesson, taught to a group of approximately 10 elementary school students through
which candidates demonstrate effective pedagogical skills, as well as differentiate instruction for
students. Candidates must meet or exceed 80% of expectations to be eligible for student
teaching.
Pedagogical Content
Candidate Work Sample posted to Taskstream, completed during HS 425. This assignment
requires candidates to document assessing existing knowledge and skills with k-12 students,
planning and delivering instruction, and evaluating and reflecting on student learning based on
instruction. See assessment #5 included in this report.
Transition Point 3 – Completion of Student Teaching
Unit requirements for completion of student teaching include meeting expectations on the
generic unit student teaching evaluation form, document candidate ability to effect student
learning, and candidate completion of a dispositions survey. The HS PESH program has added
and refined assessments for completing student teaching with a) a supplemental student teaching
evaluation form, b) requiring a “Resource Notebook”, c) Professional Portfolio, and d) an
expanded Candidate Work Sample to document effect on student learning.
Supplemental Student Teaching Evaluation form
All university teacher candidates must demonstrate meeting professional standards as
documented by their university supervisor using a student teaching evaluation form. All unit
supervisors evaluate student teachers using the same form. In addition to the unit form, HS
PESH supervisors evaluate PE candidates using the supplemental PESH Student Teaching
Evaluation form that is aligned with NASPE outcomes (see assessment 4).
Resource/Planning Notebook
Candidates must organize and display unit objectives, lesson objectives and plans, a block plan,
all evaluations and reflections in a resource notebook. Progress on developing and maintaining
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SPA Program Report - NASPE
their work throughout the student teaching experience is evaluated formatively by a “Student
Teacher Observation Form”, and summatively at the end of the experience using a rubric and
checklist specific to the resource notebook. Candidates will not pass student teaching unless this
resource notebook is satisfactorily completed.
Professional Portfolio
Candidates display their best work in a professional teaching portfolio that can be used for the
job search process. A separate checklist and rubric is used to assess professional portfolios.
Candidates will not pass student teaching until this portfolio is satisfactorily completed.
Candidate Work Sample
The unit requires this assignment, however, PESH faculty revised this assignment and developed
a scoring guide specific to NASPE outcomes to use in place of the generic unit assessment. The
revised document is inclusive of the original assignment, but supplements this with additional
criteria specific to NASPE. This work sample is required in HS 425, and is described in
Assessment 5.
Attach the following contextual information:
1. A program of study that outlines the courses and experiences required for
candidates to complete the program. The program of study must include course
titles. (This information may be provided as an attachment from the college catalog
or as a student advisement sheet.)
2. Chart with the number of candidates and completers (Attachment A at end of form).
3. Chart on program faculty expertise and experience (Attachment B at end of form).
Program Report Template—AAHPERD/NASPE
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SECTION II— LIST OF ASSESSMENTS
In this section, list the 6-8 assessments that are being submitted as evidence for meeting the AAHPERD/NASPE standards. All
programs must provide a minimum of six assessments. If your state does t require a state licensure test in the content area, you
must substitute an assessment that documents candidate attainment of content knowledge in #1 below. For each assessment,
indicate the type or form of the assessment and when it is administered in the program.
Name of Assessment 1
1
[Licensure assessment, or other content-based
assessment]
Type or
Form of Assessment 2
Content Comprehensive Examination
Comprehensive Exam
2
[Assessment of content knowledge in physical
education]
Motor Skill Assessments
Motor Skill Assessments
3
[Assessment of candidate ability to plan
instruction]
Unit/Yearly Plans
Unit/Yearly Plans
When the Assessment
Is Administered 3
Test administered during HS 425 (offered
fall semester only), must be satisfactorily
completed prior to admission to student
teaching
HS 345 (spring only), 355, 405
(fall/summer), 465 (spring only)
Middle school unit during HS 345 (spring
only), elementary scope & sequence in
HS 465 (spring only)
Student teaching
4
[Assessment of internship or clinical experiences]
ST Evaluation Form
Student teaching evaluation form –
Checklist
5
[Assessment of candidate effect on student
learning]
Project
HS 425 (fall semester within one year
prior to student teaching)
Additional assessment that addresses
AAHPERD/NASPE standards (required) ]
Project
HS 425 (fall semester within one year
prior to student teaching)
Additional assessment that addresses
AAHPERD/NASPE standards (optional) ]
Project
HS 435 (fall semester within one year
prior to student teaching)
Additional assessment that addresses
AAHPERD/NASPE standards (optional) ]
Portfolio
Student teaching
Candidate Work Sample
6
Showcase Video
7
Assessment Project
8
Electronic Portfolio
1
Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.
Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).
3
Indicate the point in the program when the assessment is administered (e.g., admission to the program, admission to student teaching/internship, required
courses [specify course title and numbers], or completion of the program).
2
Program Report Template—AAHPERD/NASPE
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SECTION III—RELATIONSHIP OF ASSESSMENTS TO STANDARDS
For each AAHPERD/NASPE standard on the chart below, identify the assessment(s) in Section II that address the standard. One
assessment may apply to multiple AAHPERD/NASPE standards.
AAHPERD/NASPE STANDARD
1. Content Knowledge. Physical education teachers understand physical education content and
disciplinary concepts related to the development of a physically educated person.
APPLICABLE ASSESSMENTS FROM
SECTION II
#1
#2
#3
#4
#5
#6
#7
#8
2. Growth and Development. Physical education teachers understand how individuals learn
and develop and can provide opportunities that support their physical, cognitive, social, and
emotional development.
#1
#2
#3
#4
#5
#6
#7
#8
3. Diverse Students. Physical education teachers understand how individuals differ in their
approaches to learning, and create appropriate instruction adapted to these differences.
#1
#2
#3
#4
#5
#6
#7
#8
4. Management and Motivation. Physical education teachers use an understanding of
individual and group motivation and behavior to create a safe learning environment that
encourages positive social interaction, active engagement in learning, and self-motivation.
#1
#2
#3
#4
#5
#6
#7
#8
5. Communication. Physical education teachers use knowledge of effective verbal, nonverbal,
and media communication techniques to enhance learning and engagement in physical activity
settings.
#1
#2
#3
#4
#5
#6
#7
#8
6. Planning and Instruction. Physical education teachers plan and implement a variety of
developmentally appropriate instructional strategies to develop physically educated individuals,
based on state and national (NASPE K-12) standards.
#1
#2
#3
#4
#5
#6
#7
#8
7. Student Assessment. Physical education teachers understand and use assessment to foster
physical, cognitive, social, and emotional development of students in physical activity.
#1
#2
#3
#4
#5
#6
#7
#8
Program Report Template—AAHPERD/NASPE
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Northern Arizona University
AAHPERD/NASPE STANDARD
8. Reflection. Physical education teachers are reflective practitioners who evaluate the effects
of their actions on others (e.g., students, parents/guardians, fellow professionals), and seek
opportunities to grow professionally.
9. Technology. Physical education teachers use information technology to enhance learning and
to enhance personal and professional productivity.
10. Collaboration. Physical education teachers foster relationships with colleagues,
parents/guardians, and community agencies to support students' growth and well-being.
12
APPLICABLE ASSESSMENTS FROM
SECTION II
#1
#2
#3
#4
#5
#6
#7
#8
#1
#2
#3
#4
#5
#6
#7
#8
#1
#2
#3
#4
#5
#6
#7
#8
SPA Program Report - NASPE
SECTION IV—EVIDENCE FOR MEETING STANDARDS
See assessment documents attached
Program Report Template—AAHPERD/NASPE
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Northern Arizona University
SECTION V—USE OF ASSESSMENT RESULTS TO IMPROVE
1. Content Knowledge
Health Sciences Physical Education and School Health teacher candidates meet content knowledge
expectations of a NASPE beginning teacher. Data from Assessment 1 (comprehensive exam), 2
(Motor Skills), 4 (Teacher Evaluation form), 5 (Work Sample), & 7 (Assessment Project) provide
evidence of candidates meeting all six standard 1 outcomes. Outcomes that candidates performed
particularly well include outcome 1.3 – performance concepts and strategies, and 1.6 – knowledge
of Arizona state standards.
The comprehensive examination (assessment 1) is new to the PESH program and was
implemented for the first time in Fall 2007. This exam was developed as a transition point 2
requirement: eligibility for student teaching. This exam revealed some needs in the PESH program
and has led to improvements in course activities. Results of this exam revealed candidates missed
questions corresponding with outcome 1.1, specifically related to movement concepts. As a result,
movement concept lessons and activities have been added to HS 465 beginning Spring 2008.
The assessment data also prompted discussion among PESH faculty of how motor skill (outcome
1.2) relates to candidate performance. At this time, PESH faculty are drafting competent motor
skill expectations for candidates based on game categories (tag, invasion, net/wall, fielding, target)
and recreation/fitness activities. Furthermore, appropriate expectations of candidates’ health
related fitness is also under discussion. We are considering requiring candidates to meet health
related fitness standards, similar to those for in FITNESSGRAM. We are in the process of
identifying standards appropriate for adults.
Another area the data indicated that should be addressed is outcome 1.4 – Knowledge of
Bioscience. Results from the comprehensive exam, and particularly the unit/yearly plans revealed
candidates need additional activities to reinforce the knowledge of bioscience. Beginning spring
2008, a worksheet requiring candidates to describe specific planning strategies for meeting the
developmental characteristics of young adolescents is required, providing an additional
opportunity for feedback in an effort to strengthen candidate performance on outcome 1.4.
Finally, candidate performance data suggests a need for strengthening efforts around current
physical activity issues and laws. For example, a stronger emphasis must be made on state and
national issues such as physical education in NCLB, health and obesity trends, relevance and
implications of laws such as Title IX, and national documents such as the Surgeon General’s
Report and Healthy People 2010. These concepts are addressed in a few classes, but not
comprehensively covered or assessed. Additional reading assignments and activities have been
added to HS 315, and these concepts will be reinforced in the unit/yearly plan assignments in HS
345 and 465. Overall, however, candidates display sufficient content knowledge to guide children
to become skillful competent movers.
2. Professional and pedagogical knowledge, skill & dispositions
One clear strength of the Health Sciences PESH program is our candidates’ pedagogical
knowledge and skill. Evidence from the Showcase Video, Candidate Work Sample, Unit/Yearly
Plans, Assessment Project and Student Teaching Evaluation forms reveal candidates perform well
demonstrating principles of effective instruction (standards 4, 6, 7), planning and implementing
instruction based on the Arizona State Physical Activity Standards (standard 6), and planning and
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SPA Program Report - NASPE
teaching lessons to accommodate the developmental needs of children standard 6 & 7). Although
data on outcomes 6.2 and 6.9 in the unit/yearly plans were below expectations, follow-up
assessment of the same outcomes through the student teaching evaluation, work sample and/or
assessment project reveal candidate growth and improvement in performance on developing short
and long term plans, and developing instructional cues and prompts. To help strengthen these skills
in the unit/yearly plans, a new worksheet and a lesson plan are being required earlier in the
semester in HS 345 beginning spring 2008 to reinforce outcome 6.9. The PESH faculty are
considering the point in the course of study at which candidates are asked to complete these
assignments. Many candidates complete the unit/yearly plans in their sophomore year, while the
other assessments that document these pedagogical skills are completed in their final 3 semesters.
This would explain the relatively poor performance on these outcomes in the unit/yearly plan
assessment, which warrants consideration of the appropriateness of their use as summative rather
than formative assessment projects.
Although there was relatively less evidence presented regarding standard 8 – reflective practice,
candidates performed well on those items that were presented in this report. In realizing this, the
PESH faculty began to consider that candidates are also required to maintain a “resource
notebook” that includes weekly and daily reflections during student teaching. These might serve as
additional assessments for this standard. Additionally, to further strengthen evidence of this
standard, a professional development plan has been added as a portfolio requirement beginning fall
2008.
Additionally, evidence revealed a need to strengthen candidate performance related to standards 5,
9 & 10. Efforts to address weaknesses in candidate performance relative to each of these standards
are addressed below.
Standard 5: Communication
Candidates who met expectations on standard 5 developed task sheets in their unit/yearly plans and
developed reports in Fitnessgram. Not all candidates met these expectations. Original HS 435 course
activities included using MS Mail Merge to write progress reports, but because other activities took longer
than originally planned in this course, communication activities were dropped from the schedule. The fall
2008 HS 435 calendar will be reorganized to provide sufficient time for communication. Secondly, a
bulletin board assignment has been added in HS 465, and finally, candidates student teaching beginning
spring 2008 are required to write two introductory letters to send home to parents/guardians of students in
their schools.
Standard 9: Technology
Candidates are not universally meeting expectations corresponding with standard 9 - use of
technology in teaching and learning. Data from the work sample (assessment 5) and assessment
project (assessment 7) suggest that candidates are not provided sufficient opportunities to apply the
use of technology in the PESH program. As a result, candidates will be required to apply different
technologies in their middle school unit plan beginning spring 2008. Examples include using video
cameras for self-check teaching, pedometers or heart rate monitors for monitoring physical
activity, or developing a Web-quest. Although many uses of technology are modeled by faculty
members, these new requirements should lead to candidates planning and using technology for
student learning activities.
Standard 10: Collaboration
Program Report Template—AAHPERD/NASPE
15
Northern Arizona University
Only one assessment (assessment 8 – electronic portfolio) required candidates to present evidence
of fostering collaborative relationships to support development of physically educated persons.
The scoring guide for this particular assessment was too subjective and did not lead to
differentiating candidate performance. Program changes to strengthen the collaborative efforts of
candidates have been made, and others are being considered. One new assignment is the addition
of a service project requiring candidates to conduct focus group interviews with middle school
students, use the results to design and implement a before school physical activity program, and
then present the results of this service project as a poster presentation at NAU’s College of Health
and Human Services Honors Day. Other efforts are being made to strengthen participation in the
Student’s of Health and Physical Education (SHAPE) majors club. Finally, students in HS 425 will
work with a faculty member to make a presentation at the Arizona AHPERD annual meeting
beginning fall 2009.
3. Student Learning
Candidate effect on student learning is assessed directly through the candidate work sample,
included in this report as assessment 5. Candidates must also evaluate student learning by
completing a work sample during student teaching. NASPE outcomes that correspond with student
learning include 6.9 - facilitating competent motor performance and 7.2 - assessment techniques
for evaluating student learning and communicating student progress. Every undergraduate and
graduate candidate met or exceeded expectations on rubric criteria corresponding with these two
outcomes suggesting candidates provide lesson and practice opportunities leading to student
learning. Furthermore, candidates also performed well on criteria relating to developing and
providing instruction specific to student needs (outcomes 2.1, 2.3, 3.1, & 6.3). The student
teaching evaluation form provides additional data consistent with these outcomes. Every candidate
met or exceeded student learning related expectations prior to satisfactorily completing the student
teaching experience. A third source of data related to student learning that also suggests candidates
are guiding students to learn is the showcase video. Specifically, candidates performed well on
outcome 2.3, which requires the development and selection of appropriate task opportunities to
meet the needs of students.
Overall, the results of this program review reveal that graduates of Northern Arizona University’s
Health Sciences Physical Education and School Health program are well prepared to guide
children in K-12 schools to become physically active for a lifetime. This program evaluation and
report has facilitated program changes and improvements, many of which have already begun.
Additional program changes are under discussion, while others are being developed. Our goal is to
continue to systematically evaluate candidate performance and make changes that are responsive
to the needs of our faculty, teacher candidates, schools and most importantly, K-12 children.
16
SPA Program Report - NASPE
Section IV, Assessment 1 – Comprehensive Examination
1. Description of Assessment and its use in the program:
The comprehensive examination is administered during HS 425 (offered Fall semester only) as
an open book, open notes exam that includes examination questions pertaining to primarily
content knowledge. Questions were largely adapted from content course final exam questions.
The exam is administered electronically through WebCT Vista.
The exam must be passed with an 80% correct response rate for each of the outcome criteria sets
to meet transition point II requirements. Candidates not meeting expectations on specific
question sets meet with appropriate faculty members for remediation. These sections of the exam
are then repeated. On repeated tests,
Outcome
Item #
questions are again randomly displayed, so it
Code
# questions asked of available
is likely that candidates answer new
1.1
#’s 1 - 82
questions when test sections are repeated.
5 of 82 questions
Fall 2007 was the first semester that this
1.3
#’s 83 - 101
examination was applied. Items are being
5 of 19 questions
analyzed for revision or removal and new
1.4
#’s 102 - 124
test items will be added for Fall 2008.
5 of 23 questions
1.5
#’s 125 - 128
2. Standards Alignment:
3 of 4 questions asked
The exam is organized by subsets of
1.6
#’s 129 - 137
questions that were written specifically to
5 of 9 questions asked
correspond with NASPE Beginning Teacher
Outcomes 1.1, 1.3, 1.4, 1.5, and 1.6 . The
number of questions written to each substandard and the number that appear on the test are
shown in the table to the left. Candidates taking the exam answer 3-5 randomly displayed
questions of those available corresponding with each question set. For example, candidates must
answer 5 randomly selected questions of 82 available items corresponding with outcome 1.1:
Fundamental Movement Knowledge.
3. Results
Comprehensive exam results revealed that on the first attempt, 75% or more of candidates met
minimum requirements on question sets corresponding with NASPE outcomes 1.3 & 1.6. Fewer
that 75% of candidates met minimum requirements corresponding with NASPE outcomes 1.1,
1.4, & 1.5. All students not meeting minimum requirements for any question subset met with the
appropriate faculty for remediation. On repeated attempts of question subsets following
remediation, all 12 candidates met the 80% correct response rate for all question subsets.
4. Evidence for Meeting Standards
Results suggested that overall, candidates performed satisfactorily on the comprehensive exam
and demonstrate sufficient content knowledge (NASPE Standard 1). Because a relatively low
number of candidates met the expectation for questions aligned with subsets 1.1, 1.4 and 1.5 on
their first attempt, candidate performance on these three question subsets was further analyzed to
identify potential explanations, and for program implications.
1.1 – Item analysis revealed the questions most often missed corresponded with a) movement
concepts, and b) sport specific cues. Movement concepts are covered in HS 465: Teaching
Elementary Physical Education. On a closer look at course activities, most activities and
assignments corresponded with skill themes. For example, the scope & sequence assignment
required students to develop content around skill themes. Only one lab was designed around
movement concepts. Movement concept lessons and activities will be added to HS 465 in Spring
2008. The three candidates who had missed questions on sport specific cues had not taken HS
355 – Teaching High School prior to taking the comprehensive exam. They were referred to
appropriate materials and faculty, and were able to meet minimum expectations after repeating
exam questions for outcome 1.1.
1.4 – Knowledge of Bioscience: On further review, 3 of the 4 students not meeting minimum
requirements on outcome 1.4 were currently enrolled in HS 303, where these outcomes are
addressed. Repeating the subset of outcome 1.4 questions later in the fall semester resulted in
satisfactory performance for all four candidates. Offering most PESH courses once a year make
students taking some courses out of sequence an unfortunate necessity. Steps are being taken in
advising to limit these cases, particularly by advising students in the major earlier in their career.
1.5 – Physical Activity Issues and Laws: It is apparent that not enough time is dedicated in the
PESH program toward physical activity issues and laws. Test questions were those that faculty
had indicated were addressed in courses, but student performance suggests a need for
strengthening efforts around current physical activity issues and laws. For example, a stronger
emphasis must be made on state and national issues such as physical education in NCLB, health
and obesity trends, relevance and implications of laws such as Title IX, and national documents
such as the Surgeon General’s Report and Health People 2010. These data revealed that these
issues were touched on in a few classes, but never covered in depth. Efforts are underway to
more fully address such content in HS 315.
Attachments
a. Assessment
b. Scoring Guide (see correct answer after each test item)
Following are all of the comprehensive examination questions organized by corresponding
NASPE outcome. This is the exam, and the correct answers (scoring guide) are listed after each
test item.
1.1 Fundamental Movement Knowledge
1. A teaching cue in striking with paddles and rackets for hitting topspin is for the racquet to
swing:
a. Low to High
b. High to Low
c. Up and Out
d. Low and Out
Answer: A
2. When striking with paddles & rackets, a topspin cue is to lift the ball over the net using a:
a. Circle swing
b. Loop swing
c. Lateral swing
d. Round swing
Answer: B
3. The easiest stroke for kids to find success with, and the one to teach first is the:
a. Forehand
b. Serve
c. 2-Hand Backhand
d. Head-high Volley
Answer: D
4. The forehand grip taught to beginners is called:
a. Western forehand
b. Continental forehand
c. Eastern forehand
d. American forehand
Answer: C
5. A teaching cue for the simple serve is for the racquet to be in a:
a. Baseball throw position
b. Statue of Liberty position
c. Bow and arrow position
d. Back scratch position
Answer: D
6. In tennis, learn to buy time means:
a. Get racquet back
b. Go for form not pace
c. Hitting a lob
d. Get to the net fast
Answer: A
7. In badminton, when hitting an overhead clear, the racquet should be in a:
a. Baseball throw position
b. Statue of Liberty position
c. Bow and arrow position
d. Back scratch position
Answer: D
8. In badminton, hit the overhead clear at:
a. 9:00 high
b. 10:00 high
c. 11:00 high
d. 12:00 high
Answer: D
9. In badminton, hit the overhead smash at:
a. 9:00 high
b. 10:00 high
c. 11:00 high
d. 12:00 high
Answer: B
10. In golf, the grip not recommended is the:
a. 10 finger
b. Interlock
c. Vardon
d. Overlap
Answer: A
11. The visual cue for a slow back swing in the underhand swing pattern when striking with long
handled implements is:
a. Make a circle
b. Glide the plane
c. Tickle the grass
d. Sweep the floor
Answer: C
12. In golf, a visual cue for addressing the ball is:
a. Sit on a chair
b. Sit on a tall stool
c. Stand on a diving board
d. None of the above
Answer: B
13. In golf, a visual cue used for avoiding the “kill the ball” impulse is to:
a. Slide the ball off the tee
b. Loop the ball off the tee
c. Sweep the ball off the tee
d. Glide the ball off the tee
Answer: C
14. In golf, the visual cue for the address is the:
a. X-address
b. K-address
c. Y-address
d. M-address
Answer: B
15. The grandfather clock pendulum is the visual cue for:
a. Putting
b. Chipping
c. Driving
d. All of the above
Answer: A
16. In bowling, a hook ball is delivered with the thumb in the:
a. 9 o’clock position
b. 10 o’clock position
c. 11 o’clock position
d. 12 o’clock position
Answer: B
17. The arrow (on the lane) recommended for right-handed bowlers to use as their strike mark is
the:
a. First arrow from the right
b. Second arrow from the right
c. Third arrow from the right
d. Fourth arrow from the right
Answer: B
18. The most desirable step-approach for beginning bowlers is the:
a. Two-step
b. Three-step
c. Four-step
d. Five-step
Answer: C
19. In bowling, as a rule of thumb, a 60-pound child should use a:
a. 5 pound ball
b. 6 pound ball
c. 8 pound ball
d. 10 pound ball
Answer: B
20. In bowling, when releasing the ball, the student should visualize:
a. Landing an airplane
b. Throwing a softball
c. Spinning a top
d. Shaking a hand
Answer: A
21. The visual cue for the follow through and hold in bowling is:
a. The pledge of allegiance
b. Saluting an officer
c. A stork
d. The Statue of Liberty
Answer: D
22. In volleyball, when hitting an overhand serve, the student should visualize:
a. A baseball pitcher’s stance
b. An archer’s stance
c. A fencer’s stance
d. A bowler’s stance
Answer: C
23. When hitting an overhand serve in volleyball, the student should visualize:
a. A bowling ball
b. An ice cream cone
c. A lollipop
d. A bow and arrow
Answer: B
24. The overhand serve in volleyball should contact:
a. The fingers only
b. The palm and fingers
c. The heel of the hand
d. All of the above
Answer: C
25. When hitting a spike, the hitting arm should be in:
a. A baseball throw position
b. The Statue of Liberty position
c. A bow and arrow position
d. A back scratch position
Answer: D
26. The spike should be hit with:
a. A closed fist
b. A partially closed fist
c. An open hand
d. A cupped hand
Answer: C
27. A teaching cue for the set is:
a. Basket under the ball
b. Triangle under the ball
c. Make a W
d. 10 finger spread
Answer: A
28. Which of the following is NOT true concerning the use of the skill theme approach in
teaching physical education?
a. Skill themes are used effectively only in elementary programs
b. Skill themes are always generic; they are not tied to any single sport or activity
c. A progression of tasks is used to develop each skill theme from beginner through
advanced levels.
d. Skill themes are designed to reflect the varying needs and interests of children over a
period of years.
e. All of the statements are true.
Answer: A
29. For years, teachers of traditional physical education programs for children organized the
content of what was taught by
a. skill themes.
b. by games, gymnastics, and dance.
c. by the equipment available at each school.
d. by movement concepts.
e. only a and d
Answer: B
30. Teaching using the skill theme approach provides opportunities for children to
a. learn fitness concepts as part of the daily lesson.
b. to understand the cognitive value inherent in skill development.
c. to feel good about themselves and their involvement with other children.
d. all of the above
e. a and b
Answer: D
31. Children will combine skill theme and movement concepts when
a. they become ready.
b. they participate in a game/sport.
c. they are forced to do so.
d. they reach a certain age/grade level.
e. they become physically fit
Answer: A
32. Focusing on learning and practicing skills, rather than on the rules or structure of a sport, can
a. increase the amount of practice the children receive.
b. heighten the opportunity to learn skills.
c. help children avoid failure and embarrassment.
d. all of the above
e. only a and b
Answer: D
33. The progression spiral
a. is a representation of a curriculum that is inclusive of traditional and movement
concepts.
b. ensures all concepts are taught and revisited many times throughout the year.
c. involves a variety of theoretical content.
d. suggests the order in which the content for a particular skill theme might be taught.
e. correlates all the skill themes and movement concepts.
Answer: d
34. Children are ready for organized games when
a. they reach a certain age
b. they begin fourth grade
c. they acquire the basic motor skills needed to play those games.
d. the teacher feels they have reached a certain fitness level needed to play the game.
e. they demonstrate cooperation skills.
Answer: C
35. The correct order for the GLSP from less skilled to most skilled is
a. proficiency, control, precontrol, utilization.
b. control, precontrol, proficiency, utilization.
c. utilization, precontrol, control, proficiency.
d. precontrol, control, utilization, proficiency.
e. precontrol, control, proficiency, utilization
Answer: D
36. The precontrol level might be characterized as
a. oops.
b. awkwar
c. surprise!
d. all of the above
e. only a and b
Answer: D
37. The control level might be characterized as
a. intense concentration.
b. somewhat consistent movements.
c. successful combinations of movements in dynamic environments.
d. all of the above
e. only a and b
Answer: E
38. Before focusing on chasing, fleeing, and dodging, children must have a functional
understanding of
a. fundamental traveling skills.
b. effort concepts.
c. space awareness concepts.
d. all of the above
e. only a and c
Answer: E
39. Once children can effectively chase, flee, and dodge by reacting quickly and accurately to
others in semi predictable environments, or environments in which defenders movements are
semi restricted, they are ready for activities in dynamic and complex situ
a. precontrol level of skill development.
b. control level of skill development.
c. utilization level of skill development.
d. proficiency level of skill development.
e. both b and c
Answer: C
40. Tasks in complex game situations such as dodging players in a non-modified football game,
running a basketball play, and traveling quickly in a soccer game, are examples of tasks at
the
a. precontrol level of skill development.
b. control level of skill development.
c. utilization level of skill development.
d. proficiency level of skill development.
e. both c and d
Answer: D
41. By the time they begin school, most children exhibit a mature pattern of
a. jumping.
b. running.
c. hopping.
d. leaping.
e. galloping.
Answer: B
42. The essentials of a mature running pattern include all of the following except that the
a. trunk maintains a slight backward lean throughout the stride pattern.
b. arms swing in synchronized opposition to the leg action.
c. support foot contacts the ground flat and under the center of gravity.
d. knee of support leg bends slightly after foot has made contact with ground.
e. All of the above are characteristics of a mature pattern of running.
Answer: a
43. Each of the following defines the movement concept of relationships, EXCEPT
a. with whom the body moves.
b. the interaction between individuals and their environment.
c. the ability to work alone in self-spac
d. relationships between body parts.
e. with what the body moves.
Answer: C
44. The initial lesson in the area of relationships should begin with
a. the relationship of body parts.
b. body part shapes.
c. relationships with others.
d. identifying body parts.
e. relationships with objects.
Answer: A
45. The movement concept of effort awareness defines
a. where the body moves.
b. what the body is doing.
c. how the body moves.
d. the relationship of the body to other objects/people.
e. when the body moves.
Answer: C
46. Which of the following is not a component included in effort awareness as explained in
Children Moving?
a. space
b. time
c. force
d. flow
e. All are effort components
Answer: a
47. Space awareness is a concept that needs to be taught at the beginning of a physical education
program because
a. it is the first movement concept.
b. with an awareness of space, children become better movers.
c. children are familiar with the concept of spac
d. space awareness is not a concept utilized in games.
e. both a and d
Answer: B
48. Which of the following is not a category under the movement concept of space?
a. location
b. levels
c. force
d. extensions
e. direction
Answer: C
49. Which of the following are characteristics of someone who is “aware of space”?
a. travels without bumping into others
b. stops and starts on signals given
c. works well alone in self-space or while moving through general space
d. all of the above
e. none of the above
Answer: A
50. Key points to remember when observing a child catching include all below EXCEPT
a. elbows flexed during preparation for catching.
b. eyes on the ball or object throughout the catch.
c. step forward on the opposite foot as catch is mad
d. elbows extended as the catch is mad
e. catch with hands alone.
Answer: c
51. Important cues for the overhand throw include
a. side to target.
b. arm way back.
c. step with the opposite foot.
d. follow through.
e. all of the abov
Answer: E
52. The skill of kicking requires all of the following EXCEPT
a. A) accuracy.
b. B) body control.
c. C) forc
d. D) direction.
e. E) kicking requires all of the above.
Answer: E
53. Important observation points for kicking along the ground include
a.
b.
c.
d.
e.
Answer: d
contact the ball behind the center of the ball rather than on top.
make contact with the toes.
knee of the kicking leg is slightly flexe
both a and c
All of the above
54. The cue “under the ball,” which encourages children to make contact with the ball below
center, is important for
a. kicking along the groun
b. kicking in the air.
c. kicking for distance.
d. trapping.
e. dribbling.
Answer: B
55. Children at the control level of transferring weight are ready for all of the following activities
except
a. transferring weight from feet to hands.
b. transferring weight onto and off equipment using different body parts.
c. transferring weight following step-to-spring takeoffs.
d. vaulting over apparatus.
e. All of the above are control level activities.
Answer: d
56. Another skill theme that is probably most closely related to successful weight transference is
a. balancing.
b. jumping and landing.
c. traveling.
d. chasing, fleeing, and dodging.
e. kicking and punting.
Answer: A
57. All of the concepts below should be emphasized when teaching balancing except that
a. it is easier to balance over a wide base of support, than a narrow one.
b. for stationary balances, the center of gravity should be aligned over the base of
support.
c. for dynamic balances, movements cover space.
d. extensions to one side of the body beyond the base of support necessitate extensions
in the opposite direction.
e. All answers are important teaching concepts.
Answer: E
58. Maintaining a desired shape in a stationary position is called
a. dynamic balance.
b. static balance.
c. momentary balance.
d. fixed balance.
e. none of the above
Answer: B
59. Children should think of jumping as three successive phases:
a. beginning stance–flight phase–ending stance
b. precontrol–control–utilization
c. beginning–intermediate–mature
d. takeoff–flight–landing
e. none of the above
Answer: D
60. Of the five types of jumps listed below, the most difficult one is to
a. jump down from one foot to two feet.
b. jump down from one foot to the other foot.
c. jump over object from two feet to two feet.
d. run and jump from one foot to the other.
e. jump up from two feet to two feet.
Answer: C
61. The essentials of a mature pattern of jumping for height include all of the following except
that
a. the child’s hips, knees, and ankles flex in a crouch position in the preparatory phas
b. arms vigorously extend forward and upward on takeoff.
c. during flight, the body is extended fully in the air.
d. the body is in upright position with arms extended upward on landing.
e. ankles, knees, and hips flex upon landing.
Answer: d
62. The self-testing nature of gymnastics is challenging to children because
a. they receive immediate feedback.
b. gymnastics tasks are a natural part of a child’s worl
c. team play and cooperative worth are not necessary.
d. all of the above
e. none of the above
Answer: D
63. Educational gymnastics programs are designed to
a. assist those few children who are developmentally ready.
b. help children learn to control their bodies against the force of gravity.
c. teach children to take risks.
d. increase their knowledge about the Olympics.
e. both a and b
Answer: B
64. All of the following should be taught to children in educational gymnastics prior to apparatus
experiences EXCEPT
a. getting onto and off of the equipment.
b. safety procedures.
c. spotting.
d. proper use of the equipment.
e. floor experiences.
Answer: C
65. The purpose of dance experiences in physical education class includes all of the following
EXCEPT
a. training children to become proficient in many dance forms.
b. training children to express feelings and attitudes.
c. helping children appreciate dance as a worthwhile experienc
d. helping children interpret and move to different rhythms.
e. all of the above
Answer: A
66. Dance experiences in which children express feelings and ideas through movement are called
a. rhythmic dance experiences.
b. folk dance experiences.
c. square dance experiences.
d. creative dance experiences.
e. all of the above
Answer: D
67. Prior to learning structured dance forms, children need to have developed experience in
a. nonlocomotor movements.
b. manipulative movements.
c. locomotor movements.
d. group activities.
e. cooperative learning activities.
Answer: C
68. When striking with a long-handled implement, the horizontal swing is
a. called the sidearm pattern.
b. demonstrated when striking with a bat.
c. called the underhand swinging pattern.
d. demonstrated when striking with a golf clu
e. both a and b
Answer: E
69. Key observation points for the sidearm striking pattern when striking with a long-handled
implement include all of the following EXCEPT
a. the implement is swung in a horizontal plan
b. the child takes a forward step and follows it quickly with hip, trunk, and arm rotation.
c. forward movement of the trunk stops before contact, but rotation of the shoulders and
arms continues.
d. wrists stay cocked throughout contact.
e. All of the above are important for successful sidearm striking.
Answer: d
70. Key observation points for the underhand striking pattern when striking with a long‑handled
implement include all of the following EXCEPT
a. opposite arm from dominant hand is kept firm at the top of the backswing.
b. weight is shifted to the back foot at the top of the backswing.
c. weight is shifted to the forward foot as the swing begins.
d. forward arm stays straight throughout the swing.
e. All of the above are important for successful underhand striking.
Answer: E
71. Activities with long-handled implements that involve striking in unpredictable, dynamic
situations are appropriate for children at the
a. precontrol level of skill development.
b. control level of skill development.
c. utilization level of skill development.
d. proficiency level of skill development.
e. both c and d
Answer: E
72. The most notable reason why striking with rackets and paddles and striking with longhandled implements are complex skills for children is
a. because it is difficult to achieve accuracy in tossing or dropping the object to be
contacted.
b. because of the need for the development of visual tracking.
c. because hand‑eye coordination is more difficult at a distance from the body.
d. all of the above
e. both b and c
Answer: E
73. Important observation points for striking with rackets and paddles include all of the
following EXCEPT
a. weight is shifted to the back foot during the preparatory phas
b. step forward on the foot on the same side as the striking arm.
c. body coils and rotates forward during the swing.
d. racket is swung back and then forward along a full ar
e. All points are important to striking with rackets and paddles.
Answer: B
74. Self-designed racket games, Wall Ball, and aerial net games are all examples of appropriate
striking tasks for children at the
a. precontrol level of skill development.
b. control level of skill development.
c. utilization level of skill development.
d. proficiency level of skill development.
Answer: C
75. When striking with paddles and rackets, the most difficult object to strike of the five objects
listed is
a. “live” tennis balls.
b. volleybirds.
c. foam balls.
d. balloons.
e. Ping-Pong balls.
Answer: A
76. Cues for striking with rackets and paddles that are important for children at the control level
include all of the following EXCEPT
a. stiff wrist.
b. opposite foot.
c. eyes on target.
d. flat paddl
e. watch the ball.
Answer: C
77. The essentials of a mature running pattern include all of the following except that the
a. trunk maintains a slight backward lean throughout the stride pattern.
b. arms swing in synchronized opposition to the leg action.
c. support foot contacts the ground flat and under the center of gravity.
d. knee of support leg bends slightly after foot has made contact with ground.
e. All of the above are characteristics of a mature pattern of running.
Answer: a
78. There is an emphasis on body extension for height and for distance, and on bending the legs
on landing to absorb force when teaching the traveling skill of
a. running.
b. slipping.
c. sliding.
d. galloping.
e. leaping.
Answer: E
79. An appropriate precontrol level task for traveling skills is
a. performing locomotor sequences.
b. traveling through rope pathways.
c. combining 2 locomotor skills.
d. traveling with a partner.
e. traveling in a game.
Answer: B
80. Mirroring is a relationship concept in which
a. children practice a skill by looking in a mirror.
b. partners attempt to make the same movement at the same tim
c. children reflect in their mind the process of performing a skill.
d. partners attempt to make the reverse reproduction of a movement.
e. b and c
Answer: D
81. The Developmental Sequence for ARM action in Two-Hand Catching is (first item listed is
step 1, 2nd item listed I step 2, etc,) Select the one best answer.
a. arms give and ball is caught in hands, scooping, hugging, arms extend forward
b. scooping, hugging, arms extend forward, . arms give and ball is caught in hands.
c. hugging, arms extend forward, . arms give and ball is caught in hands, scooping arms
d. extend forward, hugging, scooping, . arms give and ball is caught in hands
Answer:
82. The Developmental Sequence for HAND action in Two-Hand Catching is (first item listed is
step 1, 2nd item listed I step 2, etc,) Circle the one best answer.
a. palms in (facing each other), palms up, palms adjusted
b. palms up, palms in (facing each other), palms adjusted
c. palms adjusted, palm in (facing each other), palms up
Answer:
1.3 Performance Concepts & Strategies
83. In tennis, a good strategy, when in doubt, is to hit the ball:
a. Short and down the sideline
b. Short and down the middle
c. Deep and down the sideline
d. Deep and down the middle
Answer: D
84. The best strategy for a beginning tennis players is:
a. Be assertive and go on the attack
b. Vary the speed of returns
c. Keep the ball in play
d. Hit only to the opponent’s backhand side
Answer: C
85. In tennis doubles, the strongest offensive position is:
a. Both players at the net
b. Both players at the baseline
c. One player at the net and one player at the baseline
d. Both players in the middle of the court
Answer: A
86. In tennis, the best serving strategy is to serve:
a. Short to the opponent’s forehand
b. Short to the opponent’s backhand
c. Deep to the opponent’s forehand
d. Deep to the opponent’s backhand
Answer: D
87. In badminton, when in doubt, the best strategy is to hit an:
a. Overhead clear
b. Overhead smash
c. Overhead drop shot
d. Overhead drive
Answer: A
88. In badminton, the best serving strategy in singles is to serve:
a. Low and short
b. Low and deep
c. High and short
d. High and deep
Answer: D
89. The best receiving strategy in net/wall singles is to return the serve:
a. Low and short
b. Low and deep
c. High and short
d. High and deep
Answer: D
90. The best strategy in net/wall doubles is to serve:
a. Low and short
b. Low and deep
c. High and short
d. High and deep
Answer: A
91. In badminton doubles, the best offensive formation is:
a. Sides
b. Up and back
c. Rotation
d. Shuttle
Answer: b
92. In competitive bowling, the key to winning is:
a. Make your spares
b. Make your strikes
c. Having a high handicap
d. Team spirit
Answer: A
93. In volleyball, the most commonly employed receive of serve formation is:
a. X – formation
b. A – formation
c. Z – formation
d. W – formation
Answer: D
94. The setter receives the serve in which of these systems:
a. 2-Apr
b. 1-May
c. 2-Jun
d. None of the above
Answer: D
95. In the 4-2 offense, the setter sets from the:
a. Left-forward position
b. Right-forward position
c. Center-forward position
d. Center-back position
Answer: C
96. The formation taken by a volleyball team when it becomes obvious that the opposing team
will not be able to attack is called:
a. Free-ball
b. Fall-back
c. Base
d. Man-up
Answer: A
97. The best serving strategy in racquetball is to serve:
a. Directly at the opponent
b. To the opponent’s backhand
c. At the opponent’s feet
d. Over the opponent’s head
Answer: B
98. The best receive of serve strategy in racquetball is to return serve:
a. Directly at the opponent
b. To the opponent’s backhand
c. At the opponent’s feet
d. Over the opponent’s head
Answer: B
99. For which of the following activity categories is the strategy, “sending objects to open
space”, relevant (consider notes on game/activity categories)?
a. Fielding
b. Invasion Games
c. Net & Wall Games
d. Tag Games
e. A, B & C
Answer: e
100. You are giving congruent feedback to students regarding concentrating and focusing,
breathing, starting at your own time and staying relaxeWhich activity category are you
teaching?
a. Fielding
b. Invasion Games
c. Net & Wall Games
d. Tag Games
e. Target Games
Answer: e
101. You are giving congruent feedback to students regarding sending objects to open space,
backing up your teammates, and identifying the best area of coveragWhich activity category
are you teaching?
a. Fielding
b. Invasion Games
c. Net & Wall Games
d. Tag Games
e. Target Games
Answer: a
1.4 Bioscience
102. Before you begin a fitness assessment you must perform a health screening for risk
assessment. What is the purpose of health screening.
a. Safety, knowldege of current fitness level and exercise prescription and programming
b. Risk factor identification, knowledge of current fitness level and goal setting
c. Safety, risk factor identification and exercise prescription and programming
d. Risk factor identification and exercise prescription
Answer: C
103.
Which of the following best describes muscular response to resistance training?
a. Increase in size of muscle fibers, no change in aerobic capacity
b. Increase in strength, no change in movement speed
c. Increase in anaerobic capacity, no change in movement speed
d. Increase in aerobic capacity, no change in number of muscle fibers
Answer: A
104.
Which of the following statements is true concerning the effects of sprint training?
a. Phosphagen stores increase
b. Glycogen stores decrease
c. Mitochoncrial volume density increases
d. Mitochondrial enzymes increase
Answer: A
105.
Endurance training results in
a. An increase in glycolytic enzymes
b. An increase in mitochondrial enzymes
c. Decreased utilization of fat for energy
d. An increased utilization of carbohydrate for energy.
Answer: B
106. After participating in an aerobic exercise program for 6 or more months, individuals
should expect that resting heart rate will _____________, reflecting a positive training
adaptation.
a. increase
b. decrease
c. stay the same
d. vary each time taken
Answer: B
107.
Which of the following is true regarding heart function?
a. A healthy heart pumps more blood with each beat
b. A healthy heart has a faster heart rate at rest
c. The stroke volume decreases as the exercise intensity increases
d. Increase in stroke volume results in a higher maximal heart rate.
Answer: A
108. The amount of blood ultimately pumped by the heart (cardiac output) is dependent upon
and determined by which of the following?
a. Heart Rate and AV-O2 difference
b. Heart Rate and Stroke Volume
c. Stroke Volume and Ejection fraction
d. Stroke Volume and AV-O2 difference
Answer: B
109. Mary has good CR fitness and wants to improve her fitness enough to run a 10K rac
What is the best exercise program for her?
a. Walk 45minutes a day
b. Run 10, 40-yard sprints with rest in between
c. Run 4 to 5 times a week for 30-40 minutes at a time.
d. Walk 20 minutes a day and lift weights to improve leg strength
Answer: C
110. What is the training threshold (lower limit) heart rate for a 35-year old person with a
resting heart rate of 80 bpm using the percent of max heart rate method?
a. 185
b. 157
c. 133
d. 111
e. 93
Answer: D
111. What is the training threshold (lower limit) heart rate for a 20-year old with a resting
heart rate of 60 bpm using the percent of heart rate reserve method?
a. 116
b. 126
c. 130
d. 134
e. 138
Answer: A
112.
The most accurate measure of cardiovascular fitness is
a. 12-minute walk/run
b. Step test
c. 6-minute bicycle ergometer test
d. Laboratory maximal oxygen uptake test
e. 6-minute walk test
Answer: D
113. For an individual jogging at high altitude, which of the following is the most critical
physiological factor?
a. decrease in density of air
b. decrease in partial pressure
c. increase in total barometric pressure
d. cooler air
e. sun rays are hotter
Answer: A
114.
Immediate responses to exercise trainbing are referred to as:
a. training responses
b. chronic adaptations
c. acute adaptations
d. exercise responses
e. both b and c
Answer: C
115.
The faster one can run the 1.5 mile run Field Test, the greater one's ______________.
a. innate speed
b. ATP-PCr energy system
c. Glycogen storage
d. Muscular endurance
e. Maximal oxygen uptake
Answer: E
116. A scale that is used to judge how hard one is working without necessarily counting one's
heart rate is called _________________.
a. Scale of Physical Activity
b. Rate of Exhaustion
c. Rate of Perceived Exertion
d. Index of the Target Zone
e. Estimate of Threshold Training
Answer: C
117.
What facilitates the return of venous blood to the heart during exercise?
a. Milking action of the contracting muscles
b. Pulmonary artery vasodilation
c. Increase in time between ventricular contractions
d. Parasympathetic stimulation of the heart
Answer: A
118.
Which of the following is (are) true concerning VO2 max?
a. It occurs at a higher intensity of exercise than the lactate threshold
b. It is the maximal volume of oxygen that can be used by the tissue in 1 minute
c. It is a valid measure of cardiovascular fitness
d. All of the above
Answer: D
119. What is the percent body fat obesity classification values for adult males and females
respectively?
a. Males 22%, Females 30%
b. Males 25%, Females 38%
c. Males 28%, Females 32%
d. Males 30%,Females 32%
Answer: B
120. What percent validity does skinfold measurement have with respect to hydrostatic
weighing?
a. Plus or minus 10%
b. Plus or minus 8%
c. Plus or minus 6%
d. Plus or minus 4%
Answer: D
121.
Concentric muscle action involves the production of force ___________________.
a. while the muscle is lengthening
b. while the muscle is shortening
c. in a static position
d. through a range of motion
Answer: B
122.
Which of the following defines the pain one feels 24-48 hours after an exercise bout?
a. Lactate threshold
b. Delayed lactate involvement
c. Muscle failure response
d. Delayed onset of muscle soreness
Answer: D
123. Which of the following is the recommended volume assignment (based on training goals)
to build strength?
a. 6 or less repetitions, 2-6 sets
b. 6 or less repetitions, 1-2 sets
c. 6-12 repetitions, 3-6 sets
d. 6-12 repetitions, 3-6 sets
Answer: A
124. Which of the following recommended volume assignment (based on training goals) to
improve muscular endurance?
a. 6 or less repetitions, 2-6 sets
b. 6 or less repetitions, 1-2 sets
c. 12 or more repetitions, 3-6 sets
d. 12 or more repetitions, 2-3 sets
Answer: D
1.5 PA Issues & Laws
125.
The purpose of an elementary school physical education program is to
a. develop athletes.
b. help youngsters score high on a physical fitness test.
c. provide a fun, physically active break from the classroom.
d. all of the above
e. none of the above
Answer: E
126. Research has shown that health benefits related to physical activity include reduced risk
of cardiovascular disease.
a. improved mental health.
b. reduced risk of certain types of cancer and diabetes.
c. positive self-efficacy.
d. all of the above
Answer: E
127. Quality physical education is _____________________ for the specific children being
served.
a. instructionally suitable
b. conceptually appropriate
c. time sensitive
d. developmentally appropriate
e. only a and d
Answer: E
128. A developmentally appropriate physical education program should accommodate the
following individual characteristics:
a. fitness and skill levels
b. previous movement experiences
c. body size
d. age
e. all of the above
Answer: E
1.6 Knowledge of Standards
129. When writing lesson and unit objectives, Generic Levels of Skill Proficiency correspond
most closely with which of the following Arizona State physical education standard(s)?
a. 1
b. 2
c. 3
d. 4
e. 5
Answer: a
130. When writing lesson and unit objectives, Generic Levels of Skill Proficiency correspond
most closely with which of the following national physical education standard(s)?
a. 1
b. 2
c. 3
d. 4
e. 5
Answer: a
131. When writing lesson and unit objectives, Hellison’s levels correspond most closely with
which of the following Arizona State physical education standards?
a. 1
b. 2
c. 3
d. 4
e. 5&6
Answer: e
132. When writing lesson and unit objectives, Hellison’s levels correspond most closely with
which of the following National physical education standards?
a. 1
b. 2
c. 3
d. 4
e. 5
Answer: e
133. A lesson objective focuses on students identifying physical activities they enjoy outside
of school. Which State Standard does this represent?
a. 1
b. 2
c. 4
d. 5 or 6
e. 7
Answer: e
134. A lesson objective focuses on students identifying physical activities they enjoy outside
of school. Which National Standard does this represent?
a. 1 or 2
b. 3
c. 4
d. 5
e. 6
Answer: e
135. A lesson objective focuses on students maintaining a diary of physical activities in which
they participate outside of school. Which National Standard does this represent?
a. 1 or 2
b. 3
c. 4
d. 5
e. 6
Answer: b
136. A lesson objective focuses on students maintaining a diary of physical activities in which
they participate outside of school. Which Arizona State Standard does this represent?
a. 1 or 2
b. 3
c. 4
d. 5 or 6
e. 7
Answer: b
137. A unit objective focuses on students achieving the health related fitness standards
according to Fitnessgram. Which Arizona State standard does this represent?
a. 1
b. 2
c. 4
d. 5 or 6
e. 7
Answer: c
C. Candidate Data
Number of Bachelor of Science in Education candidates by NASPE Outcome scoring above
or below 80% on Comprehensive Exam
Candidate First Attempt
Final Results
Outcome
Code
<80%
>=80%
<80%
>=80%
1.1
5
5
0
10
1.3
0
10
0
10
1.4
4
6
0
10
1.5
5
5
0
10
1.6
0
10
0
10
Number of Master’s in Education Post Degree Certification candidates by NASPE
Outcome scoring above or below 80% on Comprehensive Exam
Candidate First Attempt
Final Results
Outcome
Code
<80%
>=80%
<80%
>=80%
1.1
0
2
0
2
1.3
1
1
0
2
1.4
0
2
0
2
1.5
0
2
0
2
1.6
1
1
0
2
Section IV, Assessment 2 – Motor Skill Assessments
1. Description of Assessment and its use in the program:
Motor skill assessments are included in four courses. For each course, candidate performance
contributes anywhere between 5% – 20% to their final grade. Candidates are expected to perform
motor skills at the “utilization” level as defined in the Children Moving text (Graham, Holt-Hale
& Parker, 2007). Any motor skill assessments for which they do not meet the criteria, candidates
are encouraged to improve their skills by checking out equipment (when necessary) and
practicing on their own. In many cases, candidates can request to be assessed again to improve
their grade.
A variety of approaches are taken for assessing candidate motor skill. Approaches include selfcheck of skill, instructor observing candidates in performance tasks using holistic rubrics,
instructor assessment using critical cue checklists, and traditional motor skill assessments.
2. Standards Alignment:
Motor skill assessments conducted in the HS PESH program presented here align with standard
1.2: Demonstrate competent motor skill performance in a variety of physical activities.
Following are descriptions of the variety of motor skills assessed, and the assessment strategies
for each.
Skill
Assessment Description
Minimum
Expectations
HS 345
Archery
Swimming
Candidates shoot 5 arrows while being videotaped. They watch their
video and evaluate their form using a self-check task sheet. The
instructor also evaluates performance and discrepancies between
candidate and instructor assessment are identified. Scores represent
student self-analysis with instructor adjustments, converting
performance scores to a 4 point scale. See attached self-check task sheet
and scoring guide.
Candidates are videotaped swimming the front crawl and breast stroke,
then watch the video and complete a self-check task sheet based on the
critical cues for the strokes. See the attached self-check task sheet.
Score 3 of 4
possible
Score 3 of 4
possible.
HS 355
Volleyball
AAHPERD Set Wall-Volley Test – Total number of legal sets to the
wall in one minute.
Brumbach Bump Pass Wall-Volley – Total number of legal volleys to
the wall in one minute.
Badminton
Haskins Badminton Overhead Clear Motor Skill Test
Minimum 60th
percentile
Minimum 60th
percentile
Minimum 60th
percentile
HS 405
Climbing
Tie a Figure 8 knot. A checklist is used by the instructor to score the
demonstration of the skill. This assessment is administered during the
final exam.
Score 8/10
Biking
Repair a flat tire. A checklist is used by the instructor to score the
demonstration of the skill. This assessment is administered during the
final exam.
Score 8/10
HS 465
Traveling;
Chasing, Fleeing
& Dodging;
Volleying &
Dribbling
Each of these skills are assessed by instructor observation using a
holistic rubric developed from Generic Levels of Skill Proficiency.
For each skill,
score 3 out of
possible 4.
3. Data & Findings
Both graduate candidates met or exceeded expectations on nine of ten motor assessments, with
one candidate not meeting expectations for the breast stroke. This suggests graduate candidates
are demonstrating competent motor performance in a variety of tasks. Most of the undergraduate
candidates (80%) met or exceeded expectations for only 3 of ten motor skill assessments. This
indicates that undergraduates might not be demonstrating competent motor performance in a
variety of skills.
4. Evidence for Meeting Standards
While our graduate candidates meet NASPE Standard 1.2 – competence in motor skill, it is
unclear whether undergraduates are prepared to do so. A high percentage of our undergraduate
candidates met or exceeded expectations for skill theme assessments. Between 33% - 73% of
undergraduate candidates met expectations on the archery, swimming, volleyball, badminton,
climbing knot and flat repair assessments. Because these data are aggregated, it is impossible to
determine the number of skills for which each candidate demonstrates “competency”. To
document candidates meeting outcome 1.2, we need to determine the number of skills each
candidate performs competently.
As is evident from these assessments and results, and by the fact that candidates are
“encouraged” to improve skills rather than “required”, candidate motor skill has not been a
priority in the PESH program. Data also reveal that when using generic levels of skill proficiency
to assess candidate motor skill with the utilization level being the expectation, all candidates
meet those expectations. On review, these expectations are quite low (utilization level) and will
be increased to proficiency level.
Furthermore, when more rigorous expectations and tests are administered, it is clear that 1) not
all candidates are competent and or do not improve their performance to a proficient level
through course activities, and 2) improving skill is not required, or emphasized strongly enough
by course and program policies.
It is important for candidates to demonstrate “proficiency” in a few activities. We are currently
adding a “motor skill” section of their portfolio through which candidates present evidence of
being proficient in one recreation/fitness activity, one invasion game, one net/wall game, and one
target game. Additionally, candidates will be expected to meet the health related fitness
standards according to Fitnessgram. We are currently identifying appropriate standards for nontraditional students who are not covered by the Fitnessgram standards. We are in the process of
developing these rubrics to pilot in spring and fall 2008.
(a) The assessment tool or description of the assignment;
The following attachments included are the assignment descriptions and scoring guides for:
-
Archery Self-Check Task Sheet
Swimming: Front Crawl Self-Check Task Sheet
Swimming: Breast Stroke Self-Check Task Sheet
Volleyball – AAHPERD Set Wall-Volley Test
Volleyball – Brumbach Bump Pass Wall-Volley Test
Badminton – Haskins Badminton Overhead Clear Skill Assessment
Climbing: Figure-8 Knot Tying checklist
Mountain Biking: Flat Tire repair checklist
Skill Themes Tasks & GLSP Rubric
o Traveling
o Chasing, Fleeing & Dodging
o Volleying
Archery
Self-Check Teaching Task Sheet
Doer:
1. With your partner, get 2
quivers of arrows and 2
bows.
2. One partner is the doer, the other is the
video taper. The doer selects one target
and shoots every arrow in the quiver.
3. The coach videotapes the doer as he/she
shoots 5 arrows.
4. Switch roles so both partners are filmed
shooting all 5 arrows.
5. Go to a television with your video tape and take turns watching it.
Use the self-check sheet to analyze your own performance using the
cues listed below.
6. For each shot, evaluate technique for each of the cues below. Work with your partners to
correctly identify how you performed on each of the cues.
Cue
Feet shoulder width apart
Yes
No
Side to target, toes point straight
(perpendicular to target)
Knock arrow so it’s on the bow arm side of bow
First three fingers on string, arrow between
first & second finger
Lift bow while straightening bow arm, same time
draw arrow hand straight to cheek
Bow arm horizontal with ground, draw arm level
with ground, hand at cheek
Release by opening fingers, both arms remain in
position until arrow hits target
Based on your observation of your technique above, what is 1) one cue you do consistently well
and 2) one cue you are going to work on.
Archery Scoring Guide:
5 arrows are shot, so 5 points are
possible for each of 7 cues,
resulting in a possible score of 35.
The following table represents
archery scores/grades.
Points
34-35
30 – 33
20 – 29
10 – 19
< 10
Score
4
3
2
1
0
Swimming Self-Assessment
This two part assignment is designed for you to:
a. Critically analyze your performance in the breast stroke using criteria provided.
b. Critically analyze your performance in the free style (front crawl) using criteria pulled
from your class text book (Mood, Musker & Rink).
The Breast stroke criteria are an example of how to create a checklist for analyzing your
technique using your text. Watch your video, then put an “X” for each of the cues. This
assignment is due on April 10.
Breast Stroke
Rarely
Some
Most
All
Some
Most
All
Kick
• Heels to bottom
• Knees in, toes out
• Sweep ankles catching water bringing
feet together
Arms
• Extend both arms straight out
• Palms out, catch water
• Make a circle (rim of a glass)
• Hands slightly wider than shoulders
• Hands end at chin
• Hands never go past chin
Head
• Chin to chest
• Chin up to breathe when in pull phase
• Breathe out under water
Front Crawl
Rarely
Overall, what GLSP would you consider yourself for the (circle):
Breast Stroke
Precontrol
Control
Utilization
Proficiency
Front Crawl
Precontrol
Control
Utilization
Proficiency
Pre-control (1) - Specific form cues are rarely done, almost by luck – struggling to stay afloat
and swim, working on specific cues is very difficult
Control (2) - Beginning to refine specific cues, have a majority of the critical elements
demonstrated, although when focusing on one, others suffer.
Utilization (3) - Most of the cues are demonstrated consistently, although the timing of each is
inconsistent or off (kicking and arms stroke happen at wrong times), and the form is not fluid
(appears mechanical and/or stiff).
Proficiency (4) - Cues performed automatically, focusing on refining technique to swim faster.
AAHPERD Set Wall-Volley Test
Method:
1) 11-foot high line on wall (ball must hit above line).
2) Toss ball against the wall and score the total number
of legal volleys in one minute.
3) The average of two (2) trials = final score
4) Validity = 80%
Scoring Guide:
Females (age 18-22)
Males (age 18-22)
Volleys
Percentile
Volleys
Percentile
44
37
33
29
26
23
19
15
10
90
80
70
60
50
40
30
20
10
48
42
39
37
34
31
29
26
20
90
80
70
60
50
40
30
20
10
Grading Assessment
80 – 100 Percentile = A
60 – 79 Percentile = B
30 – 59 Percentile = C
20 – 29 Percentile = D
0 – 19 Percentile = F
Brumbach Bump Pass Wall-Volley Test
Method:
1) 8-foot high line on wall (ball must hit above this line)
2) Toss ball against the wall and score the total number of
legal volleys in one minute.
3) The average of two (2) trials = final score
4) Validity = 80%
Scoring Guide
Females (age 18-22)
Volleys
44
37
33
29
26
23
19
15
10
Males (age 18-22)
Percentile
Volleys
90
80
70
60
50
40
30
20
10
48
42
39
37
34
31
30
20
29
26
Percentile
90
80
70
60
50
40
20
Grading Assessment
80 – 100 Percentile = A
60 – 79 Percentile = B
30 – 59 Percentile = C
20 – 29 Percentile = D
0 - 19 Percentile = F
10
Badminton Skill Assessment: Overhead Clear
(from “Evaluation in Physical Education” by Haskins, 1972)
Test:
The player being tested stands between two square marks on the court opposite the target. The
person giving the test stands on the intersection of the short service line and the center line on the
same side of the net as the target and serves the shuttle to the player being tested. The shuttle
must cross the net with enough force to carry it as far as the two squares before it touches the
floor. If it does not go that far or is outside the space between the squares, the player being
tested should not play it. The player being tested may move any place he wishes as soon as the
shuttle has been hit to him. Only shuttles played by the player being tested count as trials. The
player attempts to send the shuttle by means of a clear stroke above the rope so that the shuttle
lands on the target. Twenty trials are allowed. The person giving the test should call out the
score of each trial, to be recorded by an assistant. The area between the two rear lines of the
regulation court counts 5 points, the space just behind it counts 3 points, and the space just in
front of the two rear lines in the regulation court counts 4 points. Any shuttle going over the
rope but failing to reach the target counts 2 points. No score is given for any trial failing to go
over the rope or failing to land in the court.
Grading Assessment
80 – 100 T-Score = A
70 – 79 T-Score = B
60 – 69 T-Score = C
40- 49 T-Score = D
0 – 39 T-Score = F
tube out
tube in
Tire on w/out levers
Wheel on – correct skewer use
Reattach brake
Pump on, pump up tire (lever up
for on, down for off), pump off
Tire done under 4 minutes
1
1
1
1
1
1
1
1
1
1
Half hitch backup
Under 2 minutes
2
3
3
2
Score
Figure 8 knot
10
Tied in to belt loop
Score
Levers unhook tire
Points
Possible
Tire off
Student
Release brake
Mountain Biking & Knot Tying Checklist
HS 405 Final Examination - Practical
10
Scoring Guide for Skill Themes:
-
Traveling
Chasing, Fleeing & Dodging
Volleying
Generic Levels of Skill Proficiency – Holistic Rubric
Pre-Control (1)
Successful by chance
or luck, cannot
consistently perform
skill when
concentrating.
Control (2)
Can perform
successfully with
mature form in static
environments, or in a
cooperative
environment. Skill
breaks down when in
competitive situation
or variables distract
from focusing on the
skill.
Utilization (3)
Movement is
becoming automatic,
can be implemented
successfully in
modified games and
activities with some
unpredictable and/or
competitive variables.
Proficiency (4)
The skill is automatic,
and adjustments to
mature (textbook)
form are made to
adjust to the demands
of a highly
competitive or
changing
environment.
(c) Candidate data derived from the assessment.
Number and Percent of Undergraduate Candidates Scoring Below, Meeting, or Exceeding
Expectations
Course
Motor Skill
Not meeting
% Candidates
Meeting or
Expectations
meeting or
Exceeding
exceeding
Expectations
HS 345
Archery
6
9
66%
Swimming: Front Crawl
7
8
53%
Swimming: Breast Stroke
10
5
33%
Volleyball –Set Wall-Volley
4
6
60%
Volleyball – Bump-Pass
5
5
50%
Badminton – Overhead Clear
3
8
73%
HS 405
Climbing knot & Flat repair
4
7
64%
HS 465
Traveling & Jumping
0
10
100%
Chasing, Fleeing & Dodging
0
10
100%
Volleying & Dribbling
0
10
100%
HS 355
Number and Percent of Graduate Candidates Scoring Below, Meeting, or Exceeding
Expectations
Course
Not meeting
Expectations
Meeting or
Exceeding
Expectations
% Candidates
meeting or
exceeding
Archery
0
2
100%
Swimming: Front Crawl
0
2
100%
Swimming: Breast Stroke
1
1
50%
Volleyball –Set Wall-Volley
0
1
100%
Volleyball – Bump-Pass
0
1
100%
Badminton – Overhead Clear
0
1
100%
HS 405
Climbing knot & Flat repair
0
2
100%
HS 465
Traveling & Jumping
0
2
100%
Chasing, Fleeing & Dodging
0
2
100%
Volleying & Dribbling
0
2
100%
HS 345
HS 355
Motor Skill
Section IV, Assessment 3 – Unit/Yearly Plans
1. Description of Assessment and its use in the program:
Candidates are required to develop:
1. A K-5 Elementary Scope & Sequence with a progression of learning tasks (content
development) for one skill theme as a final project in HS 465: Physical Activity for
Elementary School Students. Includes a K-5 scope and sequence, and thorough content
development (informing tasks, extensions, cues, challenges & organization) for one skill
theme. This assignment is a pre- or co-requisite to the middle school unit plan.
2. A middle level unit plan as a final project for HS 345: Physical Activity for Middle School
Students. Assignment requires an overview of the need and approach to physical education at
the middle school, a block plan, lessons designed supporting Arizona standards that
correspond with unit objectives, and the application of less direct teaching styles to meet the
unique needs of young adolescents.
Standard
2
3
4
5
6
Sections of Scope & Sequence and Unit Plan
aligning with Outcomes by Standard
Candidates justify the skill levels and progressions in
their scope and sequence, as well as their extensions
in their content development (2.2).
Candidates must plan appropriate strategies to meet
the needs of young adolescents (3.2).
Candidates must plan appropriate content
development, including challenges/applications (4.3)
& make effective organizational plans (4.2). They
must develop strategies for students to demonstrate
personal/social responsibility (4.4).
Unit plan task sheets & resources (5.2), and set
inductions in lesson plans clearly communicate
information (5.1).
Develop appropriate program goals (6.1), block
plan/scope & sequence linked to goals (6.2), teaching
styles appropriate for content/students (6.3), tasks are
developmentally appropriate (6.4), materials and
equipment are appropriate for students and tasks
(6.7), cues align with tasks and can facilitate
improved performance (6.9), and instructional styles
include at least one less direct method (6.10).
Beginning Fall 2008 (when University
catalog changes go into effect),
candidates must “meet” or “exceed
expectations” for at least 80% of
specified outcomes for each standard in
this project to be eligible for Transition
Point 2 – admission to capstone student
teaching. Candidates not meeting these
requirements must make necessary
corrections to be eligible for Transition
Point 2.
2. Standards Alignment:
HS 465 is a prerequisite and/or corequisite to HS 345. Most of the
NASPE outcomes addressed in the
Elementary S&S are the same as in the
MS Unit Plan. Candidates complete the
S&S, receive feedback, and are
expected to improve necessary items in
the MS Unit Plan. Data presented
represent primarily work completed on
the MS Unit Plan, except for outcomes
1.6 and 6.6, which are evidenced in the
elementary S&S.
Rubrics for these assignments were peer-evaluated for validity with the NASPE standards by NAU
PESH faculty. Sections of the scope and sequence and unit plan assignments specifically align with
the NASPE standards identified in the table to the left.
3. Results
In spring 2007 (HS 345 & HS 465 are offered spring semester only), twelve candidates (10
undergraduate and 2 graduate) successfully met requirements for transition point 2. Data revealed
that overall, at least 80% of candidates met or exceeded expectations on items corresponding with all
but 5 outcomes. Three candidates required remediation in strategies to develop responsibility (4.4),
communicating information in a variety of ways (5.2), connecting instructional goals to student
needs (6.2), selecting appropriate learning strategies (6.3), and developing appropriate learning cues
(6.9).
4. Evidence for Meeting Standards
Data reveal candidates are meeting expectations corresponding with standards 2, 3 & 4 through
planning assignments. For five specific outcomes, less than 80% of candidates met expectations.
These are each addressed below.
4.4: Plan strategies to help students demonstrate responsibility. 73% of candidates met expectations.
Candidates were expected to outline strategies specific for young adolescents, specifically including
strategies to demonstrate responsibility as described in Hellison’s “Teaching Responsibility through
Physical Activity”. The assignment has been revised to make this expectation more clear, and
activities in HS 345 have been added to further improve candidate performance.
5.2: Communicate managerial and instructional information in a variety of ways (e.g., bulletin
boards, music, task cards, posters, Internet, video). 53% of candidates met expectations.
Although less direct teaching styles were required, and included in candidate unit plans, not all
included task sheets/cards that would have met expectations for outcome 5.2. In the spring 2008,
candidates will be required to include at least one task sheet to communicate managerial and/or
instructional information.
6.2: Develop short and long-term plans that are linked to both program and instructional goals, and
student needs. 67% of candidates met expectations.
What could be considered one of the most important outcomes in a PETE program was not met
satisfactorily by candidates. This same outcome is addressed in more detail in HS 425: Planning &
Implementing School Physical Education, and assessed via the Candidate Work Sample (see
assessment 5). Although candidates did not perform satisfactorily on outcome 6.2 in the unit plan,
follow-up assessments indicate candidate learning, and that this outcome is being met.
6.3: Select & Implement strategies to facilitate learning. 73% of undergraduate candidates met
expectations.
Candidate performance on outcome 6.3 correlates with outcome 4.4. In HS 345, candidates were
expected to plan lessons using less direct teaching styles, specifically to accommodate the needs of
young adolescents, facilitate learning, and to actively teach responsibility. The assignment
description has been revised for spring 2008 to emphasize these concepts.
6.9: Develop and use appropriate instructional cues and prompts to facilitate competent motor skill
performance. 60% of candidates met expectations.
In reviewing unit plans for appropriate instructional cues and prompts, the predominant error is that
candidates would list cues for beginning learners (we call these control level cues) such as “watch
the ball”, “follow through”, or “finger pads” in advanced (utilization or proficient level) tasks such
as 2v3 basketball. More appropriate cues would be those such as “create space”, “cut off angles to
the goal” and “keep body in between the ball and the defender”. In addition to adding one class
worksheet dedicated to this topic, one lesson plan for their unit will be due before week 8 of the
semester to provide feedback to candidates emphasizing this concept.
HS 345: Physical Activity for Middle School
Unit Plan Guidelines
Based on your experiences during the semester, including participating in lessons modeling middle school
teaching practices, fieldwork observations and projects, assigned reading, and peer teaching activities,
you are responsible for designing a middle school unit plan for an assigned topic. The specific
requirements include:
Cover Page
Includes title of unit, your name, instructor name & course #, semester, target age group & an appropriate
graphic/picture
Unit Overview
Need
Accurately describes current physical education issues (obesity, need for physical activity, motor learning concepts for
young adolescents, allocated time in physical education, how these issues relate with the purpose of physical
education, etc). Justifies inclusion of the unit in a physical education program by addressing how it can contribute to
children becoming and remaining physically active. Includes relevant concepts covered in courses, and specific to
targeted age group.
Target Population – Young Adolescents
Thoroughly and accurately describes young adolescents in the middle school, and how the unit is relevant to their
interests & needs. Pulls relevant information from course discussions and lectures. Accurately discusses the social,
intellectual, physical and emotional characteristics of young adolescents, and how knowledge of these traits are evident
in the planning and teaching of the unit.
Program Goals
In narrative form, provides overview of the goals of the unit and how these decisions were made based on expected
characteristics of young adolescents (include national standard discussion). Accurately describes performance concepts
and strategies addressed throughout unit (activity categories, game tactics, skill improvement principles, fitness
principles), and how these contribute to improving motor skills and/or applied game/activity strategies, personal and
social responsibility, fitness, and encouraging physical activity outside of physical education. Strategies discussed are
realistic and relevant to the targeted age group, connect directly with state standards, and encompass ideas covered in
course activities.
Young Adolescent Strategies
Diverse learning needs
Lists 5-6 specific strategies, services and/or resources that are applied in the unit to meet the diverse learning needs of
students. Can include reference to specific equipment, extensions, field trip experiences, advisory resources, school
resources, teaming, and/or interdisciplinary teaching efforts. Strategies listed are practical and can be applied in a
teaching and school setting, and may include primarily those presented and/or discussed in course activities.
Teaching Styles
Lists and includes a brief and accurate description of the following teaching styles (practice, command, inclusion, selfcheck, reciprocal, discovery). The purpose of each style is accurately stated, as well as reference to lesson plans that
include tasks and/or objectives corresponding with the style.
Equipment and Facilities
Lists in alphabetical order all materials, resources and facilities required to teach the unit. Materials and equipment
listed represent developmentally appropriate choices with student safety (emotional and physical) an apparent
consideration. Includes some reference to specific equipment from physical education equipment supply catalogs.
Prerequisites and Unit Objectives
Include at least 6 unit objectives that address Arizona State physical education standards (You must include at least
one objective for standards #1 & 5, choose four others). Each standard represents an appropriately identified program
or unit goal reflective of the identified state standard. The state standard PO is referenced accurately, and text is
modified to represent an accurate and appropriate unit objective. Each standard then describes the assumed prerequisite
skills or skill level that is expected for which the unit and unit objectives are appropriate. Prerequisite skills are
connected to state standards as well when appropriate (for example, 5th grade PO is described as the expected
prerequisite for a 6th grade unit PO).
Assessment Plan
Unit Objectives
For each of the unit objectives, briefly describe how student performance will be evaluated. The evaluation strategies
for at least 4 of the 6 unit objectives must represent a realistic way to objectively evaluate student learning and
performance, and accurately reflect the standard and objective addressed.
Other
Strategies clearly describe ways to include student self- and peer-assessments within lessons. References to lessons
and/or handouts/materials are included if possible.
Calendar Block Plan
Give a brief overview of skills to be covered (in an appropriate progression) during each lesson in the unit using a
calendar format. Must include 5 days/lessons. For each day, include an overview of the purpose of the lesson, & types
of tasks/activities proposed. Content is linked to unit objectives and prerequisites and represents a logical progression
of learning outcomes and activities.
Lesson Plans
Follow the NAU HS lesson format. One lesson for each day of the block plan is required. Include all parts other than
reflection. Lessons should include measurable learning outcomes connected with unit objectives, content developed to
provide students opportunities to practice and meet lesson and unit objectives, and strategies appropriate for the
targeted age group.
Other
Spelling, grammar, organization. 1 point off for every spelling and grammatical error. Each error results in the loss of
an additional point. Proof Read!
Electronic Format
Posted to Taskstream. Must be in Microsoft Word format, all one document (do not email multiple attachments, copy
and paste them all into one document). If the document is not mailed in the required format to the instructor, it will be
returned. For every day late, an additional reduction of 10% of the final grade will be calculated.
HS 465: Physical Activity for Elementary School Children
Elementary Scope & Sequence
The purpose of this assignment is for you to demonstrate knowledge and the application of
developmentally appropriate physical education, skill themes and movement concepts by
presenting a yearly scope & sequence for grades K-5. Additionally, content will be thoroughly
developed for one assigned skill theme. Following is a detailed description of the specific parts
of this assignment to be completed.
A. Program overview:
Describe the focus of the elementary physical education program, and what students will
learn from kindergarten to grade 5. Include why this is important, and how it is relevant to K12 schools (think standards), and the nation (think obesity and how skill development is
relevant). Explain the physical education scope, and why decisions were made to teach
certain skill themes/movement concepts at different grade levels. Your school has allocated
one 30 minute physical education class/week for grades K-3, and two 30 minute classes/week
for grades 4-5.
B. Elementary Physical Education Scope
In tabular format, list the content that will be taught, and the number of days dedicated to
each topic. Develop this scope for an entire school year, which includes 36 physical
education lessons for grades K-3, and 72 lessons for grades 4-5. Summarize each by
displaying the total number of lessons devoted to teach topic, and the percentage of the
school year dedicated to that particular theme. This section should be consistent with the
program overview.
Sample Scope
Skill Theme/Movement Concept
Traveling
Jumping & Landing
Throwing & Catching
Protocols
Total (%)
K-1
3 (8.3%)
3 (8.3%)
4 (11.1%)
2-3
2 (5.6%)
2 (5.6%)
3 (8.3%)
3 (8.3%)
4-5
2 (2.8%)
4 (5.6%)
10 (13.9%)
4 (5.6%)
36 (100%)
36 (100%)
72 (100%)
C. Scope & Sequence
Develop a scope & sequence for grades K-5. Based on the scope developed (step B.), create a
scope & sequence which outlines the order in which different skill themes will be taught.
Sample Scope & Sequence
Week
K-1
Protocols
1
2-3
Protocols
2
Protocols
Traveling
3
Space
Weight Transfer & Rolling
4-5
Protocols
Throwing & Catching
Throwing & Catching
Kicking & Punting
Skill Themes in Gymnastics
Total
D.
36
36
72
Go over larger
equipment, stay
on the ground
Use the ground
only (LC), go
over a high
beam (UC)
Remain on
narrow and high
apparatus entire
time (UU)
Do movement
on floor (UC)
Explore
different ways
of traveling on
to and off of
equipment (PC)
Travel onto and
off of apparatus
by putting your
hands on the
apparatus, feet
on ground (MC)
Sequence one
weight transfer
off of an
apparatus with a
locomotor
movement to
another
apparatus –
repeat transfer
(LU)
Smooth
transitions,
extensions
Strong arms,
tight muscles,
extensions,
smooth,
alignment
Find a new way
Cue
Follow the
leader with a
partner – one
partner does
their moves,
other copies
Can you do the
same weight
transfer over
two different
apparatus?
How many
different ways
of going on to
and off of
equipment can
you find
Challenge
Working alone
in general space
with apparatus
of choice
Moving alone
in a mass
around different
pads and
apparatus
spread
throughout
space
Moving alone
in a mass
around different
pads and
apparatus
spread
throughout
space
Organization
Use the following key to identify GLSP of each task and any necessary extensions:
PC = Pre Control
LC = Lower Control
C = Middle Control
UC = Upper Control
LU = Lower Utilization
U = Middle Utilization
UU = Upper Utilization
Extension
Informing
E. GLSP Assessment
Develop a rubric with specific indicators for generic levels of skill proficiency. Describe
what a teacher can use to identify student GLSP as they observe children participating in
tasks for your assigned skill theme. Develop this rubric for the following levels.
Pre-Control
Lower Control
Control
Upper Control
Lower Utilization
Utilization
F. Content Development
For one assigned skill theme, thoroughly develop the content with informing tasks from precontrol to utilization level. Content must include informing tasks, extensions, cues,
challenges, and organization. The GLSP of each informing task must be identified, as well as
GLSP for any extensions that result in task difficulty changing enough to be considered at
another level of difficulty. A minimum of 10 pre-control, 20 control, and 10 utilization tasks
are required. Tasks must be presented in order from simple to complex.
G. Format, spelling & grammar
Document must be clear of any grammatical or spelling errors. The final product must be
posted on TaskStream as a single Microsoft word document by the due date.
Middle School PE Unit Plan Rubric (S07)
Levels:
Criteria:
Cover Page
Unit Overview Need (1.5)
Unit Overview Target Population
(1.4)
Unit Overview Program Goals and
Approach (1.3)
Not Meeting Expectations
Meeting Expectations
Exceeding Expectations
Does not include each of the following: Unit
Title, your name, instructor name, course #,
semester, target age group and/or appropriate
graphic. Cover page is unappealing in
appearance.
Inaccurate and/or incomplete description of
current physical education issues (obesity,
need for physical activity, motor learning
concepts for young adolescents, allocated time
in physical education, how these issues relate
with the purpose of physical education, etc).
Does not justify or describe the inclusion of
the unit in a physical education program or
addresses how it can contribute to children
becoming and remaining physically active.
May or may not include relevant concepts
covered in course, and specific to targeted age
group.
Sparse and or inaccurate description of young
adolescents in the middle school, and/or how
the unit is relevant to their interests & needs.
Insufficient relevant information from course
discussions and lectures is presented.
Inaccurate (or missing) discussion of the
social, intellectual, physical and emotional
characteristics of young adolescents.
Knowledge of these traits is not clearly evident
in the planning of the unit.
Includes title of unit, your name, instructor
name & course #, semester, target age group &
an appropriate graphic/picture.
N/A
Accurately describes current physical
education issues (obesity, need for physical
activity, motor learning concepts for young
adolescents, allocated time in physical
education, how these issues relate with the
purpose of physical education, etc). Justifies
inclusion of the unit in a physical education
program by addressing how it can contribute
to children becoming and remaining physically
active. Includes relevant concepts covered in
courses, and specific to targeted age group.
Accurate and thorough description of current
physical education issues (obesity, need for
physical activity, motor learning concepts for
young adolescents, allocated time in physical
education, how these issues relate with the purpose
of physical education, etc), pulling information
from multiple sources outside of class. Justifies
inclusion of the unit in a physical education
program by addressing how it can contribute to
children becoming and remaining physically
active. Includes relevant concepts covered in many
courses, and specific to targeted age group.
Thoroughly and accurately describes young
adolescents in the middle school, applies the
bioscience of this age group, and describes
how the unit is relevant to their interests &
needs. Pulls relevant information from course
discussions and lectures. Accurately discusses
the social, intellectual, physical and emotional
characteristics of young adolescents
(physiological and psychological), and how
knowledge of these traits are evident in the
planning and teaching of the unit for skillful
movement, physical activity and fitness.
In narrative form, provides overview of the
goals of the unit and how these decisions were
made based on expected characteristics of
young adolescents (include national standard
discussion). Accurately describes performance
Thoroughly and accurately describes young
adolescents in the middle school from an
experienced perspective, and how the unit is
relevant to their interests & needs. Presents
relevant information from sources beyond course
discussions and lectures. Accurately discusses the
social, intellectual, physical and emotional
characteristics of young adolescents. Knowledge of
these traits are evident in the planning and teaching
of the unit.
Presents an incomplete overview of the goals
of the unit and how these decisions were made
based on expected characteristics of young
adolescents. Goals may be inappropriate for
targeted age group, and the approach is
In narrative form, provides an exceptional
overview of the goals of the unit and how these
decisions were made based on actual
characteristics of young adolescents observed.
Accurately describes performance concepts and
Young Adolescent
Strategies - Diverse
Needs (3.2)
Young Adolescent
Strategies Teaching Styles
(6.10)
Equipment,
Materials,
Resources &
Facilities (6.7)
general in nature rather than specific to young
adolescents. May not include national standard
discussion. Inaccurately or does not include a
description of appropriate performance
concepts and strategies, or how these
contribute to improving motor skills and/or
applied game/activity strategies, personal and
social responsibility, fitness, and/or
encouraging physical activity outside of
physical education. Strategies discussed may
be unrealistic and/or irrelevant to the targeted
age group, may not connect directly with state
standards, and/or are inaccurate
representations of ideas covered in course
activities.
Lists fewer than 5 specific strategies, services
and/or resources that are applied in the unit to
meet the diverse learning needs of students.
Does not include reference to specific
equipment, extensions, field trip experiences,
advisory resources, school resources, teaming,
and/or interdisciplinary teaching efforts.
Strategies listed may not be practical and/or
applicable in a teaching and school setting.
Does not reflect application of concepts and
strategies addressed in course activities.
Description of the following teaching styles
(practice, command, inclusion, self-check,
reciprocal, discovery) is missing, inaccurate,
or incomplete. The purpose of some of the
styles is inaccurately presented, with no
reference to lesson plans that include tasks
and/or objectives corresponding with the
style.
Does not list in alphabetical order all
materials, resources and facilities required to
teach the unit. Materials and equipment listed
may not represent developmentally
appropriate choices and or do not reflect
student safety (emotional and physical)
concepts and strategies addressed throughout
unit (activity categories, game tactics, skill
improvement principles, fitness principles),
and how these contribute to improving motor
skills and/or applied game/activity strategies,
personal and social responsibility, fitness, and
encouraging physical activity outside of
physical education. Strategies discussed are
realistic and relevant to the targeted age group,
connect directly with state standards, and
encompass ideas covered in course activities.
strategies addressed throughout unit, and how these
contribute to improving motor skills and/or applied
game/activity strategies, personal and social
responsibility, fitness, and encouraging physical
activity outside of physical education. Strategies
discussed are creative, realistic and relevant to the
targeted age group, connect directly with state
standards, and encompass ideas covered in and
expanding beyond course activities.
Lists 5-6 specific strategies, services and/or
resources that are applied in the unit to meet
the diverse learning needs of students. Can
include reference to specific equipment,
extensions, field trip experiences, advisory
resources, school resources, teaming, and/or
interdisciplinary teaching efforts. Strategies
listed are practical and can be applied in a
teaching and school setting, and may include
primarily those presented and/or discussed in
course activities.
Lists and includes a brief and accurate
description of the following teaching styles
(practice, command, inclusion, self-check,
reciprocal, discovery). The purpose of each
style is accurately stated, as well as reference
to lesson plans that include tasks and/or
objectives corresponding with the style.
Lists more than 5-6 specific strategies, services
and/or resources that are applied in the unit to meet
the diverse learning needs of students. Includes
references to specific equipment, extensions, field
trip experiences, advisory resources, school
resources, teaming, and/or interdisciplinary
teaching efforts. Strategies listed are practical and
can be immediately applied in a teaching and
school setting, and include strategies expanding on
those presented and/or discussed in course
activities.
Lists and includes a thorough and accurate
description of the following teaching styles
(practice, command, inclusion, self-check,
reciprocal, discovery), and may include other styles
not addressed in course discussions and activities.
The purpose of each style is accurately stated, as
well as reference to lesson plans that include tasks
and/or objectives corresponding with the style.
Lists in alphabetical order all materials, resources
and facilities required to teach the unit. Materials
and equipment listed represent developmentally
appropriate choices with student safety (emotional
and physical) an apparent consideration. Includes
many references to specific equipment from
Lists in alphabetical order all materials,
resources and facilities required to teach the
unit. Materials and equipment listed represent
developmentally appropriate choices with
student safety (emotional and physical) an
apparent consideration. Includes some
Prerequisites &
Unit Objectives
(1.6)
Assessment Plan Unit Objectives
(7.1)
Assessment Plan Self- and Peerassessments (7.3)
considerations. Traditional and non-modified
sports equipment and materials may be listed
with no concessions for diverse student needs.
Include fewer than 6 unit objectives that may
or may not address Arizona State physical
education standards. Standards may represent
an inappropriately identified program or unit
goal misrepresenting the identified state
standard. The state standard PO may be
inaccurately in unclearly referenced.
Prerequisite skills or skill levels expected for
which the unit and unit objectives are
appropriate are not described, or are
inappropriate. Prerequisite skills may not be
presented, or connected to state standards.
ASsessment strategies are unclear and do not
represent objective assessment strategies. How
student performance will be evaluated is
unclear and or inappropriate. The evaluation
strategies for less than 4 unit objectives
represent a realistic and practical way to
objectively evaluate student learning and
performance. Assessments may or may not
accurately reflect the standard and objective
addressed. Assessments may not be considered
valid and/or reliable, or are similar in
approach.
Student self- and peer-assessments within
lessons are not included, or are not
representative of appropriate and/or clearly
presented approaches. References to lessons
and/or handouts/materials are not included.
reference to specific equipment from physical
education equipment supply catalogs.
Include at least 6 unit objectives that address
Arizona State physical education standards
(You must include at least one objective for
standards #1 & 5, choose four others). Each
standard represents an appropriately identified
program or unit goal reflective of the
identified state standard. The state standard PO
is referenced accurately, and text is modified
to represent an accurate and appropriate unit
objective. Each standard then describes the
assumed prerequisite skills or skill level that is
expected for which the unit and unit objectives
are appropriate. Prerequisite skills are
connected to state standards as well when
appropriate (for example, 5th grade PO is
described as the expected prerequisite for a 6th
grade unit PO).
For each of the unit objectives, briefly
describe how student performance will be
evaluated. The evaluation strategies for at least
4 of the 6 unit objectives must represent a
realistic way to objectively evaluate student
learning and performance, and accurately
reflect the standard and objective addressed. A
variety of techniques are described, and
assessments can be considered valid and
reliable.
Strategies clearly describe ways to include
student self- and peer-assessments within
lessons. References to lessons and/or
handouts/materials are included if possible.
physical education equipment supply catalogs
representing thorough consideration of equipment
needs of diverse students.
Includes 6 or more unit objectives that clearly
address Arizona State physical education
standards. All standards represent an appropriately
identified program or unit goal reflective of the
identified state standard and student needs. The
state standard PO is referenced accurately, and text
is modified to represent an accurate and
appropriate unit objective. Each standard
thoroughly describes the assumed prerequisite
skills or skill level that is expected for which the
unit and unit objectives are appropriate.
Prerequisite skills are connected to state standards.
Each of the unit objectives thoroughly describe
how student performance will be evaluated. A wide
variety of valid and reliable assessments are
described. The evaluation strategies all 6 unit
objectives represent a realistic and clear way to
objectively evaluate student learning and
performance, and accurately reflect the standard
and objective addressed. A variety of formal
assessment strategies are included.
Strategies clearly describe ways to include student
self- and peer-assessments within lessons.
References to lessons and/or handouts/materials
are included and represent thoughtful and
developmentally appropriate application and
evaluation of student assessment for the purposes
of promoting responsibility and/or designing
instruction.
Skills and activities listed are vague, unclear,
and/or may be inappropriate (for example,
listing "game play"). Skills to be covered do
not represent an appropriate progression. May
not include all 5 days/lessons, and/or lesson
purposes outlined are identical to one another.
Content is not accurately linked to unit
objectives and prerequisites and does not
represent a logical progression of learning
outcomes and activities.
Some areas are left blank or are not consistent
with the remainder of the lesson. Focus or subfocus may be developmentally inappropriate
(for example, "soccer" listed as the lesson
focus for 1st grade children). Equipment list
may be incomplete.
Gives a brief overview of skills to be covered
(in an appropriate progression) during each
lesson in the unit using a calendar format.
Includes 5 days/lessons. For each day, an
overview of the purpose of the lesson, & types
of tasks/activities proposed is included.
Content is accurately linked to unit objectives
and prerequisites and represents a logical
progression of learning outcomes and
activities.
All information is present and accurate, may
not include a sub-focus, and the situation is
general rather than for specific classes/students
and facilities/location. Equipment list
represents developmentally appropriate and
safe materials and resources.
Gives a thorough overview of skills to be covered
(in an appropriate progression) during each lesson
in the unit using a calendar format. Includes 5
days/lessons. For each day, an overview of the
purpose of the lesson, & types of tasks/activities
proposed is included. Content is accurately linked
to unit objectives and prerequisites and represents a
logical and developmentally appropriate
progression of learning outcomes and activities.
Includes strategies for targeted students.
All information is present and accurate, represents
focus/sub-focus that fits within long term plans
rather than isolated lessons taught on a one time
basis. Equipment list includes developmentally
appropriate materials and resources contributing to
maximized student learning.
Unclear and/or not assessable, do not include
behavior, condition and criterion. Objectives
are not directly connected to state performance
outcomes, or are inappropriate for the students
identified in the "situation" described.
Most of the objectives accurately reflect state
standards and are clear and measurable,
connect with lesson focus/sub-focus, and
suggest what content development should/does
include.
Lesson: Instant
Activity
Developmentally inappropriate or results in
low activity time. Would require direct teacher
involvement and/or require more than 30
seconds to get at least 95% of students
physically active.
Lesson: Set
Induction
(Anticipatory Set)
(5.1)
Does not capture student attention or interest,
and/or does not clearly state the lesson
purpose.
Developmentally appropriate and results in
high activity time for at least 95% of students.
Activity begins within 30 seconds. Allows
teacher time to talk with students if necessary
without interrupting activity, and lasts long
enough for students to "get the wiggles out",
or be ready to learn.
Includes an appropriate motivation or attention
getter to capture student attention, clearly
outlines the purpose of the lesson.
All objectives (at least 3) are clear and measurable,
represent connections to long term plans (unit
objectives or state outcomes), and are appropriate
for the students described in the "situation".
Written so well that a substitute teacher could
assess students progress on each objective.
Physical activity can begin within 10 seconds for
all students, activity is developmentally appropriate
and creative resulting in potential for all students to
be engaged and enjoy the activity.
Lesson: Content
Development Informing Tasks
Tasks do not represent a safe, logical or
developmentally appropriate progression and
suggest linear teaching rather than reactive
Tasks represent a safe and developmentally
appropriate progression from simple to
complex and GLSP is correctly identified for
Block Plan (6.2)
General lesson
format &
information:
Instructor, focus,
sub-focus, situation
& equipment (6.7)
Lesson Objectives
(6.1)
Includes an appropriate motivation or attention
getter to capture student attention, clearly outlines
the purpose of the lesson and connects lesson
activity with other lessons/activities that have
happened in the past or will occur in the future,
transfers relevant concepts to other
lessons/content.
Tasks represent a safe and developmentally
appropriate progression from simple to complex
and GLSP is correctly identified for each task.
(1.1, 6.4)
teaching where tasks are selected based on
student abilities and needs. GLSP is not or is
inaccurately identified for each task, and tasks
would result in significant waiting or inactivity
time. Some tasks are inappropriate
(psychological and/or physical) and do not
connect with lesson objectives.
Lesson: Content
Development Extensions (2.2,
3.1)
Extensions are general such as "ball type" or
"distance from target" and do not offer any
significant ideas for accommodating
students/classes of varying abilities.
Extensions may be unrealistic and impossible
to apply in a classroom/gym setting.
The same cues are listed for all tasks
regardless of GLSP, and/or do not reflect
refinements appropriate for guiding students to
improve performance.
Lesson: Content
Development Cues/Refinements
(1.3, 6.9)
Lesson: Content
Development Challenges (4.3)
Lesson: Content
Development Organization (4.2)
Lesson: Closure
each task. More than one task is included
within each relevant GLSP, and tasks are
engaging and appropriate to lesson objectives
and expected student developmental needs.
Tasks reflect adequate content knowledge for
the skill theme/activity being taught and
accurately reflect identified
standards/performance outcomes.
Extensions provide opportunities to
accommodate and meet unique needs of an
entire class and/or individuals. Extensions can
be realistically applied and will offer
opportunities to better accommodate
individuals and whole classes.
Multiple cues from which to choose are
included that will facilitate competent motor
skill performance. Cues are all appropriate for
GLSP identified in the informing task, and
represent an adequate understanding of
movement analysis and improvements in
motor performance.
Challenges change the task, often resulting in
the task being appropriate to a different GLSP,
or are not included for all relevant tasks, or are
developmentally inappropriate (e.g. having 6th
graders spell their name every time they get
tagged).
Organization is not well thought out, is
developmentally inappropriate, and/or results
in singling students out, inefficient use of time
(high waiting and management time), and
confusion among students.
Tasks are not changed, nor task difficulty
other than to make a game/challenge out of the
informing task which would motivate students
to participate in the activity. Challenges are
developmentally appropriate and would
capture many student's interests.
Organization of tasks represents safe,
effective, developmentally appropriate and
efficient transitions from one task to another.
Grouping procedures are efficient and fair and
do not allow children the opportunity to be
singled out. Management time is minimized
and there is little to no forseeable waiting
time.
Not present or is incomplete. Does not
mention lesson purpose or transfer lesson
Lesson purpose is clearly written and a
statement of how the lesson is relevant and/or
More than one task is included within each relevant
GLSP, and tasks are engaging and appropriate to
lesson objectives and expected student
developmental needs. Tasks reflect in-depth
content knowledge for the skill theme/activity and
thoroughly reflect opportunities for children to
progress toward meeting state performance
outcomes.
Thoughtful and thorough development of
extensions that provide opportunities to
accommodate and meet unique needs of an entire
class and/or individuals. Extensions can be quickly
applied and will offer opportunities to better
accommodate many individuals and whole classes.
Multiple cues from which to choose are included
that will facilitate competent motor skill
performance, and challenge higher level movers to
improve performance. All cues are appropriate for
GLSP identified in the informing task, and
represent an exceptional understanding of
movement analysis, the interaction of tasks,
practice, and improvements in motor performance.
A wide variety of challenges are listed that would
capture most student's interest. Challenges go
beyond "how many times" or "how long", or other
similar approaches.
Organization of tasks represents safe, effective,
developmentally appropriate and efficient
transitions from one task to another. Tasks can be
moved between quickly and fairly, allowing
students to have appropriate individual practice
opportunities without being singled out or put on
the spot. Grouping procedures are creative and
provide expedited transitions between tasks
resulting in little to no waiting and/or management
time.
Lesson purpose is clearly written and a statement
of how the lesson is relevant and/or transfers
activities to other lessons/content/activities.
transfers outside of the lesson is included.
Select instructional
strategies (less
direct) appropriate
for the diverse and
unique
characteristics of
young adolescents
(6.3)
Lesson includes only practice or command
teaching styles and does not include any
strategies for empowering young adolescents,
or shifting responsibility and decision making
to students.
Task Sheets &
Resources (5.2)
Task sheets do not include sufficient
information to explain the purpose,
expectations, student and teacher roles, and
sample responses. No pictures or graphics are
included, or those included do not help clarify
the task.
Strategies for
students to take
personal and social
responsibility.
(4.4)
Other: Grammar,
spelling,
presentation, and
electronic
submission
Few or no strategies to empower young
adolescents are presented in the lesson.
Some less direct teaching styles and/or
strategies specific to young adolescents are
included in the content development.
Strategies included are appropriate to help
students progress toward taking more
responsibility, while accommodating diverse
student needs. Learning objectives address
responsibility, and a few of the tasks reinforce
these objectives through less direct teaching
styles.
Task sheets & resources clearly communicate
managerial and instructional information.
Purpose of the material is clear to reader,
includes sufficient information to explain task,
student and teacher roles, and expectations.
Graphics included help clarify task
organization and/or movements.
Strategies for young adolescent responsibility
are included within the lesson (specifically,
Hellison's strategies for levels 1-4).
Multiple spelling and/or grammatical errors,
document is in need of editing and does not
appear to be proof read.
Very few spelling and grammatical errors,
appears document has been proof-read and
corrections made.
outside of the lesson is included. Closure may be
interactive and include a checking for
understanding.
The content and lesson represents a smooth and
consistent plan for young adolescents with many
empowerment opportunities, tasks that shift
responsibility to students, and learning outcomes
consistent with helping students learn, practice and
improve responsibility.
Task sheets & resources clearly communicate
managerial and instructional information and are
appealing. Purpose of the material is clear to
reader, includes very clear information that
explains tasks, student and teacher roles, and
expectations. Pictures and graphics help clarify
specific movements and expectations.
The lesson provides multiple
opportunities/strategies for young adolescents to
take personal and social responsibility. Seamless
and smooth transitions and integration of tasks and
empowerment strategies are clearly presented.
No spelling and grammatical errors, appears
document has been proof-read and corrections
made. Very clean, organized, and well written
document.
Elementary Scope & Sequence Rubric
Levels:
Program
overview - State
physical
education
standards (1.6)
Does not meet Expectations
Many decisions regarding what is included and
why are missing, unclear that ST&MC are fully
understood by the author with some statements
made that are not fully developmentally
appropriate or do not reflect quality physical
education for children.
Meets Expectations
Thoroughly describes that skill themes &
movement concepts will be taught, and how
different themes will be covered based on
developmental levels of students. Statements of
why this approach is appropriate is included,
and are specifically connected to the Arizona
state physical education standards. Theories of
human development are accurate and
appropriate for students described.
Program
Overview History and
philosophy (1.5)
Little and/or an inaccurate historical perspective
of physical education is presented. The purpose of
elementary physical education is general or
inaccurate and does not include how learning
skills and using teaching methods appropriate for
young children can contribute to them becoming
physically active. A weak connection to social
need is presented, and inaccurate or non existent
statements regarding how elementary PE
philosophy is supported or important.
Program outcomes are presented, yet not all
accurately reflect the state standards, motor skills,
and/or developmentally appropriate physical
education for 1st, 3rd and 5th grades. Some
outcomes may not reflect accurate understanding
of human development and motor learning.
An accurate historical perspective of physical
education and paradigm shift is accurately
discussed. Includes clear description of the
purpose of elementary physical education,
connected to national standards and state
outcomes, and how this is connected to recent
social trends. Information presented reviews
that covered in course readings and activities.
Program
Outcomes (1.3)
Scope (6.2)
Appropriate # lessons are shown by K-1, 2-3, and
4-5. Most content selected is developmentally
appropriate for age, although some errors exist
such as spending a lot of time on movement
concepts in intermediate ages or spending a high
proportion of primary grades time on
manipulatives. Scope does not accurately
represent or reflect long-term plans that are linked
Program outcomes are presented and accurately
reflect the state standards, motor skills, and
developmentally appropriate physical education
for 1st, 3rd and 5th grades (address standards 1
& 2). Outcomes reflect accurate
application/understanding of human
development and motor learning.
Appropriate # lessons are shown by K-1, 2-3,
and 4-5. Content selected is developmentally
appropriate for age, connects with state
standards identified in the program overview.
Scope reflects long-term plans that are linked to
both learning goals, student needs/performance.
Exceeds Expectations
Thoroughly describes that skill themes &
movement concepts will be taught, and how
different themes will be covered based on
developmental levels of students. Theories of
human development are accurate and
appropriate for students described, a solid case
for quality and developmentally appropriate
physical education is made which works to
advocate for the program. Accurate and
thorough reference to state standards with
exceptional interpretation of the standards for
grade level connected to GLSP and ST&MC.
Historical perspective of physical education and
paradigm shift is accurately discussed. Includes
clear description of the purpose of elementary
physical education, connected to national
standards and state outcomes, and how this is
connected to recent social trends. Information
presented reviews and expands on that covered
in course readings and activities, and
demonstrates additional information gathered
outside of class.
Program outcomes reflect exceptional grasp of
the state standards/performance outcomes for
grades discussed.
Appropriate # lessons are shown by K-1, 2-3,
and 4-5. Content selected is developmentally
appropriate for age and reflects a logical and
thoughtful progression, including
considerations of weather. Scope reflects longterm plans that are linked to both learning
goals, student needs/performance. Adaptability
of plans to meet diverse student needs is
to both learning goals, student
needs/performance.
Content is organized logically, although some
content is out of order such as teaching catching
before volleying. Skills are massed in practice,
rather than distributed throughout the year in
primary grades.
Statement regarding scope & sequence does not
reflect completely accurate application of motor
learning and development for grade levels
addressed. Statements are made without adequate
justification.
evident.
GLSP Rubric
Most of the levels are appropriately described so
that PC = by luck or chance, LC in a static
environment, C in a static environment with some
stationary obstacles, UC in a cooperative
environment combining skills. U is competitive
with dynamic and unpredictable environment.
Each of the levels are appropriately described
so that PC = by luck or chance, LC in a static
environment, C in a static environment with
some stationary obstacles, UC in a cooperative
environment combining skills. U is competitive
with dynamic and unpredictable environment.
Content
Development Informing
Tasks(1.1, 6.4)
Tasks do not represent a logical or
developmentally appropriate progression and
suggest linear teaching rather than reactive
teaching where tasks are selected based on
student abilities and needs. GLSP is not or is
inaccurately identified for each task, and tasks
would result in significant waiting or inactivity
time. Some tasks are inappropriate (psychological
and/or physical).
Extensions are general such as "ball type" or
"distance from target" and do not offer any
significant ideas for accommodating
Tasks represent a developmentally appropriate
progression from simple to complex and GLSP
is correctly identified for each task. More than
one task is included within each relevant GLSP,
and tasks are engaging and appropriate to skill
theme/movement concept. Tasks reflect
adequate content knowledge for the skill
theme/activity .
Content is distributed throughout the year,
movement concepts covered primarily in
primary grades, not so much in intermediate
grades. REpresents a thorough program with
activities connected to the National standards.
Accurate and advanced statement reflecting
understanding and application of motor skill
learning is made justifying the sequence that
skill themes and movement concepts are
presented for grades K-1, 2-3, & 4-5.
Specifically, massed vs. distributed practice
related to skill and developmental level is
presented making a case for the order in which
to present content. The interaction of
environment, student and task are thoroughly
described regarding how tasks and cues are
selected.
Each of the levels are appropriately described
so that PC = by luck or chance, LC in a static
environment, C in a static environment with
some stationary obstacles, UC in a cooperative
environment combining skills. U is competitive
with dynamic and unpredictable environment.
Rubric is clearly specific to the assigned skill
theme and includes some specialized criteria to
that skill.
Tasks represent a developmentally appropriate
progression from simple to complex and GLSP
is correctly identified for each task. More than
one task is included within each relevant GLSP,
and tasks are engaging. Tasks reflect in-depth
content knowledge for the skill theme/activity
and thoroughly reflect opportunities for
children to improve motor skills.
Extensions provide opportunities to
accommodate and meet unique needs of an
entire class and/or individuals. Extensions can
Thoughtful and thorough development of
extensions that provide opportunities to
accommodate and meet unique needs of an
Scope &
Sequence (6.2)
Scope &
Sequence
Justification
(2.3)
Content
Development -
Logical distribution of content throughout year
(rather than massed), consistent with scope.
Accurate statement reflecting understanding of
motor skill learning is made justifying the
sequence that skill themes and movement
concepts are presented for grades K-1, 2-3, & 45. Specifically, massed vs. distributed practice
related to skill and developmental level is
presented making a case for the order in which
to present content. The interaction of
environment, student and task are described
accurately to demonstrate how tasks and cues
are selected.
Extensions(2.2,
3.1)
students/classes of varying abilities. Extensions
may be unrealistic and impossible to apply in a
classroom/gym setting.
be realistically applied and will offer
opportunities to better accommodate individuals
and whole classes.
Content
Development Cues/Refinement
(1.3, 1.1, 6.9)
The same cues are listed for all tasks regardless of
GLSP, and/or do not reflect refinements
appropriate for guiding students to improve
performance.
Multiple cues from which to choose are
included that will facilitate competent motor
skill performance. Cues are all appropriate for
GLSP identified in the informing task, and
represent an adequate understanding of
movement analysis and improvements in motor
performance.
Content
Development Challenges (4.3,
6.6)
Challenges change the task, often resulting in the
task being appropriate to a different GLSP, or are
not included for all relevant tasks, or are
developmentally inappropriate (e.g. having 6th
graders spell their name every time they get
tagged).
Tasks are not changed, nor task difficulty other
than to make a game/challenge out of the
informing task. Challenges are developmentally
appropriate and would capture many student's
interests. Include some interdisciplinary
activities general to other content areas.
Content
Development Organization
(4.2)
Organization is not well thought out, is
developmentally inappropriate, and/or results in
singling students out, inefficient use of time (high
waiting and management time), and confusion
among students.
Organization of tasks represents safe, effective,
developmentally appropriate and efficient
transitions from one task to another. Grouping
procedures are efficient and fair and do not
allow children the opportunity to be singled out.
Management time is minimized and there is
little to no forseeable waiting time.
Materials and
equipment (6.7)
All equipment necessary to teach tasks in content
development is included, although some
equipment may be considered inappropriate, and
these items are not described. Considerations of
developmentally appropriate equipment is not
evident.
Thorough list of equipment necessary to teach
all tasks and challenges in the content
development is included. Equipment represents
developmentally appropriate choices, with brief
descriptions of items in order to clearly
demonstrate appropriate equipment was
considered and selected.
entire class and/or individuals. Extensions can
be quickly applied and will offer opportunities
to better accommodate many individuals and
whole classes.
Multiple cues from which to choose are
included that will facilitate competent motor
skill performance, and challenge higher level
movers to improve performance. All cues are
appropriate for GLSP identified in the
informing task, and represent an exceptional
understanding of movement analysis, the
interaction of tasks, practice, and improvements
in motor performance.
A wide variety of challenges are listed that
would capture most student's interest.
Challenges go beyond "how many times" or
"how long", or other similar approaches.
Includes interdisciplinary activities that
demonstrate an understanding of content for the
identified grade levels.
Organization of tasks represents safe, effective,
developmentally appropriate and efficient
transitions from one task to another. Tasks can
be moved between quickly and fairly, allowing
students to have appropriate individual practice
opportunities without being singled out or put
on the spot. Grouping procedures are creative
and provide expedited transitions between tasks
resulting in little to no waiting and/or
management time.
Thorough list of equipment necessary to teach
all tasks and challenges in the content
development is included. Equipment represents
developmentally appropriate choices, with
descriptions of items in order to clearly
demonstrate appropriate equipment was
considered and selected. Equipment includes a
variety allowing varying ability levels and
students with special needs to be
accommodated.
Candidate Data
Table: Number and Percent of Bachelor’s of Science Candidate Scores by NASPE Criteria
on Unit/Yearly Plans (Spring 2007)
Not Meeting
Meeting
Exceeding
# of Candidates eligible for
Expectations Expectations Expectations
Transition point 2
Standard 2
2.2
15 (100%)
0
12
3
Standard 3
3.2
12 (80%)
3
10
2
Standard 4
4.2
13 (87%)
2
13
0
4.3
14 (93%)
1
14
0
4.4
11 (73%)
4
10
1
Standard 5
5.1
14 (93%)
1
13
1
5.2
8 (53%)
7
5
3
Standard 6
6.1
13 (87%)
2
10
3
6.2
10 (67%)
5
4
6
6.3
11 (73%)
4
10
1
6.4
13 (87%)
2
10
3
6.6
10 (83%)
2
8
2
6.7
15 (100%)
0
12
3
6.9
9 (60%)
6
8
1
6.10
13 (87%)
2
11
2
Table: Number and Percent of M aster’s Candidate Scores by NASPE Criteria on
Unit/Yearly Plans (Spring 2007)
Not Meeting
Meeting
Exceeding
# of Candidates eligible for
Expectations Expectations Expectations
Transition point 2
Standard 2
2.2
2 (100%)
2 (100%)
Standard 3
3.2
2 (100%)
2 (100%)
Standard 4
4.2
2 (100%)
2 (100%)
4.3
2 (100%)
2 (100%)
4.4
2 (100%)
2 (100%)
Standard 5
5.1
2 (100%)
2 (100%)
5.2
2 (100%)
2 (100%)
Standard 6
6.1
2 (100%)
1 (50%)
1 (50%)
6.2
2 (100%)
2 (100%)
6.3
2 (100%)
2 (100%)
6.4
1 (50%)
1 (50%)
1 (50%)
6.6
2 (100%)
2 (100%)
6.7
2 (100%)
2 (100%)
6.9
2 (100%)
2 (100%)
6.10
2 (100%)
2 (100%)
Section IV, Assessment 4 – Student Teaching Evaluation Form
1. Description of Assessment and its use in the program:
The student teaching evaluation includes two forms, the first based on the Arizona Beginning
Teacher Standards and the second based on NASPE. Each form is a 3-point rating scale
containing 38 and 62 items respectively. Forms are organized into six categories; Designing
Instruction, Developing/Maintaining a positive learning environment, Content Knowledge,
Implementing/Managing instruction, Assessing learning and Professional conduct/dispositions.
Items within each category are aligned to specific NASPE outcomes, identified by the outcome
number listed in parentheses after relevant items.
The form is filled out as a midterm and final evaluation form individually by the university
supervisor, student teacher, and cooperating teacher. University supervisor final evaluation of
candidate performance determines candidate successful completion of student teaching. Data
included here represent evaluation by the university supervisor. Candidates must receive a mark
of “meeting expectations” on 80% of items on their final evaluation to pass student teaching.
Table 1: Teaching Evaluation form Category and
Corresponding NASPE outcomes
Form Category
NASPE Outcomes
Designing/Planning
1.6, 2.1, 3.2, 6.1, 6.2, 6.3, 6.4,
Instruction
6.5, 6.6, 6.7, 6.9 & 8.1
Developing/Maintaining 4.1, 4.2, 4.4, 4.5 & 5.3
a positive learning
environment
Implementing/Managing 1.2, 2.1, 2.2, 2.3, 3.1, 4.2, 4.3,
instruction
4.4 5.1, 5.4, 6.2 6.3, 6.8, 6.10
& 9.1
Content Knowledge
1.1, 1.2, 1.3, 1.4 & 6.9
Assessing learning
7.2, 7.3 & 7.4
2. Standards Alignment:
The categories in the evaluation
form were designed to align with
NASPE Standards 1-9. The items
within each category measure
specific standard criteria. These are
indicated on the evaluation form,
and therefore are not detailed here.
University supervisors are asked to
require candidates to evidence
each of these during their student
teaching experience.
3. Data & Findings
Of graduate and undergraduate candidates, 100% met or exceeded expectations on at least 80%
of checklist items, and thus were eligible to pass the student teaching experience (see Table 2).
Analyzing the data by individual NASPE outcomes reveals that over 80% of the undergraduate
candidates met or exceeded expectations on all outcomes with the exception of outcome 7.4, for
which 75% of the candidates met or exceeded the standard criteria. All outcome criteria were
met or exceeded by 100% of the graduate candidates.
4. Evidence for Meeting Standards
There is strong evidence for our candidates meeting the NASPE standards and outcomes that are
evaluated by the student teaching evaluation form.
Standard 1: Content Knowledge
All undergraduate and graduate candidates met or exceeded all expectations for criteria
corresponding with standard 1, which included outcomes 1.1, 1.2, 1.3, 1.4 & 1.6. Data reveal
candidates are demonstrating content knowledge.
Standard 2: Growth & Development
All undergraduate and graduate met or exceeded all expectations on criteria corresponding with
outcomes 2.1, 2.2 & 2.3, suggesting meeting standard 2 expectations.
Standard 3: Diverse Students
All undergraduate and graduate candidates met or exceeded all expectations on criteria
corresponding with outcomes 3.1 & 3.2. One spring 2007 undergraduate candidate did not meet
expectations on outcome 3.1 and a second undergraduate candidate did not meet expectations on
outcome 3.2. Overall, data suggest candidates are prepared and meet standard 3 expectations.
Standard 4: Management & Motivation
All undergraduate and graduate candidates met or exceeded all expectations on criteria
corresponding with outcomes 4.1, 4.2, 4.3, 4.4 & 4.5, suggesting meeting standard 4
expectations.
Standard 5: Communication
Both graduate candidates and all but one undergraduate candidate met or exceeded all
expectations on criteria corresponding with outcomes 5.1, 5.3, & 5.4. One fall 2007
undergraduate candidate did not meet expectations on outcome 5.1. Overall, data reveal
candidates are meeting standard 5 expectations.
Standard 6: Planning & Instruction
Both graduate candidates met or exceeded all expectations on criteria corresponding with
outcomes 6.1-10. One spring 2007 undergraduate candidate did not meet expectations on
outcomes 6.1 or 6.4, however, did meet expectations on items corresponding with the remaining
eight items corresponding with standard 6. Overall, data reveal candidates are meeting standard 6
expectations.
Standard 7: Student Assessment
Both graduate candidates met or exceeded all expectations on criteria corresponding with
outcomes 7.2, 7.3,and 7.4. Two fall 2007 undergraduate candidates did not meet expectations on
outcome 7.4, one of whom also did not meet expectations on criteria corresponding with
outcome 7.2. Overall, data reveal candidates are meeting standard 7 expectations.
Standard 8: Reflection
All undergraduate and graduate candidates met or exceeded expectations for outcome 8.1. Data
reveal candidates are meeting expectations relative to becoming reflective practitioners.
Standard 9: Technology
All undergraduate and graduate candidates met or exceeded expectations for the one criteria
corresponding with standard 9. Specifically, one item corresponded with outcome 9.1. Data
reveal candidates are meeting expectations on standard 9.1: knowledge of current technologies.
These data must be considered in context. First of all, data reflect final student teaching
evaluations by the university supervisor. These evaluations were completed once the supervisor,
cooperating teacher and student teacher all agreed that performance was sufficient to meet all
expectations. In some cases, this final evaluation was conducted after 10 weeks at the final
student teaching placement to allow candidates additional time to meet expectations.
Secondly, there was no scoring guide that was used consistently by all supervisors. It is possible
that there was low interrater reliability among supervisors, as some supervisors mean scores were
higher than others. For that reason, a scoring guide has been developed for use beginning spring
2008. This scoring guide will be evaluated and revised as needed beginning with spring-fall 2008
data.
Health Sciences: Physical Education & School Health
Student Teaching Evaluation Form
Student Teacher:
Completed by:
Cooperating Teacher
Supervisor
Student Teacher
ID#:
Evaluation:
Coop:
Date:
School:
Subject:
District:
Designing and Planning Instruction
Midpoint
Final
Grade Level:
N-Not Applicable/Not Observed
Objectives are clear, specific and measurable & include cues
Designs and implements safe, developmentally appropriate lessons
based on principles of effective instruction. (6.4)
Tasks, resources and materials are developmentally appropriate (6.7)
1-Not meeting expectations 2-Meeting expectations 3-Exceeding expectations
Extensions included in plan to accommodate differences among
learners
Plans include strategies and activities integrating learning from other
subject areas (6.6)
Plans include cues appropriate for students and tasks (6.9)
Creating and Maintaining a Positive Learning Environment
Ensure students work with a variety of classmates through effective
grouping strategies
Effective management of discipline problems (proximity control,
person-to-person dialogue, time-outs, back to wall etc.) (4.5)
Students are on task
Student safety (psychological and physical) is a priority
Uses managerial routines creating smoothly functioning learning
experiences (4.1)
Class rules, expectations, and routines established and reinforced (4.5)
The student teacher effectively used start/stop signals
Communicates in ways sensitive to all students (5.3)
Implementing & Managing Instruction
Selects most appropriate tasks & extensions from lesson plan to
facilitate student success (2.3)
Resources (space, students, equipment) organized to maximize
academic learning time, minimize management & waiting. (4.2)
The student teacher adjusts the lesson to enhance learning
Instructions and demonstrations are concise and clear (5.1)
The student teacher uses feedback specific to skill cues (specific
congruent)
The students demonstrate understanding (checking for understanding)
Provides accurate and appropriate skill demonstrations (6.8)
Extensions that accommodate differences in skill levels are
implemented (2.2)
Uses a variety of strategies to encourage students to be physically
active in and out of school (4.3)
Teaching strategies other than direct instruction are implemented (6.10)
The most appropriate cues are selected to meet student needs (3.1)
Selects and implements appropriate instructional strategies considering
context, students and the environment (6.3)
Uses appropriate strategies to help students demonstrate personal/social
responsibility (4.4)
Teaching and management strategies enhance student interaction (5.4)
Professional Conduct
Student Teaching Notebook current and complete
Serves as a role model for health, personal fitness, and enjoyment of
physical activity participation
Content Knowledge
Skill Themes, movement concepts
Describe and apply bioscience (anatomical, physiological,
biomechanical) and psychological concepts to skillful movement,
physical activity, and fitness. (1.4)
Models competent motor performance (1.2)
Applications and activities integrate learning and content
Team/individual sports, other content (n/a to elementary)
Describe performance concepts and strategies related to skillful
movement and physical activity (1.3)
Principles of health-related physical fitness and principles of training
Critical elements and developmental progressions (1.1, 6.9)
Indicate areas of teaching strengths and areas needing improvement (goals):
Cooperating Teachers Signature
Date
University Supervisors Signature
Date
Student’s Signature
Date
Student Note: By signing this form you are indicating that you have seen the evaluation and that disagreements have been discussed and finalized.
White: Student Teacher
Canary: Cooperating Teacher
Pink: University Supervisor
Goldenrod: NAU
College of Education
Student Teaching Evaluation Form
Student Teacher:
Completed by:
Cooperating Teacher
Supervisor
Student Teacher
ID#:
Evaluation:
Coop:
Date:
School:
Subject:
District:
Designing and Planning Instruction
Midpoint
Final
Grade Level:
N-Not Applicable/Not Observed
Focuses instruction on applicable academic standards (1.6)
Includes learning experiences that are developmentally appropriate for
learners (2.1)
Includes learning experiences that are appropriate for curriculum goals (6.1)
Addresses prior knowledge of individual and group performance
N123
Define & prioritize short and long term curriculum goals (6.1)
Includes learning experiences that are based upon principles of effective
instruction (6.4)
Accesses resources and services to foster student learning (3.2)
N123
N123
N123
N123
N123
N123
1-Not meeting expectations
2-Meeting expectations
3-Exceeding expectations
Incorporates appropriate assessment of student progress
Addresses any physical, mental, social, cultural, and community
differences among learners (6.2)
Includes learning experiences that address a variety of cognitive levels
Includes appropriate use of a variety of methods, materials, and resources
(6.3)
Aligns curriculum with the student assessments (6.2)
Reviews his or her practices and evaluates the influences of his or her
practices on student growth and learning (8.1)
Includes learning experiences that accurately represent content (6.5)
N123
Provides a motivating learning environment
Promotes appropriate classroom participation
Organizes materials, equipment, and other resources appropriately (4.2)
Listens thoughtfully and responsively
Encourages the student to demonstrate self-discipline and responsibility to
self and others (4.4)
N123
N123
N123
N123
N123
N123
N123
N123
N123
N123
N123
Creates & Maintains a Positive Learning Environment
Establishes and maintains standards of mutual respect
Displays effective classroom management
Applies to daily practice the ethics of the profession
Respects the individual differences among learners
Facilitates people working productively and cooperatively with each other
(4.4)
N123
N123
N123
N123
N123
Implements & Manages Instruction
Appropriately implements a teacher-designed lesson plan
Maximizes the amount of class time students are engaged in learning (4.2)
Uses strategies that are appropriate to students’ developmental levels (6.3)
Incorporates strategies which address the diverse needs of learners, and
demonstrates multicultural sensitivity (2.1)
Communicates to students specific standards and high expectations for
learning
Models the skills, concepts, attributes, or thinking processes to be learned
(1.2)
Demonstrates effective written and oral communication (5.1)
N123
N123
N123
N123
Encourages critical thinking
Connects lesson content to real life situations when appropriate
Uses technology and a variety of instructional resources appropriately (9.1)
Uses a variety of effective teaching strategies to engage students actively in
learning (4.2)
N 1 2 3 Links learning with students’ prior knowledge, experiences, and
backgrounds (6.2)
N 1 2 3 Provides opportunities for students to use and practice what is learned
N123
N123
N123
N123
N 1 2 3 Adjusts instruction based on feedback from students
N123
N 1 2 3 Maintains privacy of student records and performance
N 1 2 3 Offers students and parents appropriate feedback on progress toward
N123
N123
N123
N123
Assesses Learning & Communicates Results
Promotes student self-assessment (7.3)
Uses a variety of appropriate formal and informal assessments aligned with
instruction (7.2)
learning expectations
N123
Maintains records of student work and performance and uses them to guide instructional decisions (7.4)
Professional Conduct
Collaborates with colleagues to achieve teaching goals
Shows enthusiasm and a positive attitude
Prepared to meet responsibilities of the day well before school day starts
Accepts constructive criticism in a professional manner and makes
adjustments
Uses student names (asks when doesn’t know)
Establishes positive rapport with students
Responds appropriately to student needs
Fulfills requirements of attendance and punctuality
Open to new ideas, teaching methods, culture, etc…
Demonstrates caring and empathic disposition
N123
N123
N123
N123
N123
N123
N123
N123
N123
N123
Demonstrates initiative
Maintains an appropriate appearance
Addresses teachers, administrators, and university supervisor with respect
Demonstrates productive leadership and team membership skills that
facilitate the development of mutually beneficial goals
Demonstrates use of voice projection and inflection
Addresses students with respect
Has high student expectations for learning and behavior
Displays confidence
Demonstrates ethical behavior and reasoning
N123
N123
N123
N123
N123
N123
N123
N123
N123
Comments:
Cooperating Teacher Signature
Date
University Supervisor Signature
Date
Student Signature
Date
Student Note: By signing this form you are indicating that you have seen the evaluation and that disagreements have been discussed and finalized.
Aligned with AZ Professional Teaching Standards
White: Student Teacher Canary: Cooperating Teacher Pink: University Supervisor
Goldenrod: NAU
Student Teaching Evaluation Rubric
This rubric is designed to provide guidance for evaluating teaching candidates using both the Physical Education & School Health,
and College of Education student teaching evaluation forms. All applicable items indicate the relevant NASPE standard and
performance outcome. For those items, use the rubric below to accurately assess candidate performance.
Standard
1 = Below Expectations
2 = Meeting Expectations
3 = Exceeding Expectations
Standard 1: Content
Knowledge.
Insufficient evidence of content
knowledge exists. Content in plans
does not indicate sufficient
identification of critical elements and
performance strategies related to
skillful movement. Insufficient
evidence is presented related to
state/national content standards, current
physical activity issues, and or the
application of anatomical and
physiological science in content
development.
Sufficient evidence exists indicating
that the candidate understands physical
education content and disciplinary
concepts related to the development of
a physically educated person. Plans
include appropriate cues, extensions
and tasks to guide children to be
successful in physical activity, and
appropriately correspond with student
needs (e.g., control tasks with control
cues, utilization tasks with utilization
cues). Evidence is of discipline specific
content and skill knowledge necessary
to provide curriculum and instruction
related to the Arizona state physical
activity content standards.
Exemplary evidence exists indicating that the
candidate understands and applies physical
education content and disciplinary concepts related
to the development of a physically educated person.
Plans include multiple appropriate cues, extensions
and task sequences to guide children to be
successful in physical activity, and appropriately
correspond with student needs (e.g., control tasks
with control cues, utilization tasks with utilization
cues). Evidence is of discipline specific content and
skill knowledge necessary to provide curriculum
and instruction related to the Arizona state physical
activity content standards, and the NASPE K-12
physical education content standards.
Standard
1 = Below Expectations
2 = Meeting Expectations
3 = Exceeding Expectations
Standard 2: Growth
and Development
Insufficient evidence exists to
demonstrate the candidate understands
how individuals learn and develop, and
can provide opportunities that support
their physical, cognitive, social, and
emotional development. Plans, videos
and reflections do not provide
sufficient evidence of designing and
developing developmentally
appropriate learning environments.
Instructional units are subject rather
than student centered, and do not
provide examples of how the unique
needs of individual students can be
accommodated.
Teaching behaviors do not demonstrate
consistent understanding of how
individuals differ in their approaches to
learning, and create appropriate
instruction adapted to these differences.
Lessons do not adjust based on student
characteristics and needs.
Sufficient evidence exists indicating
the candidate understands how
individuals learn and develop, and can
provide opportunities that support their
physical, cognitive, social, and
emotional development. Plans, videos
and reflections demonstrate how the
candidate designed and developed
developmentally appropriate
environments and learning
opportunities, and adjusted instruction
to meet the needs of individual students
in classes.
Exemplary evidence exists indicating the candidate
understands how individuals learn and develop, and
has provided opportunities that support individual
students within groups physical, cognitive, social,
and emotional development. Plans, videos and
reflections demonstrate how the candidate designed
and developed developmentally appropriate
environments and learning opportunities, and
adjusted instruction to meet the needs of individual
students in classes.
Teaching behaviors demonstrate and
understanding of how individuals differ
in their approaches to learning, and
candidates create appropriate
instruction adapted to these differences.
Teaching behaviors demonstrate and understanding
of how individuals differ in their approaches to
learning, and candidates create appropriate
instruction adapted to these differences.
Standard 3: Diverse
Students
Plans seem to be “linear” or
“cookbook” (subject centered) rather
than being sensitive to diverse students,
or enabling students to develop
qualities of respect and responsibility
as defined in Arizona and NASPE K12 Content Standards 5-6 (7).
At least half of lesson plans and
learning experiences are sensitive to
diverse students, and enable students to
develop qualities of respect and
responsibility as defined in Arizona and
NASPE K-12 Content Standards 5-6
(7).
Nearly all lesson plans and learning experiences are
sensitive to diverse students, and enable students to
develop qualities of respect and responsibility as
defined in Arizona and NASPE K-12 Content
Standards 5-6 (7).
Standard
Standard
4: Management and
Motivation
Standard
5: Communication.
1 = Below Expectations
2 = Meeting Expectations
Demonstrates an inadequate
understanding of individual and group
motivation and behavior, resulting in
environments that are not safe, and/or
do not lead to positive social
interaction, active engagement in
learning, and self-motivation.
Demonstrates an understanding of
individual and group motivation and
behavior to create a safe learning
environment that regularly encourages
positive social interaction, active
engagement in learning, and selfmotivation.
Strategies to institute behavior change,
manage resources, promote mutual
respect and self-responsibility, and
motivate students are not planned or
used. Candidate is ineffective in
helping students develop behaviors
related to respect, responsibility, and
enjoyment of physical activity (AZ &
NASPE K-12 Content Standards 5-7).
Candidates do not demonstrate
effective verbal, nonverbal, and media
communication techniques to enhance
learning and engagement in physical
activity settings exists.
Candidate’s use a variety of strategies
to institute behavior change, manage
resources, promote mutual respect and
self-responsibility, and motivate
students. Candidates are effective in
helping many students develop
behaviors related to respect,
responsibility, and enjoyment of
physical activity (AZ & NASPE K-12
Content Standards 5-7).
Sufficient evidence of effective verbal,
nonverbal, and media communication
techniques to enhance learning and
engagement in physical activity
settings.
Teacher candidates do not demonstrate
sensitivity to all students, and/or model
appropriate behavior.
Teacher candidates demonstrate
sensitivity to all students, and model
appropriate behavior.
3 = Exceeding Expectations
Demonstrates an understanding of individual and
group motivation and behavior to create a safe
learning environment that regularly encourages
positive social interaction, active engagement in
learning, and self-motivation among nearly all
students.
Candidate’s use a wide variety and actively teach
and promote behavior change, manage resources,
promote mutual respect and self-responsibility, and
motivate students. Candidates are effective in
helping nearly all students develop behaviors related
to respect, responsibility, and enjoyment of physical
activity (AZ & NASPE K-12 Content Standards 57).
Sufficient evidence of effective verbal, nonverbal,
and media communication techniques to enhance
learning and engagement in physical activity
settings.
Teacher candidates demonstrate sensitivity to all
students, and model appropriate behavior. Excellent
demonstrations are always used to accommodate
second language learners and different learning
styles, instruction is brief, concise and clear.
Standard
1 = Below Expectations
2 = Meeting Expectations
3 = Exceeding Expectations
Designing &
Planning Instruction
(Standard
6: Planning and
Instruction.
Plans and instructional strategies are
subject centered and/or are not
developmentally appropriate.
Instruction and plans are subject rather
than student centered, and do not
develop physically educated
individuals, based on state and national
(NASPE K-12) standards.
Candidates plan and implement a
variety of developmentally appropriate
instructional strategies to develop
physically educated individuals, based
on state and national (NASPE K-12)
standards.
Candidates plan and implement a wide variety of
developmentally appropriate instructional strategies
to develop physically educated individuals, based
on state and national (NASPE K-12) standards.
Evidence exists of individualizing instruction
leading to children becoming physically educated.
Standard 7: Student
Assessment.
Standard
8: Reflection.
Behavior provides sufficient evidence
of pedagogical knowledge and
Behavior provides insufficient evidence application of content and pedagogy.
of pedagogical knowledge and
application of content and pedagogy.
Understands and uses assessment to
Does not demonstrate appropriate use
and application of assessment to foster foster physical, cognitive, social, and
emotional development of students in
physical, cognitive, social, and
physical activity.
emotional development of students in
physical activity.
Uses a few forms of authentic and
traditional assessment to determine
Uses only traditional assessment,
achievement, provide feedback to
and/or does not accurately determine
students, and guide instruction. Most
achievement, and/or does not provide
feedback to students and/or use data to assessments are appropriate for
students and learning outcomes.
guide instruction. Assessments are
often inappropriate for students and
learning outcomes. Insufficient
evidence of designing and delivering
instruction based on student learning.
Is a reflective practitioner who
Insufficient reflection on teaching
evaluates the effects of their actions on
performance, often suggests students
others (e.g., students,
are to blame for not learning, rather
parents/guardians, fellow
than reflecting on teaching
performance to adjust to meet the needs professionals), and seeks opportunities
to grow professionally. Evidence exists
of students.
in lesson reflections.
Behavior provides exemplary evidence of
pedagogical knowledge and application of content
and pedagogy.
Demonstrates thorough understanding and
appropriate use of assessment to foster physical,
cognitive, social, and emotional development of
students in physical activity.
Uses multiple forms of authentic and traditional
assessment to determine achievement, provide
feedback to students, and guide instruction. Nearly
all assessments are appropriate for students and
learning outcomes.
Is a reflective practitioner who evaluates the effects
of their actions on others (e.g., students,
parents/guardians, fellow professionals), and seeks
opportunities to grow professionally. Evidence
exists in lesson reflections, and goals that are set are
reached and/or reset.
Standard
Standard
9: Technology.
1 = Below Expectations
2 = Meeting Expectations
3 = Exceeding Expectations
There is insufficient evidence of the
use of technology for planning and/or
instruction. Some lesson ideas or
information might be gained from the
Internet, but other forms are not used at
all.
Uses information technology to
enhance learning and to enhance
personal and professional productivity.
Physical education teachers use information
technology to enhance learning and to enhance
personal and professional productivity.
Most evidence is in using informational
technology for designing lessons and
instruction.
Candidates develop knowledge of and ability to
implement current technologies in order to enhance
learning. Demonstrates appropriate use of a variety
of technologies to improve student learning (video,
Internet, Fitnessgram, handhelds, heart rate
monitors etc…)
Table 2: Number and Percent of candidates meeting or exceeding expectations on at least
80% of Student Teaching evaluation form items (required to pass student teaching).
Spring 2007
Fall 2007
N #BE %BE #M/EE %M/EE
N
#BE %BE #M/EE %M/EE
Undergraduate 8
8
100%
6
6
100%
Graduate
1
1
100%
1
1
100%
BE = Below Expectations; M/EE = Meeting or Exceeding Expectations
Table 3: Number and Percent of Undergraduate Physical Education Candidate’s Below,
and Meeting/Exceeding Expectations on Teacher Evaluation Form items by NASPE
Criteria.
NASPE
Spring 2007 (N=8)
Fall 2007 (N=6)
Outcome
# BE
% BE # M/EE % M/EE
# BE
% BE # M/EE
1.1
8
100%
6
1.2
8
100%
6
1.3
8
100%
6
1.4
8
100%
6
1.6
8
100%
6
2.1
8
100%
6
2.2
8
100%
6
2.3
8
100%
6
3.1
1
13%
7
88%
6
3.2
1
13%
7
88%
6
4.1
8
100%
6
4.2
8
100%
6
4.3
8
100%
6
4.4
8
100%
6
4.5
8
100%
6
5.1
8
100%
1
17%
5
5.3
8
100%
6
5.4
8
100%
6
6.1
1
13%
7
88%
6
6.2
8
100%
6
6.3
8
100%
6
6.4
1
13%
7
88%
6
6.5
8
100%
6
6.6
8
100%
6
6.7
8
100%
6
6.8
8
100%
6
6.9
8
100%
6
6.10
8
100%
6
7.2
1
13%
7
88%
6
7.3
8
100%
6
7.4
2
25%
6
75%
6
8.1
8
100%
6
9.1
8
100%
6
BE = Below Expectations, M/EE = Meeting or Exceeding Expectations
% M/EE
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
83%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
Table 4: Number and Percent of Graduate Physical Education Candidate’s Below, and
Meeting/Exceeding Expectations on Teacher Evaluation Form items by NASPE Criteria.
Spring 2007 (N=1)
Fall 2007 (N=1)
NASPE
#
Outcome
# BE
% BE
# M/EE % M/EE
# BE
% BE
M/EE % M/EE
1.1
1
100%
1
100%
1.2
1
100%
1
100%
1.3
1
100%
1
100%
1.4
1
100%
1
100%
1.6
1
100%
1
100%
2.1
1
100%
1
100%
2.2
1
100%
1
100%
2.3
1
100%
1
100%
3.1
1
100%
1
100%
3.2
1
100%
1
100%
4.1
1
100%
1
100%
4.2
1
100%
1
100%
4.3
1
100%
1
100%
4.4
1
100%
1
100%
4.5
1
100%
1
100%
5.1
1
100%
1
100%
5.3
1
100%
1
100%
5.4
1
100%
1
100%
6.1
1
100%
1
100%
6.2
1
100%
1
100%
6.3
1
100%
1
100%
6.4
1
100%
1
100%
6.5
1
100%
1
100%
6.6
1
100%
1
100%
6.7
1
100%
1
100%
6.8
1
100%
1
100%
6.9
1
100%
1
100%
6.10
1
100%
1
100%
7.2
1
100%
1
100%
7.3
1
100%
1
100%
7.4
1
100%
1
100%
8.1
1
100%
1
100%
9.1
1
100%
1
100%
Section IV, Assessment 5 – Candidate Work Sample
1. Description of Assessment and its use in the program:
The candidate work sample is assigned during HS 425, which is offered in the fall semester only.
Candidates take HS 425 one to two semesters prior to student teaching. This assignment requires
candidates to conduct a pre-assessment to determine student needs, plan and deliver instruction
based on student needs, conduct a post-assessment to measure student learning, and reflect on the
experience.
Candidates must “meet expectations” for 80% of outcomes to be eligible for student teaching
(Transition point 2). Results presented here are from the High School Candidate Work Sample,
which was the final assignment in the course.
2. Standards Alignment:
The rubric for the Candidate Work Sample corresponds with the following NASPE Standards:
Standard
Outcome
1.4
Apply bioscience and psychological concepts to skillful
movement, physical activity, and fitness.
1.6
Knowledge of state and national content standards,
and local program goals.
2.1
Design safe instruction that meets student
developmental needs in the physical, cognitive, and
socio/emotional domains.
2.2
Understand the biological, psychological, sociological,
experiential, and environmental factors that influence
developmental readiness to learn and refine
movement skills
2.3
Identify, select, and implement appropriate
learning/practice opportunities based on understanding
the student, the learning environment, and the task.
3.1
Identify, select, and implement appropriate instruction
that is sensitive to students’ strengths/weaknesses,
multiple needs, learning styles, and prior experiences
(e.g. cultural, personal, family, community).
6.1
Identify, develop, and implement appropriate program
and instructional goals.
6.2
Develop short and long-term plans that are linked to
both program and instructional goals, and student
needs.
6.3
Select and implement instructional strategies, based
on selected content, student needs, and safety issues,
to facilitate learning in the physical activity setting.
6.9
Develop and use appropriate instructional cues and
prompts to facilitate competent motor skill
performance.
7.2
Use a variety of appropriate authentic and traditional
assessment techniques to assess student
performance, provide feedback, and communicate
student progress (i.e., for both formative and
summative purposes).
Assessment Alignment
Assessment and tasks are developmentally
appropriate.
Unit and lesson objectives are valid to the Arizona
State standards.
Assessments are conducted to identify student needs,
and are valid to objectives.
Candidate provides examples of differentiated
instruction to meet student needs.
Selects appropriate tasks to accommodate student
needs.
Identify subgroups of students based on assessment
results, leading to appropriate instruction.
Lesson plans are designed based on pre-assessment
results.
Lesson and unit objectives are based on standards
and results of pre-assessments.
Describes how instructional strategies were selected.
Cues in content development match tasks in plan.
Demonstrate one assessment technique that is valid to
identified outcomes.
Standard
Outcome
9.2
Design, develop, and implement student learning
activities that integrate information technology.
Assessment Alignment
The technology is appropriately utilized in all aspects
but not fully articulated as to how/why it helps to meet
teaching and learning goals.
3. Data & Findings
At least 80% of candidates met expectations for rubric criteria corresponding with standards 1, 2,
3, 6 & 7. Only 5 of 12 (includes undergraduate and graduate) candidates met expectations for
demonstrating the use of technology (outcome 9.2) in teaching and learning.
4. Evidence for Meeting Standards
Data suggest that candidates performed well overall on the candidate work sample and
demonstrate meeting specific outcomes corresponding with standards 1, 2, 3, 6 & 7.
Standard 1: Content Knowledge
Assessment and unit task progressions were developmentally appropriate and aligned with content
standards. Every graduate and undergraduate candidate met expectations for outcome 1.6.
Standard 2: Growth & Development
All candidates met or exceeded expectations on items corresponding with outcomes 2.1, and all
but one candidate met or exceed expectations on outcome 2.3 (selects tasks). Combined, evidence
suggests candidates are meeting parts of standard 2. Candidates are able to design and select tasks
and activities to meet developmental needs of students.
Standard 3: Management & Motivation
All but one undergraduate candidate and both graduate candidates met expectations corresponding
with standard 3. Specifically, candidates met expectations for describing how subgroups of
students were identified, and that instruction was differentiated to meet student needs (3.1).
Standard 6: Planning & Instruction
More than 90% of all candidates met expectations for outcomes 6.1, 2, 3 & 9. Data suggest
candidates are thus capable of developing and applying appropriate progressions of learning tasks,
and selecting appropriate learning strategies.
Standard 7: Student Assessment
All graduate candidates and 90% of undergraduate candidates met or exceeded items
corresponding with outcome 7.2. Data suggest candidates applied at least one assessment
technique that was valid to identified outcomes.
Standard 9: Technology
Data suggest that candidates are not meeting expectations corresponding with standard 9 - use of
technology in teaching and learning. Data suggest (in this assessment as well as others) that
candidates are not provided sufficient opportunities to emphasize the use of technology in the
PESH program. This is addressed further in section five of the report.
Finally, Fall 2007 was the first time this scoring guide was used. The scoring guide draft was
difficult to differentiate candidate performance, as evidenced by the data. It was difficult to score
candidates because criteria, although they were based directly on the NASPE standards, were often
not specific enough to facilitate reliable evaluation. This scoring guide will be revised prior to the
fall 2008 semester.
PLANNING & IMPLEMENTING SCHOOL PHYSICAL EDUCATION
CANDIDATE WORK SAMPLE ASSIGNMENT
Effective teaching can be summarized as a cycle of pre-assessment, planning, teaching, assessment &
analysis, and reflection. For each of your teaching assignments, you are required to go through the
following six step process. The final products will be presented in the reflection section of your resource
notebook. This assignment is your final reflection for your teaching assignment.
The main document is a narrative addressing the items in each of the sections below. Many sections
require referencing supporting documents.
Part I: Judges Prior Learning
Describe the community, school, class and students and how this may influence teaching and
learning. Discuss how you evaluated student knowledge/skill related to the targeted objectives
(including validity and reliability of your instrument). Make sure to identify the AZ standard, and
you evaluated knowledge/skill. Make sure the assessment process is appropriate for students, and
clearly differentiates levels of knowledge/skill. What did you learn from the assessment, and
discuss how this led to any changes in your unit objectives. What other demographic information
was considered in future plans?
Reference 1: 1st draft Unit objectives in your “Objectives” section of the resource notebook.
Reference 2: Assessment instruments in your “Assessments” section of the resource notebook.
Reference 3: Student raw and summarized data in your “Assessments” section of the resource
notebook.
Part II: Planning Instruction
Discuss how assessment results influenced planning. How were your unit objectives refined and
how do these correspond with the Arizona standards. What types of activities did you plan
throughout the unit, and how were these decisions made to meet the needs of the students.
Write your lesson plans and scope/block plan. Align your lesson objectives with appropriate AZ
standard addressed in Part I. Content development should tightly connect with the lesson
objectives and include an appropriate progression of learning tasks/activities to accommodate the
levels of knowledge/skill determined. Must also include extensions to meet the needs of
differentiated learners (children of higher and lower knowledge/skill).
Reference 4: Revised/Final unit objectives in the “Objectives” section of your resource
notebook.
Reference 5: Block Plan in your Resource Notebook.
Reference 6: Lesson Plans in your Resource Notebook.
Due Date: This section should be written following teaching your first lesson, prior to teaching
your second lesson. Each successive lesson plan must be written prior to teaching, and then
attached.
Part III: Delivers Instruction & Instructional Decisions
After teaching the lesson(s), briefly discuss/reflect on how the lesson was taught, the
skill/knowledge of the students, what tasks/activities were selected or provided to students, how
extensions were applied, and an overall reflection on your thought processes during the lesson.
Discuss your pedagogical decisions.
Due Date: After each lesson is taught, hand write reflections on each lesson plan. Review those
reflections and summarize the instructional decisions made when teaching the unit in this section
of your resource notebook.
Part IV: Post Assessment
Describe the assessment strategy taken to evaluate student skill/knowledge, the outcomes
assessed, and how closely the post assessment aligned with the pre-assessment. Address how
closely the assessment was connected to the tasks/activities in which students participated.
Describe how the assessment was administered.
Reference 7: Assessment instrument and scoring guides. If these are identical to those in
section I, reference section I and don’t include the same test and scoring guide again.
Due Date: After all lessons have been taught.
Part V: Analyzes Data/Information
Summarize individual student performance differences from pre-test to post-test and summarize
student progress. For students who did not meet objectives, describe what steps you would take
in the future to help these students progress toward meeting objectives. For students who are of a
higher skill/knowledge level than the targeted outcomes, what activities/strategies would you
take to meet their needs.
Reference 8: Summary of student scores corresponding with unit objectives, found in the
Assessment section of your resource notebook.
Due Date: After all lessons have been taught.
Part VI: Reflection
Summarize your thoughts of the instructional process and discuss how you can use and have
used this experience to improve your teaching performance in the immediate and distant future.
Address any goals you had made in previous reflections, and set goals for future lessons (which
may likely be during student teaching).
Due Date: After all lessons have been taught.
This High School Candidate Work Sample assignment is due Thursday of
Reading week (December 6) at 8:00 am.
TEACHER WORK SAMPLE SCORING GUIDE
Part I: Judges Prior Learning
Objectives aligned
with Standards.
(1.6)
1
Unacceptable
The unit objectives are written
poorly, and are not clearly aligned to
the identified AZ or national
standard.
Instrument/
Process measures
the appropriate
knowledge/skills.
(2.1)
The assessment instrument is not
valid to the objectives and/or the
process (tasks) lead to unreliable
administration of the assessment.
Some of the assessment
tasks/instrument are appropriate for
the knowledge/skills to be measured
but there are several that are not
and/or deficiencies in unrelated skills
will affect the measurement of
targeted outcomes.
Instrument/
Process is
appropriate for
the students
assessed (1.4)
Data and analysis
procedures are
articulated and
effectively
differentiates
levels of
knowledge/skill
(7.2)
The instrument and/or assessment
tasks are not appropriate for the
targeted age group.
2/7/08
Several of the scoring criteria
differentiate levels of students’
knowledge/skills, but it is not clear
that the criteria used differentiate
those who meet the standard from
those who do not. Student
performance is unclear and/or
inconsistent.
2
Acceptable
Unit objectives (at least two) are
valid to the identified AZ or National
standards. Objectives are measurable.
Objectives accurately address at least
80% of those outcomes listed.
The instrument(s) is valid to the
objective, and provides the
opportunity to assess student
performance and needs related to the
objective with few concerns with
reliability. Task and activities
corresponding with conducting the
assessment are appropriate for the
knowledge/skills to be measured.
Deficiencies in unrelated skills will
not affect the measurement of those
targeted.
The instrument and most of the
assessment tasks are developmentally
appropriate (psychomotor and
psychological) for the target group.
Most of the scoring criteria (rubric)
clearly differentiate levels of
students’ knowledge/skill. Although
there may be inconsistencies, the
scoring criteria are still able to
distinguish those who meet the
standard from those who do not.
Student data are consistent with the
instrument/process.
3
Exceptional
Unit objectives are measurable and
valid to the identified AZ/National
standards. All objectives accurately
address those identified
standards/outcomes.
The instrument is valid and reliable
for assessing student achievement
related to the objectives and
standards. All tasks provide
opportunities to reliably evaluate
candidates needs without bias.
Deficiencies in unrelated skills will
not affect the measurement of those
targeted. Identification of any
deficiencies are identified and
refined.
All of the instrument and assessment
tasks are developmentally
appropriate, and provide candidates
with an engaging opportunity to
demonstrate knowledge/skills.
All of the scoring criteria are
understandable and are able to
clearly differentiate levels of
students’ knowledge/skill as well as
those who meet the standard from
those who do not. Identification of
deficiencies are identified and
refined.
Comments
Score
TEACHER WORK SAMPLE SCORING GUIDE
Part II & III: Planning/Designing Instruction & Methods
Instructional
planning is based on
prior judgment of
learning
information (6.1)
Description of
teaching includes
methods of
differentiating
instruction to meet
the needs of all
students (3.1)
Instructional
Strategies (6.3)
Long term and
Lesson Plans (6.2,
6.9)
2/7/08
Unacceptable
Acceptable
Exceptional
The instructional planning
addressed some of the
information provided by the
“judgment of prior learning”,
but several components did not
appear to be based on this
information.
Differences in students’
instructional needs were
addressed in the description, but
methods of accommodating
these were absent or
inappropriate.
The instructional planning was
closely associated with the level
identified by the judgment of
prior learning, but no basis was
articulated for this association.
A clear association was presented
between the “judges prior learning”
information and the instructional
planning. The basis for this was wellarticulated.
Differences in students’
instructional needs were
appropriately identified and
most of the methods for
accommodating for these were
appropriate.
Differences in students’ instructional
needs were addressed in the description,
and all methods of accommodating these
were appropriate.
No justification of the
instructional strategies selected
is included, or the justification
does not logically match with
learning outcomes.
Describes how instructional
strategies were selected to
appropriately guide students to
meet learning outcomes. The
strategy is a good fit for the
outcomes, and appropriate for a
majority of students/tasks.
The instructional strategies selected vary
and are perfectly appropriate for the
learning outcomes, tasks, environment,
and the particular students (as evidenced
by pretest data).
Demonstrate basic planning ability
that is not linked to learning goals
and student needs. Select and
implement instructional strategies
that fail to account for content,
student needs, and/or safety.
Learning experiences that do not
show evidence of considering
safety, appropriateness, and
principles of effective instruction.
Short and long-term plans are
linked to both learning goals,
student needs/performance.
Instructional strategies that are
based on content, student needs,
and safety issues, to facilitate
student learning are selected.
Learning experiences are safe,
developmentally appropriate, and
based on principles of effective
instruction. Most cues in content
development match tasks, and
adequately lead to improved
skill/learning.
Short and long-term plans are linked to both
learning goals and student needs/performance.
These are adapted to ensure student progress,
motivation, and safety. Appropriate
instructional strategies that are based on
content, student needs, and safety issues, to
facilitate student learning in a wide range of
physical activity settings are selected. Varied
learning experiences that are safe,
developmentally appropriate, and are based on
principles of effective instruction are evident.
All cues in content development match tasks
(Tasks GLSP matches cue GLSP/Game
stage), and clearly lead to improved
skill/learning.
Score
Comments
TEACHER WORK SAMPLE SCORING GUIDE
Part III: Delivers Instruction
Unacceptable
Acceptable
Exceptional
Use of Technology
(Note: if not
appropriate for the
lesson, this row does
not have to be
scored. If not
appropriate for the
lesson, enter N/A)
(9.2)
Delivers instruction
based on student
needs (2.2)
Several aspects of the
technology used were
appropriate, but some were not.
The technology is appropriately
utilized in all aspects but not
fully articulated as to how/why
it helps to meet teaching and
learning goals.
Technology is appropriately utilized in all
aspects and a thorough description of how
instructional technology is utilized to
meet goals of signature assignment or in a
separate lesson is included.
Insufficient evidence is
provided in the reflection that
indicates instruction was
designed and delivered to meet
the unique needs of the class
and individual students. Tasks
and activities may be
considered “subject centered”
rather than developed with
specific class/children in mind.
Candidate reflects and provides examples
of how appropriate tasks and instruction
was delivered to the whole class (based
on pre assessment), and offers one to two
specific examples of how instruction was
differentiated. For example, teaching by
invitation and intratask variation
examples were provided, and candidates
suggest all students were appropriately
challenged.
Selects appropriate
tasks (2.3)
Tasks were presented in linear
format, rather than evidence of
selecting specific tasks for the
class to help children improve
skill/meet learning outcomes.
Candidate reflects and provides
examples of how appropriate
tasks and instruction was
delivered to the whole class
(based on pre assessment), and
offers one to two specific
examples of how instruction
was differentiated. For
example, teaching by invitation
and intratask variation
examples were provided to
meet many student’s needs.
Tasks were selected from the
lesson plan to accommodate
student skill/knowledge.
Specific learning
cues/outcomes were identified,
and most tasks were sufficient
to help children successfully
meet those outcomes
2/7/08
Tasks were selected from the lesson plan
to accommodate class/student needs.
Specific learning cues/outcomes were
identified, and all tasks were sufficient to
help children successfully meet those
outcomes
Score
Comments
TEACHER WORK SAMPLE SCORING GUIDE
Part IV: Post Assessment
Unacceptable
Acceptable
Exceptional
The assessment instrument/
process used targeted related
subject matter, but did not
clearly address major items in
the instructional plan.
Inappropriate levels of student
knowledge/skills were targeted.
Pre and post assessment
generally align but there are
unclear differences.
The assessment instrument/
process used targeted the
appropriate subject matter, but
not all levels of student
knowledge/skills were
appropriately targeted.
The assessment instrument/ process used
clearly targeted the appropriate subject
matter and the appropriate levels of
student knowledge/skills. Identification of
any deficiencies are identified and
refined.
Almost every aspect of the preand post-assessment align, but
there are minor differences or
misalignments.
The data were
representative and
consistent with
instruction
The data presented represent
the subject matter assessed, but
the level of knowledge/skill
they communicate are
inconsistent with the
instruction.
Assessment
instruments are
submitted and/or
fully explained
Although many of the
assessment instruments are
submitted and/or explained,
several are not and/or there are
several vague aspects.
The data presented represent
the subject matter assessed, and
the level of knowledge/skill
they communicate are
consistent with the instruction
in most cases. Inconsistencies
are minor to the interpretation
of results.
Almost all of the assessment
instruments are submitted
and/or fully explained. Those
not included are not a major
component to the project.
Alignment between every aspect of the
pre and post assessment of student
knowledge/skill are appropriate and
clearly articulated. Identification of any
deficiencies are identified and refined.
The data presented represent the subject
matter assessed, and the level of
knowledge/skill they communicate are
consistent with the instruction in every
instance. Identification of any deficiencies
are identified and refined.
The assessment
Instrument/Process
targeted appropriate
content and student
needs (7.2)
Pre and Post
Assessment are
aligned and
articulated (7.2)
2/7/08
All assessment instruments are submitted
and/or fully explained.
Score
Comments
TEACHER WORK SAMPLE SCORING GUIDE
Part V: Analyzes Data/Information
Data analysis
accurately assesses
students’
knowledge/skill (7.2)
Data analysis
accurately assesses
students’ progress
Identification of needs
of diverse learners
within the class and
their degree of learning
are accurately reported
(3.1)
Documentation of
student learning
includes unexpected
results
2/7/08
Unacceptable
The candidate generally but not
completely identifies how
differences in students’
knowledge/skill are determined.
Some interpretations are not
accurate.
The candidate identified
percentages of students that met
some of the learning objective(s)
but some were not addressed
and/or they did not clearly identify
their point of progress toward
meeting appropriate K-12
standards.
The candidate identified
subgroups, but did not apply
appropriate information from postassessment information regarding
the degree of learning that
occurred.
The candidate closely identified
the degree of student learning but
did not clearly address unexpected
results.
Acceptable
The candidate clearly and
appropriately identifies how
differences in students’
knowledge/skill are determined,
but supporting evidence is lacking.
Exceptional
The candidate clearly and appropriately
identifies how differences in students’
knowledge/skill are determined with examples
included.
The candidate identified
percentages of students that met
most of the learning objective(s).
They clearly identified their point
of progress toward meeting most
of the appropriate K-12 standards.
The candidate clearly identified the
percentage of students that met all of the
learning objective(s) as well as their point of
progress toward meeting all of the appropriate
K-12 standards.
The candidate identified
appropriate subgroups and applied
the appropriate analysis of the
post-assessment information to
most of them regarding the degree
of learning that occurred.
The candidate accurately identified
the degree of student learning but
did not clearly address unexpected
results.
The candidate identified appropriate
subgroups and applied the appropriate
analysis of the post-assessment information to
all of them regarding the degree of learning
that occurred.
The candidate accurately identified the degree
of student learning and clearly addressed
unexpected results.
Score
Comments
TEACHER WORK SAMPLE SCORING GUIDE
Part VI: Reflection
Reflection is consistent
with data (8.1)
Reflection leads to
instructional
improvement (8.3)
2/7/08
1
Unacceptable
The candidate identified some of
the strengths and weaknesses of
the instruction as informed by the
data. Some major information was
missing.
The candidate identified some
accurate recommendations for
refinement, but important points
were missing.
2
Acceptable
The candidate identified most of
the strengths and weaknesses of
the instruction as informed by the
data. The information missing was
not major.
The candidate accurately made
appropriate suggestions for
refinement. Points that were not
included were not crucial to
potential success of future
instruction.
3
Exceptional
The candidate clearly and accurately
identified the all of the strengths and
weaknesses of the instruction as informed by
the data analysis.
The candidate clearly and accurately made
appropriate suggestions for refinement. No
points were omitted.
Comments
Score
Table: Number and Percent of Undergraduate Candidates Not Meeting, Meeting and Exceeding Expectations by Candidate
Work Sample Scoring Guide Criteria.
Rubric Criteria
N
I. Objectives aligned with Standards. (1.6)
I. Instrument/ Process measures the appropriate
knowledge/skills. (2.1)
I. Instrument/ Process is appropriate for the
students assessed (1.4)
10
I. Data and analysis procedures are articulated
and effectively differentiates levels of
knowledge/skill (7.2)
II. Instructional planning is based on prior
judgment of learning information (6.1)
II. Description of teaching includes methods of
differentiating instruction to meet the needs of
all students (3.1)
III. Instructional Strategies (6.3)
III. Long term and Lesson Plans (6.2, 6.9)
2/7/08
# Scoring
"N/A"
% Scoring
"N/A"
#U
%U
10
10
#A
%A
#E
%E
Total %
Candidates
Meeting or
Exceeding
Expectations
3
30%
7
70%
100%
3
30%
7
70%
100%
3
30%
7
70%
100%
8
80%
2
20%
100%
1
10%
90%
10
1
10%
8
80%
1
10%
9
90%
1
10%
8
80%
1
10%
9
10
U = Unacceptable; A = Acceptable; E = Exceptional
90%
10
10
10
90%
1
10%
90%
90%
(Continued)
Rubric Criteria
IV. Use of Technology (Note: if not appropriate
for the lesson, this row does not have to be
scored. If not appropriate for the lesson, enter
N/A) (9.2)
IV. Delivers instruction based on student needs
(2.2)
IV. Selects appropriate tasks (2.3)
V. The assessment Instrument/Process targeted
appropriate content and student needs (7.2)
V. Pre and Post Assessment are aligned and
articulated (7.2)
N
# Scoring
"N/A"
% Scoring
"N/A"
6
60%
#U
%U
#A
%A
4
40%
#E
%E
Total %
Candidates
Meeting or
Exceeding
Expectations
40%
10
10
10
1
10%
8
80%
1
10%
8
80%
1
10%
8
80%
1
10%
3
30%
1
1
1
10%
90%
10%
90%
10%
90%
60%
90%
60%
90%
10
10
6
6
VI. Data analysis accurately assesses students’
knowledge/skill (7.2)
VI. Identification of needs of diverse learners
within the class and their degree of learning are
accurately reported (3.1)
VII. Reflection is consistent with data (8.1)
VII. Reflection leads to instructional
improvement (8.3)
2/7/08
1
10%
3
30%
1
10%
9
90%
1
10%
8
80%
1
10%
8
80%
10
90%
10
10
10
U = Unacceptable; A = Acceptable; E = Exceptional
1
1
10%
90%
10%
90%
Table: Number and Percent of Graduate Candidates Not Meeting, Meeting and Exceeding Expectations by Candidate Work
Sample Scoring Guide Criteria.
Rubric Criteria
N
I. Objectives aligned with Standards. (1.6)
#
Scoring
"N/A"
%
Scoring
"N/A"
#U
%U
#A
%A
2
I. Instrument/ Process measures the appropriate
knowledge/skills. (2.1)
I. Instrument/ Process is appropriate for the students
assessed (1.4)
#E
%E
Total %
Candidates
Meeting or
Exceeding
Expectations
2
100%
100%
2
1
50%
1
50%
100%
2
1
50%
1
50%
100%
I. Data and analysis procedures are articulated and
effectively differentiates levels of knowledge/skill (7.2)
2
1
50%
1
50%
100%
II. Instructional planning is based on prior judgment of
learning information (6.1)
2
1
50%
1
50%
100%
II. Description of teaching includes methods of
differentiating instruction to meet the needs of all
students (3.1)
2
1
50%
1
50%
100%
III. Instructional Strategies (6.3)
2
2
100%
100%
III. Long term and Lesson Plans (6.2, 6.9)
2
2
100%
100%
U = Unacceptable; A = Acceptable; E = Exceptional
2/7/08
(Continued)
Rubric Criteria
N
#
Scoring
"N/A"
IV. Use of Technology (Note: if not appropriate for the
lesson, this row does not have to be scored. If not
appropriate for the lesson, enter N/A) (9.2)
2
1
IV. Delivers instruction based on student needs (2.2)
%
Scoring
"N/A"
50%
#U
%U
#A
%A
1
50%
50%
2
2
100%
100%
IV. Selects appropriate tasks (2.3)
2
2
100%
100%
V. The assessment Instrument/Process targeted
appropriate content and student needs (7.2)
2
1
50%
1
50%
100%
V. Pre and Post Assessment are aligned and articulated
(7.2)
2
1
50%
1
50%
100%
VI. Data analysis accurately assesses students’
knowledge/skill (7.2)
2
1
50%
1
50%
100%
VI. Identification of needs of diverse learners within
the class and their degree of learning are accurately
reported (3.1)
2
2
100%
VII. Reflection is consistent with data (8.1)
2
1
50%
1
50%
100%
50%
1
50%
100%
VII. Reflection leads to instructional improvement
2
1
(8.3)
U = Unacceptable; A = Acceptable; E = Exceptional
2/7/08
#E
%E
Total %
Candidates
Meeting or
Exceeding
Expectations
100%
Section IV, Assessment 6 – Showcase Video
1. Description of Assessment and its use in the program:
During HS 425 Planning & Implementing School Physical Education (offered Fall semester
only), candidates teach 4-5 lessons to groups of approximately 10 K-6 students for the purposes
of a) demonstrating effective pedagogy and b) differentiating instruction to meet the needs of
individual students. Lessons are videotaped. Candidates select one of the lessons to
systematically analyze and present as a “Showcase Lesson”. Candidates must meet expectations
on at least 80% of outcomes to be eligible for student teaching.
2. Standards Alignment:
The Showcase Video is designed to address the following NASPE outcomes.
NASPE
Outcome Text
Outcome
Understand the biological, psychological,
2.2
2.3
4.1
4.2
5.1
6.4
6.8
7.2
sociological, experiential, and
environmental factors (e.g. neurological
development, physique, gender, socioeconomic status) that influence
developmental readiness to learn and refine
movement skills.
Identify, select, and implement appropriate
learning/practice opportunities based on
understanding the student, the learning
environment, and the task.
Use managerial routines that create
smoothly functioning learning experiences.
Assignment Expectations
Adequate teaching by invitation and intratask variations are applied to
appropriately meet the individual differences among learners. At least ¾ of
students are placed in tasks that are appropriate to their individual ability
levels.
Informing tasks selected appropriate for student skill level for a majority of
the class. 1-2 Cue(s) selected are appropriate for a majority of the class.
Challenges are provided that do not change GLSP of tasks, and provide
additional engaging practice opportunities for students.
Teacher candidates are able to use managerial routines that create smoothly
functioning learning experiences. . Students are held accountable a majority
of the time for protocols (e.g. stop/go signals, equipment, boundaries etc…)
Organize, allocate, and manage resources Equipment, boundaries and materials are organized to minimize management
(e.g., students, time, space, equipment,
time (less than 15% of lesson) and waiting time (less than 5% of lesson)
activities, and teacher attention) to provide resulting in active learning experiences for students. Transitions between
active and equitable learning experiences. tasks and activities are smooth and efficient.
Activities, equipment and materials are organized appropriately, and
instruction is delivered clearly resulting in at least 50% activity time
Describe and demonstrate effective
Demonstrates effective communication skills (e.g., use of language, clarity,
communication skills (e.g., use of
conciseness (never speaking for more than 60 seconds), pacing, giving and
language, clarity, conciseness, pacing,
receiving feedback, age appropriate language, non-verbal communication.
giving and receiving feedback, age
Total instruction time is less than 30%.
appropriate language, non-verbal
communication).
Design and implement learning experiences The teacher candidate clearly describes the lesson purpose (set induction),
that are safe, appropriate, relevant, and
and includes a statement of how the lesson is relevant to students. Occurs
based on principles of effective instruction. prior to any instruction.
Use effective demonstrations and
Effective demonstrations and explanations are used to inform students. Most
explanations to link physical activity
tasks are demonstrated, and demonstrations are complete (showing all
concepts to appropriate learning
applicable parts and expectations), and correct (form/concepts) leading to
experiences.
students efficiently engaging in activity.
Students are appropriately pinpointed to the rest of the class at least one time.
At least two (individuals or groups) students selected are diverse (ethnic,
gender, skill), and accurately demonstrate the specified task and cue.
Use a variety of appropriate authentic and Evaluates student performance, and accurately provides congruent feedback
traditional assessment techniques to assess to at least ¾ of students.
NASPE
Outcome
8.3
9.3
Outcome Text
student performance, provide feedback, and
communicate student progress (i.e., for
both formative and summative purposes).
Construct a plan for continued professional
growth based on the assessment of personal
teaching performance.
Use technologies to communicate, network,
locate resources, and enhance continuing
professional development.
Assignment Expectations
Candidate reflection is consistent with scoring, and accurately identifies
strengths and weaknesses. At least 3 teaching goals are listed that will lead to
improvements in instruction.
Teacher candidates use the showcase video and TaskStream to effectively
communicate effective teaching.
3. Data & Findings
Undergraduate Candidates
Overall, candidates met expectations for outcomes corresponding with standards 2, 4, 5, 6, 7, 8
& 9. One candidate did not meet expectations on outcome 6.4, but did meet expectations on
outcome 6.8. This candidate A second candidate did not meet expectations related to outcome
2.2, but did meet expectations on items corresponding with outcome 2.3. Every undergraduate
candidate met at least 80% of expected outcomes, which meets program goals for admittance to
student teaching.
Graduate Candidates
Both graduate candidates demonstrated meeting criteria corresponding with standards 2, 4, 5, 6,
7 & 9. One candidate did not meet expectations on outcome 8.3 while the other candidate did.
The second candidate met expectations on one of two observations of criteria corresponding with
outcome 7.2 and 4.2. This candidate provided feedback to students, but did not use an
appropriate “check for understanding”. This candidate’s management time was too high, but
activity time was still over 50% of the lesson. Overall, both candidates did meet the 80%
minimum expectations in the showcase video assignment.
4. Evidence for Meeting Standards
Evidence from the Showcase Video suggest undergraduate and graduate candidates successfully
demonstrate and meet expectations corresponding with standards for which this assignment
aligns. All candidates in both programs met or exceeded criteria for standards 5.1, 6.8, 7.2, 2.3,
6.4, 4.1, 4.2, 8.3 & 9.3. There were five components for which the data show one candidate out
of the total for both programs did not demonstrate competency. These data do not indicate a
pattern of deficiency among the candidates for any standard element.
Candidates demonstrated effective pedagogical skills, and met expectations for differentiating
instruction when teaching a small group of children. This assignment was designed for
candidates to have success teaching and differentiating instruction in a relatively small class, thus
minimizing management issues. The overwhelming success of candidates could be explained by
the fact that lessons were taught to smaller groups of students (approximately 10 children), and
that each candidate taught and videotaped multiple lessons. This provided candidates with
feedback on their performance, likely leading to improved performance in their showcase lesson.
This data reveals that candidates are well prepared relative to Standards 2, 4, 5, 6, 7, 8 & 9. The
fact that a very small percentage did not demonstrate competency on outcomes 6.4, 2.2, 8.3, 7.2
& 4.2 indicates that the program is satisfactorily facilitating candidate performance on these
outcomes.
Health Sciences: Physical Education & School Health
Showcase Video Guidelines & Grading
Instructions
The purpose of this assignment is for you to present a showcase video through which you demonstrate your mastery of many skills
exhibited by effective teachers. You can present all of the skills below in one lesson, or edit your video as a compilation of many
lessons during which these skills were demonstrated. Systematic observation forms for time, feedback and student practice are
necessary to complete this assignment.
Outcome Code
Instant Activity
Unacceptable (1)
The class is not physically active within the first
30 seconds of class, and/or the activity leads to
inactivity for some of the students. The activity
may not be developmentally appropriate.
Acceptable (2)
Nearly all students are physically active within 30
seconds of arriving to class, the activity is
developmentally appropriate. The instant activity
lasts an appropriate amount of time, although it
may have gone too long or too short.
Demonstrates ineffective communication skills
Demonstrates effective communication skills (e.g.,
(e.g. use inappropriate grammar, talk too fast, use use of language, clarity, conciseness (never
developmentally inappropriate vocabulary).
speaking for more than 60 seconds), pacing,
giving and receiving feedback, age appropriate
language, non-verbal communication.
Target (3)
Score
All students are physically active within 20
seconds of arriving to class, the activity is
developmentally appropriate. The instant activity
lasts an appropriate amount of time and effectively
results in students ready to learn.
Instruction (5.1)
Demonstrates consistent use of effective
communication skills (e.g., use of language,
clarity, conciseness (never speaking for more than
45 seconds at one time), pacing, giving and
receiving feedback, age appropriate language,
nonverbal communication), to create a positive
and learning oriented environment.
Total instruction time is greater than 30%.
Total instruction time is less than 30%.
Total instruction time is less than 20%.
Set Induction (6.4) A set induction is not given, and/or students are
The teacher candidate clearly describes the lesson The teacher candidate clearly describes the lesson
not informed of the purpose of the lesson, or set is purpose (set induction), and includes a statement purpose (set induction), and includes a statement
given following instruction.
of how the lesson is relevant to students. Occurs of how the lesson is relevant to students. A
prior to any instruction.
motivation is used that clearly captures student
attention and acquires their interest in the lesson.
Occurs prior to any instruction.
Teacher
Teacher candidates use ineffective demonstrations Effective demonstrations and explanations are
Effective demonstrations and explanations are
Demonstrations
and explanations. Few demonstrations are used,
used to inform students. Most tasks are
used to inform students. All tasks are
(6.8)
and those that are may not be thorough or accurate demonstrated, and demonstrations are complete
demonstrated, and demonstrations are complete
enough
(showing all applicable parts and expectations),
(showing all applicable parts and expectations),
and correct (form/concepts) leading to students
and correct (form/concepts) leading to students
efficiently engaging in activity.
efficiently engaging in activity..
Outcome Code
Student
Demonstration
(Pinpoint) (6.8)
Unacceptable (1)
Pinpointing is not used, or is used but in a way
that does not contribute to improved student
learning. Students pinpointed are not divers, and
may contribute to perpetuating stereotypes, or the
students selected perform the task/cue incorrectly.
Acceptable (2)
Students are appropriately pinpointed to the rest of
the class at least one time. At least two
(individuals or groups) students selected are
diverse (ethnic, gender, skill), and accurately
demonstrate the specified task and cue.
Check for
Understanding
(7.2)
Checking for understanding is done in a manner
that individual students’ performance cannot be
identified, or the check is done in the last half of
the lesson not allowing adequate time to correct.
Assesses class with check for understanding,
having students “show” the task or concept. Check
for understanding is done in the first half of the
lesson, and again during closure.
Accommodating
Diverse Learners
(2.2)
Inadequate teaching by invitation and intratask
variations are used to meet diverse learner needs.
Those attempts at these skills are done, but do not
necessarily meet the developmental needs of the
unique students.
Adequate teaching by invitation and intratask
variations are applied to appropriately meet the
individual differences among learners. At least ¾
of students are placed in tasks that are appropriate
to their individual ability levels.
Content
Informing tasks are selected based on content
Development (2.3) rather than student needs and/or cues are
predetermined rather than selected on observation
of student needs. Challenges are not used and
students engage in tasks in progression that is not
appropriate for their developmental and skill
levels.
Informing tasks selected appropriate for student
skill level for a majority of the class. 1-2 Cue(s)
selected are appropriate for a majority of the class.
Challenges are provided that do not change GLSP
of tasks, and provide additional engaging practice
opportunities for students.
Feedback (7.2)
Evaluates student performance, and accurately
provides congruent feedback to at least ¾ of
students.
A closure is given at the end of class that clearly
reviews the purpose of the lesson and allows
students the opportunity to cool down.
Closure (6.4)
Does not offer congruent feedback to at least ¾ of
students, or feedback is incongruent, inaccurate or
not relevant to learning outcomes.
A closure is not given, or the closure does not
include a review of the lesson purpose.
Target (3)
Score
Students are appropriately pinpointed to the rest of
the class multiple times, and done so appropriately
leading to improved student learning. Each time,
at least two (individuals or groups) students
selected are diverse (ethnic, gender, skill), and
accurately demonstrate the specified task and cue.
Assesses class with check for understanding,
having students “show” the specific learning
cue/concepts. Check for understanding is done at
least once in the first half of the lesson, and again
during closure.
Superior teaching by invitation and intratask
variations are applied to appropriately meet the
individual differences among all learners. Nearly
all students are placed in tasks that are appropriate
to their individual ability levels, and progressions
of tasks are provided to guide all children to
improving skill/meeting objectives.
Appropriate progressions of informing and
extending tasks are provided to students and are
developmentally appropriate to class needs. Cues
are appropriate for students, and content facilitates
student learning and improvement in motor skill.
Challenges are interdisciplinary, do not change
GLSP of tasks, and provide additional engaging
practice opportunities for students.
Evaluates student performance, and accurately
provides congruent feedback to at least 100% of
students.
A closure is given at the end of class that clearly
reviews the purpose of the lesson and includes an
assessment (e.g. check for understanding) by
which individual student achievement of learning
outcomes can be identified. Closure also allows
students the opportunity to cool down.
Outcome Code
Protocols &
Routines (4.1)
Unacceptable (1)
Teacher candidates use managerial routines that
do not create smoothly functioning learning
experiences. Routines are not evident and lessons
are poorly paced. Students are not held
accountable for protocols (e.g. stop/go signals,
equipment, boundaries etc…)
Equipment,
Equipment, boundaries and materials are
Boundaries &
organized so that excessive management time
Organization
(>15%)results, and/or there is waiting time (>5%)
(management &
thus limiting the amount of active (academic)
waiting time) (4.2) learning time for learners. Transitions between
tasks & activities are often unorganized and
inefficient.
Activity Time
Activities, equipment and materials are not
(4.2)
organized appropriately, and/or instruction is not
delivered clearly resulting in < 50% Activity time
With-It-Ness
Does not demonstrate teacher with-it-ness,
protocols not reinforced, students are not on task,
or lesson appears busy-happy-good rather than
focused on instructional goals
Professionalism
Dressed inappropriately, language use might be
inappropriate and/or behaviors might be
inappropriate for a teacher or leadership role.
Reflection &
Analysis (8.3)
Teacher candidates do not plan for future
professional growth by assessing personal
teaching performance
Overall
Presentation of
Video (9.3)
Insufficient evidence is presented documenting
how videotaping lessons has led to accurate
analysis of teaching, and the development of
teaching goals.
Acceptable (2)
Teacher candidates are able to use managerial
routines that create smoothly functioning learning
experiences. . Students are held accountable a
majority of the time for protocols (e.g. stop/go
signals, equipment, boundaries etc…)
Equipment, boundaries and materials are
organized to minimize management time (less
than 15% of lesson) and waiting time (less than
5% of lesson) resulting in active learning
experiences for students. Transitions between
tasks and activities are smooth and efficient.
Activities, equipment and materials are organized
appropriately, and instruction is delivered clearly
resulting in at least 50% activity time
Teacher appears with-it, demonstrates consistent
back to the wall, waiting time, reinforcing
protocols, proximity control and/or selective
ignoring. Most instances where students begin to
go off task or not follow protocols are recognized,
and acted on appropriately.
Demonstrates enthusiasm for physical education
and activity, dresses appropriately (collared shirt,
appropriate attire), models enthusiasm for activity,
communicates appropriately with students.
Target (3)
Score
Teacher candidates develop and implement
managerial routines that maximize active student
engagement and provide for optimal learning.
Protocols are strictly adhered to by students and
reinforced by the candidate virtually all of the
time.
Equipment, boundaries and materials are
organized to maximize student safety and efficient
use of time. Transitions between activities are
smooth and efficient resulting in no waiting (0%)
or management time (<10%), thus maximizing the
amount of academic learning time for all students.
Activities, equipment and materials are organized
appropriately, and instruction is delivered clearly
resulting in at least 70% activity time
Candidate is with-it. Students are on task, follow
protocols, and when not, repeat protocols. Teacher
is in a good back to the wall position, moves
around constantly, uses many strategies for
minimizing off-task behavior, and keeps most
students on task nearly the entire lesson.
Displays highly professional attitude towards
children and others, dressed appropriately,
communicates high exectations and models a love
of activity, children and of good teaching.
Communicates appropriately with all.
Candidate reflection is consistent with scoring,
Candidate reflection is consistent with scoring,
and accurately identifies strengths and
and accurately identifies strengths and
weaknesses. At least 3 teaching goals are listed
weaknesses. A thorough professional teaching
that will lead to improvements in instruction.
improvement plan is developed and is consistent
with the data.
Teacher candidates use the showcase video and
Teacher candidates use the showcase video and
TaskStream to effectively communicate effective TaskStream to effectively communicate effective
teaching.
teaching, and present a plan for ongoing
professional development and growth.
Make sure to complete and post the following to your Portfolio
‰
‰
‰
‰
‰
‰
Overview and Reflection – What did you learn from this review, what can you do to become a better teacher?
Self-Graded (use this form or checklist)
Lesson plan, posted on TaskStream.
Time Coding Form, completed, posted on TaskStream.
Feedback Analysis Form, completed, posted on TaskStream.
Analysis of student practice, completed, posted on TaskStream.
Student's use of time coding form
Teacher:
Evaluator:
Topic:
Grade:
Date:
# of Students:
Time analysis codes: Decision is based on what 51% of the observed students are doing at the time.
M = Management
ALT = Academic
Learning Time
I - Instruction
W = Waiting
Time when most students (over 50%) are not receiving instruction or involved in
lesson activity (e.g., changing activities, getting out or putting away equipment,
listening to behavior rules or reminder).
Time when most students (over 50%) are involved in physical movement or
activities specifically addressing objectives (e.g., catching a ball, throwing at a
target, running).
Time when most students (over 50%) are receiving information about how to move
or perform a skill (e.g., how to move using all the space, watching a demonstration,
listening to instructions).
Time when most students (over 50%) are not involved in the other categories (e.g.,
group activity but only one or two are participating, waiting for a turn, off-task
behavior, waiting for the teacher to give directions).
Write the following letters down in the box when a skill is demonstrated.
SI = Set Induction
IVA = Intratask Variation
GFB = General Feedback
IA = Instant Activity
PP = Pinpoint
C = Cue
C4U = Check for Understanding IT = Informing Task
TI = Teaching by Invitation
1
2
3
4
5
6
7
Ch = Challenge
E = Extension
CFB = Congruent Feedback
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
Percent of M time =
÷
TOTAL M seconds
Percent of A time =
TOTAL A seconds
TOTAL I seconds
%
=
%
=
%
TOTAL LESSON seconds
÷
TOTAL W seconds
=
TOTAL LESSON seconds
÷
Percent of W time =
%
TOTAL LESSON seconds
÷
Percent of I time =
=
TOTAL LESSON seconds
Comments/Reflection:
Analysis of Student Practice
Name:
Date of Lesson:
Class:
Topic/Skill:
This form works best with manipulatives, however, can also be used with locomotor but you’ll need to keep
track of the amount of time the student was moving, rather than the number of attempts at manipulating an
object.
For each task provided to the class, watch each student and make a tally mark for each practice at the skill. For
example, if you are teaching throwing, put a tally mark for each throw each student makes. For locomotor skills,
the duration of each bout of activity should be written. Use more sheets if necessary if you used more than 5
tasks.
Student
Comments/Reflection:
Task 1
Task 2
Task 3
Task 4
Task 5
Total
Feedback Analysis
Teacher:
Date:
Lesson Duration:
For every feedback statement given to individual students, put a tally mark in the appropriate
area to indicate the number of feedback statements for each type. In the “Movement” category,
use tally marks for positive, neutral and negative statements, and put another tally mark for each
statement that is “congruent”.
Teacher Feedback
Comments:
Negative
Neutral
Positive
Congruent
Behavior
Negative
Neutral
Student
Positive
Movement
C. Candidate Data
Undergraduate (N = 10)
Rubric Criteria
Instruction (5.1)
Instruction Time(5.1)
Set Induction (6.4)
Teacher Demonstrations (6.8)
Student Demonstration
(Pinpoint) (6.8)
Check for Understanding (7.2)
Accommodating Diverse
Learners (2.2)
Content Development (2.3)
Feedback (7.2)
Closure (6.4)
Protocols & Routines (4.1)
Equipment, Boundaries &
Organization (management &
waiting time) (4.2)
Activity Time (4.2)
Reflection & Analysis (8.3)
Overall Presentation of Video
(9.3)
# Authors Not
Meeting
Expectations
1
1
% Authors
Not Meeting
Expectations
10%
10%
# Authors
Meeting
Expectations
% Authors
Meeting
Expectations
10
9
5
9
100%
90%
50%
90%
6
10
# Authors
Exceeding
Expectations
% Authors
Exceeding
Expectations
Total % of Candidates
Meeting or Exceeding
Expectations
1
4
1
10%
40%
10%
100%
100%
90%
100%
60%
100%
4
40%
100%
100%
7
9
9
8
9
70%
90%
90%
80%
90%
2
1
1
2
1
20%
10%
10%
20%
10%
90%
100%
100%
100%
100%
8
8
9
80%
80%
90%
2
2
1
20%
20%
10%
100%
100%
100%
9
90%
1
10%
100%
Graduate (N = 2)
Rubric Criteria
# Authors Not
Meeting
Expectations
% Authors
Not Meeting
Expectations
Instruction (5.1)
Instruction Time(5.1)
Set Induction (6.4)
Teacher Demonstrations (6.8)
Student Demonstration
(Pinpoint) (6.8)
Check for Understanding (7.2)
Accommodating Diverse
Learners (2.2)
Content Development (2.3)
Feedback (7.2)
Closure (6.4)
Protocols & Routines (4.1)
Equipment, Boundaries &
Organization (management &
waiting time) (4.2)
Activity Time (4.2)
Reflection & Analysis (8.3)
Overall Presentation of Video
(9.3)
1
1
1
50%
50%
50%
# Authors
Meeting
Expectations
% Authors
Meeting
Expectations
# Authors
Exceeding
Expectations
2
1
2
2
100%
50%
100%
100%
2
100%
100%
1
50%
50%
2
1
1
2
1
100%
50%
50%
100%
50%
100%
100%
100%
100%
100%
1
1
1
50%
50%
50%
2
100%
1
% Authors
Exceeding
Expectations
50%
1
1
50%
50%
1
50%
1
50%
Total % of Candidates
Meeting or Exceeding
Expectations
100%
100%
100%
100%
50%
100%
50%
100%
Section IV, Assessment 7 – Assessment Project
1. Description of Assessment and its use in the program:
The Assessment Project is a course requirement for HS 435: Evaluation & Assessment in
Physical Education. This class is offered in the fall semester only, and candidates take this class
one semester to one year prior to student teaching.
The assessment project requires candidates to develop unit and lesson objectives for each
Arizona State Physical Activity Standard, and develop a variety of traditional and
authentic/performance based assessments to evaluate K-12 students’ achievement of these
objectives. Candidates must develop examples for each school level (elementary, middle and
high school). Candidates must meet expectations on 80% of rubric criteria to be eligible for
student teaching.
2. Standards Alignment:
The assessment project is designed to specifically address the following NASPE outcomes:
NASPE
Outcome Text
Outcome
1.6
Demonstrate knowledge of approved state
and national content standards, and local
program goals.
5.2
6.1
6.2
7.1
7.2
7.4
9.1
Communicate managerial and instructional
information in a variety of ways (e.g., bulletin
boards, music, task cards, posters, Internet,
video).
Identify, develop, and implement appropriate
program and instructional goals.
Develop short and long-term plans that are
linked to both program and instructional
goals, and student needs.
Identify key components of various types of
assessment, describe their appropriate and
inappropriate use, and address issues of
validity, reliability, and bias.
Use a variety of appropriate authentic and
traditional assessment techniques to assess
student performance, provide feedback, and
communicate student progress (i.e., for both
formative and summative purposes).
Interpret and use performance data to inform
curricular and instructional decisions.
Demonstrate knowledge of current
technologies and their application to physical
education.
Expectations in Scoring Guide
Teacher candidates demonstrate, through written documentation,
knowledge of Arizona state Physical Activity standards accurately
interpreting and defining key concepts, and writing appropriate
unit, yearly and lesson objectives.
Candidates’ communications are accurate and can be interpreted
by students and parents. Documents merge appropriately to result
in positive and appropriate communications for the targeted
audience.
Candidates clearly and accurately identify and develop
developmentally appropriate program and instructional goals for
the outcomes identified.
Candidates present lesson objectives/content/tasks and unit/yearly
objectives, tasks, assessments plans that are linked to AZ PO’s
and are appropriate student developmental needs.
Candidates identify key components of various types of
assessment, accurately describe their appropriate and
inappropriate use, and address issues of validity, reliability, and
bias.
Candidates include a variety of appropriate authentic and
traditional assessment techniques to assess student performance
within approaches to assessing student achievement.
Appropriately provide feedback, and communicate student
progress (i.e., for both formative and summative purposes)
through merged documents that accurately present student
achievement.
Student performance data is interpreted and used to describe how
results inform curricular and instructional decisions.
Adequate use of the capabilities of Excel are presented, including
automatically updated functions and the use of comments for
record keeping.
NASPE
Outcome Text
Outcome
9.3
Use technologies to communicate, network,
locate resources, and enhance continuing
professional development.
Expectations in Scoring Guide
Sufficient use of mail merge and Fitnessgram reports are
appropriately displayed, accurate documents are developed
through merging data to communicate efficiently and effectively.
3. Data & Findings
Undergraduate
All undergraduate candidates met at least 80% of outcomes on the assessment project and are
eligible for student teaching. All candidates met expectations corresponding with NASPE
outcomes 1.6, 6.1, 6.2, 7.2 and 9.1. Nine of ten undergraduates met expectations on outcome 7.1,
8 of 10 met outcome 7.4, 7 of 10 met 9.3, and only 5 of 10 candidates met expectations for
criteria corresponding with outcome 5.2.
Graduate
Both graduate candidates met the overall 80% of outcomes expectation to be eligible for student
teaching. One candidate did not meet expectations on outcome 5.2, while the other candidate did
not meet expectation corresponding with outcome 7.4.
4. Evidence for Meeting Standards
Data reveal that candidates are meeting expectations on outcomes representative of standards 1,
6, 7 and 9. This suggests that candidates demonstrate knowledge of the Arizona state physical
activity standards, and effectively plan unit and lesson objectives that align with the standards.
Furthermore, candidates developed a variety of authentic and traditional assessments that were
valid to the identified state outcomes. Candidate performance was inconsistent on outcome 7.4,
and poor on outcome 5.2.
7.4: Interpret and use performance data to inform curricular and instructional decisions.
Four of twelve candidates did not meet expectations on outcome 7.4. Although course activities
led to candidates’ performing statistical analyses on data, they did not all write up a description
of how the results of analyses can be used to plan instruction. This is likely due to the fact that
class activities during the fall 2008 semester were behind schedule, and this topic was not
revisited prior to completing the assessment project. The fall 2008 course calendar will be
revised to emphasize this concept, and ensure all candidates complete this section of their
assessment project.
5.2: Communicate managerial and instructional information in a variety of ways
Half of all candidates did not meet outcome 5.2 expectations. Candidates that met expectations included
Fitnessgram reports in their assessment project. This was also a portion of class materials that was not
addressed sufficiently. It is clear that more time must be allocated to developing fitnessgram reports.
Original course activities also included using MS Mail Merge to write progress reports, but because other
activities took longer than originally planned, this section of the course was dropped. The fall 2008
calendar will be reorganized to provide additional time to this section.
HS 435: Assessment in Health and Physical Education
Assessment Project
Introduction & Assessing Standards
Introduction & Overview
Assessments by Standard
For each of the standards listed below, write one unit objective, one lesson objective, and one
assessment with appropriate rubric. One example must be developed for each of foundations,
essentials and proficiency levels. Overall, you will write 12 unit objectives, 12 lesson objectives and
12 assessments. You are encouraged to reference appropriate assessments from course text books.
You must provide examples of the following types of assessments/rubrics.
‰ Standard 1
o Foundations
ƒ Arizona Performance Outcome
ƒ Definition of Performance Outcome
ƒ End of Year Objective
ƒ End of Year Assessment Rubric & Form
ƒ End of Year Assessment Task
ƒ Lesson Objective
ƒ Formative Lesson Assessment
ƒ Content Development (at least three informing tasks)
o Essentials
ƒ Arizona Performance Outcome
ƒ Definition of Performance Outcome
ƒ Unit Objective
ƒ Unit Assessment Rubric
ƒ Unit Assessment Task
ƒ Lesson Objective
ƒ Lesson objective assessment (formative)
ƒ Lesson assessment task (at least one)
o Proficiency
ƒ Arizona Performance Outcome
ƒ Definition of Performance Outcome
ƒ Unit Objective
ƒ Unit Assessment Rubric
ƒ Unit Assessment Task
ƒ Lesson Objective
ƒ Lesson objective assessment (formative)
ƒ Lesson assessment task (at least one)
‰ Standard 3 & 7
o Foundations
ƒ Arizona Performance Outcome
ƒ Definition of Performance Outcome
ƒ End of Year Objective
ƒ End of Year Assessment Rubric & Form
ƒ End of Year Assessment Task
ƒ Lesson Objective
ƒ Formative Lesson Assessment
ƒ Content Development (at least three informing tasks)
o Essentials
ƒ Arizona Performance Outcome
ƒ Definition of Performance Outcome
ƒ Unit Objective
ƒ Unit Assessment Rubric
ƒ Unit Assessment Task
ƒ Lesson Objective
ƒ Lesson objective assessment (formative)
ƒ Lesson assessment task (at least one)
‰
o Proficiency
ƒ Arizona Performance Outcome
ƒ Definition of Performance Outcome
ƒ Unit Objective
ƒ Unit Assessment Rubric
ƒ Unit Assessment Task
ƒ Lesson Objective
ƒ Lesson objective assessment (formative)
ƒ Lesson assessment task (at least one)
Standard 2 & 4
o Foundations
ƒ Arizona Performance Outcome
ƒ Definition of Performance Outcome
ƒ End of Year Objective
ƒ End of Year Assessment Rubric
ƒ End of Year Assessment Task
ƒ Lesson Objective
ƒ Lesson objective assessment (formative)
ƒ Lesson assessment task (at least one)
o Essentials
ƒ Arizona Performance Outcome
ƒ Definition of Performance Outcome
ƒ Unit Objective
ƒ Unit Assessment Rubric
ƒ Unit Assessment Task
ƒ Lesson Objective
ƒ Lesson objective assessment (formative)
ƒ Lesson assessment task (at least one)
o Proficiency
ƒ Arizona Performance Outcome
ƒ Definition of Performance Outcome
ƒ Unit Objective
ƒ Unit Assessment Rubric
ƒ Unit Assessment Task
ƒ Lesson Objective
ƒ Lesson objective assessment (formative)
ƒ Lesson assessment task (at least one)
‰ Standard 5 & 6 (must do at least one from each 5 & 6)
o Foundations
ƒ Arizona Performance Outcome
ƒ Definition of Performance Outcome
ƒ End of Year Objective
ƒ End of Year Assessment Rubric
ƒ End of Year Assessment Task
ƒ Lesson Objective
ƒ Lesson objective assessment (formative)
ƒ Lesson assessment task (at least one)
o Essentials
ƒ Arizona Performance Outcome
ƒ Definition of Performance Outcome
ƒ Unit Objective
ƒ Unit Assessment Rubric
ƒ Unit Assessment Task
ƒ Lesson Objective
ƒ Lesson objective assessment (formative)
ƒ Lesson assessment task (at least one)
o Proficiency
ƒ Arizona Performance Outcome
ƒ Definition of Performance Outcome
ƒ Unit Objective
ƒ Unit Assessment Rubric
ƒ Unit Assessment Task
ƒ Lesson Objective
ƒ Lesson objective assessment (formative)
ƒ Lesson assessment task (at least one)
ƒ Standard 7
Records, Analysis & Reports
Grading in Physical Education
‰ Provide a narrative of how grades will be assessed in 1. Elementary school and 2. Secondary
school physical education.
Analysis
‰ Overview
‰ Sample Data Analysis (use data from your Excel Grade Book)
‰ Report of implications on teaching
Communication
‰ Report to parents & students on overall performance (not standard 4) – Share one copy of the
Mail Merge letter using data in your Excel Grade Book
‰ Fitnessgram report to parents – provide a link to a sample Fitnessgram report
Excel Grade Book (separate attachment uploaded to TaskStream)
• Create 1 class, indicate grade level
• Make up 30 students, indicate performance for each student (make it up when necessary) for the
sample assessments in the assessment plan
Course Outcomes met through Assessment Portfolio
•
Identify key components of various types of assessment, describe their appropriate and inappropriate
use, and address issues of validity, reliability, and bias. 7.1
o Introduction
o Statistical analysis
•
Use a variety of appropriate authentic and traditional assessment techniques (including both self and
peer assessments) to assess student understanding and performance, provide feedback, and
communicate student progress (i.e., for both formative and summative purposes). 7.2
o Varying forms of assessments by standards
o Letter/report to student based on performance
o Letter/report to parents/guardians
•
Interpret and use learning and performance data to make informed curricular and/or instructional
decisions. 7.4
o Statistical Analysis
o Report on results of analysis
•
Demonstrate knowledge of approved state and national content standards and local program goals. 1.6
o Assessments directed toward state standards
•
Identify, select, and implement appropriate instruction that is sensitive to students’
strengths/weaknesses, multiple needs, learning styles, and prior experiences (e.g., cultural, personal,
family, community). 3.1
o Implications on Teaching in Data & Analysis
•
Communicate managerial and instructional information in a variety of ways (e.g., bulletin boards,
music, task cards, posters, Internet, video). 5.2
o Reports sent home to parents & students
•
Identify, develop, and implement appropriate program and instructional goals. 6.1
o Write unit/end of year objectives
•
Develop long and short-term plans that are linked to both program and instructional goals, and
student needs. 6.2
o Write end of year objectives
o Write lesson objectives
o Report following analysis, address how results indicate lesson objectives
•
Demonstrate knowledge of current technologies and their application in physical education. 9.1
o Fitnessgram Report
o Mail-merge report to parents/guardians
o Excel Grade Book
•
Use technologies to communicate, network, locate resources, and enhance continuing professional
development. 9.3
o Excel grade book & mail merge
o Fitnessgram reports
Portfolio Section & Outcome
Introduction & Analysis
Identify key components of
various types of assessment,
describe their appropriate and
inappropriate use, and address
issues of validity, reliability,
and bias. 7.1
Does not meet expectations
Does not identify key
components of various types of
assessment, describe their
appropriate and inappropriate
use, and address issues of
validity, reliability, and bias.
Meets expectations
Identify key components of
various types of assessment,
accurately describe their
appropriate and inappropriate
use, and address issues of
validity, reliability, and bias.
Standards – variety
Communication
Use a variety of appropriate
authentic and traditional
assessment techniques to assess
student performance, provide
feedback, and communicate
student progress (i.e., for both
formative and summative
purposes). 7.2
Describes only traditional
assessment techniques to assess
student performance, provide
feedback, and communicate
student progress (i.e., for both
formative and summative
purposes).
Includes a variety of
appropriate authentic and
traditional assessment
techniques to assess student
performance within approaches
to assessing student
achievement. Appropriately
provide feedback, and
communicate student progress
(i.e., for both formative and
summative purposes) through
merged documents that
accurately present student
achievement.
Exceeds Expectations
Clearly articulates the use of
key assessment components to
select and/or develop
appropriate tools for student
assessment. Such tools will be
valid, reliable, and free of bias.
Assessments reflect varying
learning needs of individual
students or groups, and are
aligned to specific instructional
goals.
Presents a wide variety of
appropriate authentic and
traditional assessment
techniques to assess student
performance, provide feedback,
and communicate student
progress (i.e., for both
formative and summative
purposes). Ongoing assessment
practices are described/included
to measure learning in all
domains (i.e., psychomotor,
cognitive and affective).
Portfolio Section & Outcome
Analysis
Interpret and use performance
data to inform curricular and
instructional decisions. 7.4
Does not meet expectations
Student performance data is
ignored or not accurately
described and analyzed as a
potential source to inform
curricular and instructional
decisions.
Standards – Defining &
objective writing
Demonstrate knowledge of
approved state and national
content standards, and local
program goals. 1.6
A lack of knowledge of
approved standards including
the NASPE content standards
for physical education is
evident through inaccurate
definitions and interpretations,
and inconsistent and/or unclear
objectives.
Communication
Communicate managerial and
instructional information in a
variety of ways (e.g., bulletin
boards, music, task cards,
posters, Internet, video). 5.2
Communications are
inaccurate, misleading, or
difficult to interpret.
Meets expectations
Student performance data is
interpreted and used to describe
how results inform curricular
and instructional decisions.
Exceeds Expectations
Clearly presents how short term
curriculum and instruction
revisions based on student
performance can be made, and
the implications of student
performance data for longer
term curriculum development
are described.
Teacher candidates are able to Teacher candidates are able to
demonstrate, through written
demonstrate, through written
documentation, knowledge of
documentation, knowledge of
Arizona state Physical Activity Arizona state Physical Activity
standards accurately
standards accurately
interpreting and defining key
interpreting and defining key
concepts, and writing
concepts, and writing
appropriate unit, yearly and
appropriate unit, yearly and
lesson objectives.
lesson objectives. These
standards are used and evident
in content planning.
Communications are accurate
Two examples of appropriate,
and can be interpreted by
innovative, and varied
students and parents.
communication materials are
Documents merge appropriately presented with assessment,
to result in positive and
managerial and instructional
appropriate communications for information.
the targeted audience.
Portfolio Section & Outcome
Unit/Year outcomes
Identify, develop, and
implement appropriate program
and instructional goals. 6.1
Does not meet expectations
Teacher candidates identify,
develop, and implement
developmentally inappropriate
program and instructional
goals.
Meets expectations
Clearly and accurately identify
and develop developmentally
appropriate program and
instructional goals.
Standards –
unit/lesson/content
progression
Develop short and long-term
plans that are linked to both
program and instructional
goals, and student needs. 6.2
Teacher candidates demonstrate
basic planning ability that is not
linked, or inaccurately linked,
to Arizona state standards and
PO’s.
Presents short (lesson
objectives/content/tasks) and
long-term (unit/yearly
objectives, tasks, assessments)
plans that are linked to both AZ
PO’s and appropriate student
developmental needs.
Excel grade book
Demonstrate knowledge of
current technologies and their
application to physical
education. 9.1
Limited use of the capabilities
or Excel are presented,
including a lack of
automatically updated functions
and no use of comments for
record keeping.
Adequate use of the capabilities
or Excel are presented,
including a automatically
updated functions and use of
comments for record keeping.
Exceeds Expectations
Clearly and accurately identify
and develop developmentally
appropriate program and
instructional goals. Examples
present a wide range of
standards that demonstrate
examples corresponding with a
variety of outcomes.
Presents short (lesson
objectives/content/tasks) and
long-term (unit/yearly
objectives, tasks, assessments)
plans that are linked to both AZ
PO’s and appropriate student
developmental needs. Plans
include extensions and
conditions that are adaptable to
a variety of student needs and
abilities.
Adequate use of the capabilities
or Excel are presented,
including automatically updated
functions and use of comments
for record keeping in a wide
variety of instructional and
curricular contexts to facilitate
and enhance student learning.
Can be merged easily to
communicate with
students/parents/administrators.
Portfolio Section & Outcome
Communication
Use technologies to
communicate, network, locate
resources, and enhance
continuing professional
development. 9.3
Does not meet expectations
Mail merge and Fitnessgram
reports are not used appropriate
or accurately, documents are
developed individually rather
than through merging data to
communicate efficiently and
effectively.
Meets expectations
Sufficient use of mail merge
and Fitnessgram reports are
appropriately displayed,
accurate documents are
developed through merging
data to communicate efficiently
and effectively.
Exceeds Expectations
Extensive use of mail merge
and Fitnessgram reports are
appropriately displayed,
accurate documents are
developed through merging
data to communicate efficiently
and effectively, and a thorough
and informative communication
is developed.
Table: Number & Percent of Undergraduate Candidates Meeting or Exceeding Expectations by Scoring Guide Criteria for
Assessment Project.
% Authors
# Authors % Authors
# Authors % Authors # Authors % Authors Meeting or
Rubric Criteria
N
Scoring
Scoring
Scoring ME Scoring ME Scoring EE Scoring EE
Exceeding
DNM
DNM
Expectations
Standards – Defining & objective
writing Demonstrate knowledge of
10
9
90%
1
10%
100%
approved state and national content
standards, and local program goals. 1.6
Communication Communicate
managerial and instructional
information in a variety of ways (e.g.,
bulletin boards, music, task cards,
posters, Internet, video). 5.2
Unit/Year outcomes Identify, develop,
and implement appropriate program and
instructional goals. 6.1
Standards – unit/lesson/content
progression Develop short and longterm plans that are linked to both
program and instructional goals, and
student needs. 6.2
Introduction & Analysis Identify key
components of various types of
assessment, describe their appropriate
and inappropriate use, and address
issues of validity, reliability, and bias.
7.1
10
5
50%
10
8
80%
2
20%
100%
10
7
70%
3
30%
100%
7
70%
2
20%
90%
10
5
1
50%
10%
50%
Rubric Criteria
N
Standards – variety Communication Use
a variety of appropriate authentic and
traditional assessment techniques to
assess student performance, provide
feedback, and communicate student
progress (i.e., for both formative and
summative purposes). 7.2
10
Analysis Interpret and use performance
data to inform curricular and
instructional decisions. 7.4
Excel grade book Demonstrate
knowledge of current technologies and
their application to physical education.
9.1
Communication Use technologies to
communicate, network, locate
resources, and enhance continuing
professional development. 9.3
10
# Authors % Authors
# Authors % Authors # Authors % Authors
Scoring
Scoring
Scoring ME Scoring ME Scoring EE Scoring EE
DNM
DNM
2
20%
10
10
3
30%
% Authors
Meeting or
Exceeding
Expectations
8
80%
2
20%
100%
7
70%
1
10%
80%
9
90%
1
10%
100%
7
70%
DNM = Does Not Meet Expectations; ME = Meets Expectations; EE = Exceeds Expectations
70%
Table: Number & Percent of Graduate Candidates Meeting or Exceeding Expectations by Scoring Guide Criteria for
Assessment Project.
Rubric Criteria
N
Standards – Defining & objective
writing Demonstrate knowledge of
approved state and national content
standards, and local program goals. 1.6
2
Communication Communicate
managerial and instructional
information in a variety of ways (e.g.,
bulletin boards, music, task cards,
posters, Internet, video). 5.2
2
Unit/Year outcomes Identify, develop,
and implement appropriate program and
instructional goals. 6.1
Standards – unit/lesson/content
progression Develop short and longterm plans that are linked to both
program and instructional goals, and
student needs. 6.2
Introduction & Analysis Identify key
components of various types of
assessment, describe their appropriate
and inappropriate use, and address
issues of validity, reliability, and bias.
7.1
# Authors % Authors
# Authors % Authors # Authors % Authors
Scoring
Scoring
Scoring ME Scoring ME Scoring EE Scoring EE
DNM
DNM
1
1
1
2
1
2
2
2
1
% Authors
Meeting or
Exceeding
Expectations
100%
50%
1
100%
100%
2
100%
Rubric Criteria
N
Standards – variety Communication Use
a variety of appropriate authentic and
traditional assessment techniques to
assess student performance, provide
feedback, and communicate student
progress (i.e., for both formative and
summative purposes). 7.2
2
Analysis Interpret and use performance
data to inform curricular and
instructional decisions. 7.4
Excel grade book Demonstrate
knowledge of current technologies and
their application to physical education.
9.1
Communication Use technologies to
communicate, network, locate
resources, and enhance continuing
professional development. 9.3
# Authors % Authors
# Authors % Authors # Authors % Authors
Scoring
Scoring
Scoring ME Scoring ME Scoring EE Scoring EE
DNM
DNM
% Authors
Meeting or
Exceeding
Expectations
2
100%
1
50%
2
2
100%
2
2
100%
2
1
DNM = Does Not Meet Expectations; ME = Meets Expectations; EE = Exceeds Expectations
Section IV, Assessment 8 – Electronic Portfolio
1. Description of Assessment and its use in the program:
The electronic portfolio is initiated when students complete their first emphasis course in the
PESH program, HS 315. In subsequent courses, students are encouraged to post to their portfolio
their best examples of work demonstrating having met the beginning teacher standards. The
portfolio is completed during student teaching. The student teacher coordinator (Palmer)
conducted the final evaluation of the portfolio using a holistic rubric to evaluate evidence that
candidates select and present demonstrating having met outcomes.
The portfolio was started with new candidates in Fall 2005, and the first cohort of students
completing the portfolio completed student teaching in Fall 2007. Candidates must meet
expectations of 80% of the portfolio to pass student teaching (transition point 3).
2. Standards Alignment:
The electronic professional portfolio is intended as a final evaluation of meeting the general
spirit of each standard, rather than specific criterion within each standard. The electronic
portfolio is designed to address the following NASPE outcomes:
Standard
Scoring Guide Expectations
1
Sufficient evidence exists indicating that the candidate understands physical education content and disciplinary
2
3
4
5
6
concepts related to the development of a physically educated person. Plans include appropriate cues,
extensions and tasks to guide children to be successful in physical activity, and appropriately correspond with
student needs (e.g., control tasks with control cues, utilization tasks with utilization cues). Evidence is of
discipline specific content and skill knowledge necessary to provide curriculum and instruction related to the
Arizona state physical activity content standards.
Sufficient evidence exists indicating the candidate understands how individuals learn and develop, and can
provide opportunities that support their physical, cognitive, social, and emotional development. Plans, videos
and reflections demonstrate how the candidate designed and developed developmentally appropriate
environments and learning opportunities, and adjusted instruction to meet the needs of individual students in
classes.
Teaching behaviors demonstrate and understanding of how individuals differ in their approaches to learning,
and candidates create appropriate instruction adapted to these differences.
At least half of lesson plans and learning experiences are sensitive to diverse students, and enable students to
develop qualities of respect and responsibility as defined in Arizona and NASPE K-12 Content Standards 5-6
(7).
Demonstrates an understanding of individual and group motivation and behavior to create a safe learning
environment that regularly encourages positive social interaction, active engagement in learning, and selfmotivation.
Candidate’s use a variety of strategies to institute behavior change, manage resources, promote mutual respect
and self-responsibility, and motivate students. Candidates are effective in helping many students develop
behaviors related to respect, responsibility, and enjoyment of physical activity (AZ & NASPE K-12 Content
Standards 5-7).
Sufficient evidence of effective verbal, nonverbal, and media communication techniques to enhance learning
and engagement in physical activity settings.
Teacher candidates demonstrate sensitivity to all students, and model appropriate behavior.
Candidates plan and implement a variety of developmentally appropriate instructional strategies to develop
Standard
7
8
9
10
Scoring Guide Expectations
physically educated individuals, based on state and national (NASPE K-12) standards.
Behavior provides sufficient evidence of pedagogical knowledge and application of content and pedagogy.
Understands and uses assessment to foster physical, cognitive, social, and emotional development of students
in physical activity.
Uses a few forms of authentic and traditional assessment to determine achievement, provide feedback to
students, and guide instruction. Most assessments are appropriate for students and learning outcomes.
Is a reflective practitioner who evaluates the effects of their actions on others (e.g., students, parents/guardians,
fellow professionals), and seeks opportunities to grow professionally. Evidence exists in lesson reflections.
Uses information technology to enhance learning and to enhance personal and professional productivity.
Most evidence is in using informational technology for designing lessons and instruction.
Works well with colleagues (principal, other teachers, their cooperating teacher and supervisor).
3. Data & Findings
The one graduate candidate met or exceeded expectations for criteria corresponding with all ten
national standards. Six of seven undergraduate candidates met expectations corresponding with
at least 8 of the ten standards. Overall, candidates presented sufficient evidence to meet or
exceed expectations for criteria corresponding with standards 1, 2, 3, 4, 6, 7, 8 & 10. Only half of
undergraduate candidates met or exceeded expectations on outcomes corresponding with
standards 5 & 9.
4. Evidence for Meeting Standards
Data reveal that candidates are meeting all NASPE Beginning Teacher Standards. Overall, one
outcome from this evaluation is the need for refining the scoring guide. This scoring guide will
be revised for use in fall 2008. That said, candidates overall perform well, meeting outcomes
corresponding with most NASPE standards. Two areas that reveal inconsistent and inadequate
results correspond with standard 5 – communication, and standard 9 – use of information
technology.
Standard 5 – The difficulty in this assessment was measuring student communication. The
largest problem was with reliability of the scoring guide. Showcase lessons were the best
examples of effective communication, but that was insufficient to meet expectations by the
scoring guide. Those candidates that met expectations demonstrated other communication
techniques, such as letters home to parents/guardians, or Fitnessgram progress reports. Other
examples in lesson/unit plans included task sheets and activities. Multiple means of
communicating information to students, colleagues and parents/guardians must be covered better
in the program. Beginning spring 2008, student teachers are required to write introductory letters
to send home to parents/guardians. Fall 2008 requirements in HS 435 will also include printing
grade reports/letters to send home to students.
Standard 9 – Candidates must provide evidence of the use of technology to improve teaching
performance, help students learn, and for designing instruction. The evidence that candidates
presented was primarily the use of computer software to develop a grade book. Those candidates
that met or exceeded expectations described how different technologies could be used in
teaching and learning. For example, the use of video in self-check/reciprocal lessons, Web sites,
heart rate monitors and pedometers. AS is evident from other assessment data, candidates may
participate in demo lessons that model application of varying technologies, but using technology
in planning and delivering instruction must be improved among candidates.
Electronic Student Teaching Portfolio – Expectations
Through your TaskStream Portfolio, present evidence of meeting each of the following ten
standards. Include work that you have completed during coursework, through student teaching.
You are encouraged to refine any work that has been previously evaluated to better represent
your abilities as a new teacher.
Criteria
Standard 1: Content Knowledge.(1.1, 1.4, 1.5, 1.6)
Demonstrate an understanding of physical education content and disciplinary
concepts related to the development of a physically educated person.
Demonstrates appropriate planning, assessment and reflection of discipline specific
content and skill knowledge applied in teaching necessary to provide curriculum
and instruction related to AZ K-12 Content Standards. Specifically, the portfolio
provides evidence of :
• Critical elements both verbally and by written analysis. Motor skills are
combined sequentially to facilitate motor performance.
• Bioscience knowledge and use this knowledge appropriately to plan and
teach.
• Critical thought about physical activity issues related to physical activity,
and an understanding of the law as it relates to physical education teaching.
• Knowledge of approved standards including the NASPE and Arizona
content standards for physical education.
Standard 2: Growth and Development.(2.1, 2.2, 2.3)
Demonstrate an understanding of how individuals learn and develop, and the
provision opportunities that support K-12 students’ physical, cognitive, social,
and emotional development.
Demonstrates the application of growth and development concepts to creating
learning experiences. Teacher candidates will demonstrate the ability to plan and
implement developmentally appropriate learning experiences based on expected
developmental levels. Specifically, the portfolio provides evidence of:
• The ability to determine student needs through appropriate monitoring
which is followed by design of safe learning environments.
• Identifying and implementing developmentally appropriate learning
opportunities for a whole class, and extending and refining content for the
class as appropriate.
• An understanding of the interaction of student, learning environment, and
task, and identifying/selecting appropriate learning/practice opportunities
based on this understanding.
•
•
•
•
Recommended
Portfolio Section(s)
Philosophy
Planning
Assessment
Showcase Video
•
•
•
Planning
Showcase Video
Assessment
Standard 3: Diverse Students.(3.1, 3.2)
Identify that individuals differ in their approaches to learning, and
demonstrate instruction designed to accommodate these differences.
Demonstrates their ability to plan and implement learning experiences that are
sensitive to diverse students, and that will enable students to develop qualities of
respect and responsibility as defined in Arizona K-12 Content Standards 5-7.
Specifically, the portfolio provides evidence of:
• The ability to identify, select, and implement appropriate instruction based
on student needs.
• The identification and use of appropriate strategies, services, and resources
to meet diverse learning needs.
Standard 4: Management and Motivation.(4.1, 4.2, 4.3, 4.4, 4.5)
Physical education teachers use an understanding of individual and group
motivation and behavior to create a safe learning environment that
encourages positive social interaction, active engagement in learning, and selfmotivation.
Demonstrates the use of a variety of strategies to institute behavior change, manage
resources, promote mutual respect and self-responsibility, and motivate students.
Teacher candidates whose performance is acceptable will be effective in helping
students develop behaviors related to respect, responsibility, and enjoyment of
physical activity (NASPE K-12 Content Standards 5-7. Specifically, the portfolio
provides evidence of:
• Managerial routines that create smoothly functioning learning experiences.
• The ability to organize, allocate, and manage resources (e.g., students, time,
space, equipment, activities, and teacher attention) to provide active and
equitable learning experiences.
• A variety of developmentally appropriate practices to motivate school age
students to participate in physical activity inside and outside of the school.
• Strategies to help students demonstrate responsible personal and social
behaviors (e.g., mutual respect, support for others, safety, and cooperation)
that promote positive relationships and a productive learning environment.
• An effective behavior management plan.
Standard 5: Communication.(5.1, 5.2, 5.3, 5.4)
Physical education teachers use knowledge of effective verbal, nonverbal, and
media communication techniques to enhance learning and engagement in
physical activity settings.
Teacher candidates demonstrate sensitivity to all students, and model appropriate
behavior. Specifically, evidence provided demonstrates:
• Effective communication skills
• Variety of means of communicating instructional information.
• Sensitivity to all students
• Strategies to enhance communication among students
•
•
•
Assessment
Showcase Video
Planning
•
•
•
Behavior
Management Plan
Planning
Showcase Video
•
•
•
•
Showcase Video
Planning
Communication
Picture Gallery
Standard 6: Planning and Instruction. (6.1, 6.2, 6.3, 6.4, 6.5, 6.6, 6.7, 6.8, 6.9,
6.10)
Physical education teachers plan and implement a variety of developmentally
appropriate instructional strategies to develop physically educated individuals,
based on state standards.
Provides evidence of pedagogical content knowledge, including developmentally
appropriate program and instructional goals and content, the selection and
adaptation of instructional plans to meet the needs of classes and individuals, a
variety of instructional approaches appropriately connected with learning outcomes
and student needs.
Standard 7: Student Assessment.(7.1, 7.2, 7.3, 7.4)
Physical education teachers understand and use assessment to foster physical,
cognitive, social, and emotional development of students in physical activity.
Demonstrate the use of various forms of authentic and traditional assessment to
determine achievement, provide feedback to students, and guide instruction.
Reasoning for the selection of assessments is provided. Specifically, evidence
provided:
• Identify key components of various types of assessment, describe their
appropriate and inappropriate use, and address issues of validity, reliability,
and bias.
• a variety of appropriate authentic and traditional assessment techniques to
assess student performance, provide feedback, and communicate student
progress (i.e., for both formative and summative purposes).
• Of students involved in self and peer assessment
• Interpret and use performance data to inform curricular and instructional
decisions.
Standard 8: Reflection.
Physical education teachers are reflective practitioners who evaluate the
effects of their actions on others (e.g., students, parents/guardians, fellow
professionals), and seek opportunities to grow professionally.
The portfolio provides evidence of effective self-reflection. Specifically,
• Reflective cycle involving description of teaching, justification of the
teaching performance, critique of the teaching performance, the setting of
teaching goals, and implementation of change, as evidenced by lesson
reflections and lesson modifications implemented in subsequent lessons of a
comparable nature.
• Use several resources such as colleagues, literature, and professional
associations to develop as a reflective professional.
• Accurately assess personal teaching performance and develop a professional
development plan based on these data.
•
•
•
•
•
•
•
•
Planning
Assessment
Showcase Video
Assessment
Planning
Assessment
Planning
Showcase Video
Standard 9: Technology.
Physical education teachers use information technology to enhance learning
and to enhance personal and professional productivity.
The portfolio provides evidence of how informational technology has been used to
implement current technologies in order to enhance learning. For example, lesson
plans with HR monitors, pedometers, use of Fitnessgram, Mail Merge, Handheld
computers, and/or GPS units for GeoCaching.
•
•
Technology
Planning
Standard 10: Collaboration.
Physical education teachers foster relationships with colleagues,
parents/guardians, and community agencies to support students' growth and
well-being.
This standard encompasses teacher candidates’ opportunities to interact and
advocate for physical activity both in school. Evidence includes communication
with parents/teachers/students.
•
•
Philosophy
Professional
Development Plan
Communication
•
Final Electronic Portfolio Scoring Guide
This rubric is designed to provide guidance for evaluating the TaskStream Electronic Portfolio for evidence suggesting meeting or
exceeding the NASPE Beginning Teacher Standards. Review the portfolio holistically, looking particularly at the sections listed under
each standard for evidence to that particular standard.
Standard
1 = Below Expectations
2 = Meeting Expectations
3 = Exceeding Expectations
Standard 1: Content
Knowledge.
Insufficient evidence of content knowledge
exists. Content in plans does not indicate
sufficient identification of critical elements
and performance strategies related to skillful
movement. Insufficient evidence is
presented related to state/national content
standards, current physical activity issues,
and or the application of anatomical and
physiological science in content
development.
Sufficient evidence exists indicating that the
candidate understands physical education
content and disciplinary concepts related to
the development of a physically educated
person. Plans include appropriate cues,
extensions and tasks to guide children to be
successful in physical activity, and
appropriately correspond with student needs
(e.g., control tasks with control cues,
utilization tasks with utilization cues).
Evidence is of discipline specific content
and skill knowledge necessary to provide
curriculum and instruction related to the
Arizona state physical activity content
standards.
Exemplary evidence exists indicating that
the candidate understands and applies
physical education content and disciplinary
concepts related to the development of a
physically educated person. Plans include
multiple appropriate cues, extensions and
task sequences to guide children to be
successful in physical activity, and
appropriately correspond with student needs
(e.g., control tasks with control cues,
utilization tasks with utilization cues).
Evidence is of discipline specific content
and skill knowledge necessary to provide
curriculum and instruction related to the
Arizona state physical activity content
standards, and the NASPE K-12 physical
education content standards.
Philosophy
Planning
Assessment
Showcase Video
Standard
1 = Below Expectations
2 = Meeting Expectations
3 = Exceeding Expectations
Standard 2: Growth
and Development
Insufficient evidence exists to demonstrate
the candidate understands how individuals
learn and develop, and can provide
opportunities that support their physical,
cognitive, social, and emotional
development. Plans, videos and reflections
do not provide sufficient evidence of
designing and developing developmentally
appropriate learning environments.
Instructional units are subject rather than
student centered, and do not provide
examples of how the unique needs of
individual students can be accommodated.
Teaching behaviors do not demonstrate
consistent understanding of how individuals
differ in their approaches to learning, and
create appropriate instruction adapted to
these differences. Lessons do not adjust
based on student characteristics and needs.
Sufficient evidence exists indicating the
candidate understands how individuals learn
and develop, and can provide opportunities
that support their physical, cognitive, social,
and emotional development. Plans, videos
and reflections demonstrate how the
candidate designed and developed
developmentally appropriate environments
and learning opportunities, and adjusted
instruction to meet the needs of individual
students in classes.
Exemplary evidence exists indicating the
candidate understands how individuals learn
and develop, and has provided opportunities
that support individual students within
groups physical, cognitive, social, and
emotional development. Plans, videos and
reflections demonstrate how the candidate
designed and developed developmentally
appropriate environments and learning
opportunities, and adjusted instruction to
meet the needs of individual students in
classes.
Teaching behaviors demonstrate and
understanding of how individuals differ in
their approaches to learning, and candidates
create appropriate instruction adapted to
these differences.
Teaching behaviors demonstrate and
understanding of how individuals differ in
their approaches to learning, and candidates
create appropriate instruction adapted to
these differences.
At least half of lesson plans and learning
experiences are sensitive to diverse students,
and enable students to develop qualities of
respect and responsibility as defined in
Arizona and NASPE K-12 Content
Standards 5-6 (7).
Nearly all lesson plans and learning
experiences are sensitive to diverse students,
and enable students to develop qualities of
respect and responsibility as defined in
Arizona and NASPE K-12 Content
Standards 5-6 (7).
Planning
Showcase Video
Assessment
Standard 3: Diverse
Students
Assessment
Showcase Video
Planning
Plans seem to be “linear” or “cookbook”
(subject centered) rather than being sensitive
to diverse students, or enabling students to
develop qualities of respect and
responsibility as defined in Arizona and
NASPE K-12 Content Standards 5-6 (7).
Standard
1 = Below Expectations
2 = Meeting Expectations
3 = Exceeding Expectations
Standard
4: Management and
Motivation
Demonstrates an inadequate understanding
of individual and group motivation and
behavior, resulting in environments that are
not safe, and/or do not lead to positive social
interaction, active engagement in learning,
and self-motivation.
Demonstrates an understanding of
individual and group motivation and
behavior to create a safe learning
environment that regularly encourages
positive social interaction, active
engagement in learning, and self-motivation.
Demonstrates an understanding of
individual and group motivation and
behavior to create a safe learning
environment that regularly encourages
positive social interaction, active
engagement in learning, and self-motivation
among nearly all students.
Strategies to institute behavior change,
manage resources, promote mutual respect
and self-responsibility, and motivate
students are not planned or used. Candidate
is ineffective in helping students develop
behaviors related to respect, responsibility,
and enjoyment of physical activity (AZ &
NASPE K-12 Content Standards 5-7).
Candidate’s use a variety of strategies to
institute behavior change, manage resources,
promote mutual respect and selfresponsibility, and motivate students.
Candidates are effective in helping many
students develop behaviors related to
respect, responsibility, and enjoyment of
physical activity (AZ & NASPE K-12
Content Standards 5-7).
Candidates do not demonstrate effective
verbal, nonverbal, and media
communication techniques to enhance
learning and engagement in physical activity
settings exists.
Sufficient evidence of effective verbal,
nonverbal, and media communication
techniques to enhance learning and
engagement in physical activity settings.
Behavior
Management Plan
Planning
Showcase Video
Standard
5: Communication.
Showcase Video
Planning
Communication
Picture Gallery
Teacher candidates do not demonstrate
sensitivity to all students, and/or model
appropriate behavior.
Teacher candidates demonstrate sensitivity
to all students, and model appropriate
behavior.
Candidate’s use a wide variety and actively
teach and promote behavior change, manage
resources, promote mutual respect and selfresponsibility, and motivate students.
Candidates are effective in helping nearly all
students develop behaviors related to
respect, responsibility, and enjoyment of
physical activity (AZ & NASPE K-12
Content Standards 5-7).
Sufficient evidence of effective verbal,
nonverbal, and media communication
techniques to enhance learning and
engagement in physical activity settings.
Teacher candidates demonstrate sensitivity
to all students, and model appropriate
behavior. Excellent demonstrations are
always used to accommodate second
language learners and different learning
styles, instruction is brief, concise and clear.
Standard
Standard
6: Planning and
Instruction
Planning
Assessment
Showcase Video
Standard 7: Student
Assessment.
Assessment
Planning
Standard
8: Reflection.
Assessment
Planning
Showcase Video
1 = Below Expectations
2 = Meeting Expectations
3 = Exceeding Expectations
Plans and instructional strategies are subject
centered and/or are not developmentally
appropriate. Instruction and plans are
subject rather than student centered, and do
not develop physically educated individuals,
based on state and national (NASPE K-12)
standards.
Candidates plan and implement a variety of
developmentally appropriate instructional
strategies to develop physically educated
individuals, based on state and national
(NASPE K-12) standards.
Candidates plan and implement a wide
variety of developmentally appropriate
instructional strategies to develop physically
educated individuals, based on state and
national (NASPE K-12) standards. Evidence
exists of individualizing instruction leading
to children becoming physically educated.
Behavior provides insufficient evidence of
pedagogical knowledge and application of
content and pedagogy.
Does not demonstrate appropriate use and
application of assessment to foster physical,
cognitive, social, and emotional
development of students in physical activity.
Uses only traditional assessment, and/or
does not accurately determine achievement,
and/or does not provide feedback to students
and/or use data to guide instruction.
Assessments are often inappropriate for
students and learning outcomes. Insufficient
evidence of designing and delivering
instruction based on student learning.
Insufficient reflection on teaching
performance, often suggests students are to
blame for not learning, rather than reflecting
on teaching performance to adjust to meet
the needs of students.
Behavior provides sufficient evidence of
pedagogical knowledge and application of
content and pedagogy.
Understands and uses assessment to foster
physical, cognitive, social, and emotional
development of students in physical activity.
Uses a few forms of authentic and
traditional assessment to determine
achievement, provide feedback to students,
and guide instruction. Most assessments are
appropriate for students and learning
outcomes.
Is a reflective practitioner who evaluates the
effects of their actions on others (e.g.,
students, parents/guardians, fellow
professionals), and seeks opportunities to
grow professionally. Evidence exists in
lesson reflections.
Behavior provides exemplary evidence of
pedagogical knowledge and application of
content and pedagogy.
Demonstrates thorough understanding and
appropriate use of assessment to foster
physical, cognitive, social, and emotional
development of students in physical activity.
Uses multiple forms of authentic and
traditional assessment to determine
achievement, provide feedback to students,
and guide instruction. Nearly all
assessments are appropriate for students and
learning outcomes.
Is a reflective practitioner who evaluates the
effects of their actions on others (e.g.,
students, parents/guardians, fellow
professionals), and seeks opportunities to
grow professionally. Evidence exists in
lesson reflections, and goals that are set are
reached and/or reset.
Standard
Standard
9: Technology.
Technology
Planning
Standard
10: Collaboration.
Philosophy
Professional
Development Plan
Communication
1 = Below Expectations
There is insufficient evidence of the use of
technology for planning and/or instruction.
Some lesson ideas or information might be
gained from the Internet, but other forms are
not used at all.
Does not work well with others, or explore
opportunities to collaborate with others for
the purpose of improving physical education
and the physical activity of youth.
2 = Meeting Expectations
Uses information technology to enhance
learning and to enhance personal and
professional productivity.
Most evidence is in using informational
technology for designing lessons and
instruction.
Works well with colleagues (principal, other
teachers, their cooperating teacher and
supervisor).
3 = Exceeding Expectations
Physical education teachers use information
technology to enhance learning and to
enhance personal and professional
productivity.
Candidates develop knowledge of and
ability to implement current technologies in
order to enhance learning. Demonstrates
appropriate use of a variety of technologies
to improve student learning (video, Internet,
Fitnessgram, handhelds, heart rate monitors
etc…)
Works well with colleagues, their
cooperating teacher and supervisor.
Interactions with colleagues,
parents/guardians, and community agencies
to support students' growth and well-being.
Interacts and advocates for physical activity
both in school and the larger community.
Includes learning experiences that involve
teacher candidates with community, other
school personnel and parents.
Table: Number and Percent of Undergraduate Candidates not meeting, meeting and exceeding expectations on the portfolio
by standard.
% Candidates
% Not
Meeting or
# Not Meeting
# Meeting
% Meeting
# Exceeding
% Exceeding
Standard
N
Meeting
Exceeding
Expectations
Expectations
Expectations
Expectations
Expectations
Expectations
Expectations
1
2
3
4
5
6
7
8
9
10
6
6
6
6
6
6
6
6
6
6
1
1
1
1
3
1
1
1
3
1
17%
17%
17%
17%
50%
17%
17%
17%
50%
17%
3
3
4
3
3
3
4
5
3
4
50%
50%
67%
50%
50%
50%
67%
83%
50%
67%
2
2
1
2
0
2
1
0
0
1
Five out of six, or 83% of Candidates Meeting or Exceeding Expectations on at least 80% of Standards.
33%
33%
17%
33%
0%
33%
17%
0%
0%
17%
83%
83%
83%
83%
50%
83%
83%
83%
50%
83%
Table: Number and Percent of Graduate Candidates not meeting, meeting and exceeding expectations on the portfolio by
standard.
% Candidates
# Not
% Not
Meeting or
# Meeting % Meeting # Exceeding % Exceeding
Standard
N
Meeting
Meeting
Exceeding
Expectations Expectations Expectations Expectations
Expectations Expectations
Expectations
1
2
3
4
5
6
7
8
9
10
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
100%
1
100%
1
100%
100%
100%
100%
100%
100%
100%
100%
One out of one (100%) of graduate candidates met expectations on at least 80% of standards.
83%
83%
83%
83%
50%
83%
83%
83%
50%
83%
NORTHERN ARIZONA UNIVERSITY
UFFICIAL
College of Health & Human Services
PREPARED BY:
B.S. HEALTH SCIENCES: PHYSICAL EDUCATION & SCHOOL HEALTH
NAME (LAST, FIRST)
NAU I.D. NUMBER
GRADUATION CATALOG
2001-2003
LIBERAL STUDIES PROGRAM (35 UNITS)
UNITS
TERM
COLLEGE
GRADE
MAJOR CURRICULUM
UPPER
TERM
UNITS
GRADE
DIV
FOUNDATIONS
ENG 105 (4 UNITS)
7 UNITS
DIV
HEALTH SCIENCES CORE
30 UNITS
NTS 135 Applied Nutrition & Food Selection
3
or transfer ENG 101 & 102
4
3&
3
BIO 201 Human Anatomy & Physiology I
4
MATH
3
BIO 202 Human Anatomy & Physiology II
4
HS 200 Health Principles
3
LAB SCIENCE (4 UNITS)
BIO 181 & L Unity of
Life
4
HS 300 Human Diseases
3
HS 303 Exercise Science for Health Science
4
HS 350 Substance Abuse
3
AESTHETIC & HUMANISTIC INQUIRY (3 - 6 UNITS)
ADVISOR APPROVED ELECTIVE
3
DISTRIBUTION REQUIREMENTS (100-300 LEVEL)
25 UNITS
JUNIOR LEVEL WRITING REQUIREMENT
HS 305W Theories of Health Behavior
3
CULTURAL UNDERSTANDING (3 - 6 UNITS)
SCIENCE APPLIED SCIENCE (3 - 6 UNITS)
SOCIAL AND POLITICAL WORLDS (3 - 6 (UNITS)
PHYSICAL EDUCATION/SCHOOL HEALTH
30 UNITS
HS 121 Traditional Dance Fall only
1
HS 315 Effective Teaching Physical Activity
3
HS 325 Growth & Movement Behavior Fall only
3
HS 345 Physical Act Middle School Spring only
3
HS 355 Physical Act High School
2
HS 365 Physical Act Special Pop
3
HS 375 Tech Fit Conc Spring only
1
HS 405 Physical Activity in Adventure Stg Spring only
2
Global
HS 415 Plan Implement School Health Spring only
3
Ethnic
HS 425 Plan Implementing Sch PE Fall only
3
ELECTIVES
HS 435 Eval in Health/PE Fall only
3
HS 455 Org Crd Sch Health Program Fall only
3
HS 465 Physical Act Elementary School Spring only
3
FIRST AID/CPR CERTIFICATION
2
UNIVERSITY DIVERSITY REQUIREMENT
TEACHER CERTIFICATION
EDF 200 Intro to Education
TOTAL DEGREE UNITS
TES:
129
UPPE
3
HS 408 Fieldwork Experience
1
EPS 325 Ed Psy in Mid-Sch & Secndy Edu
3
SCI 322 Secondary School Curriculum
3
ECI 350 Div Tech Lit Secondary Education
3
ECI 450 High School Teaching Methods
3
ECI 465 Evaluation of Leaning: Sec
3
CAPSTONE COURSE
ECI 495 Superv Tch-Secondary
12
NORTHERN ARIZONA UNIVERSITY
School of Health Professions
Master's of Education: Physical Education
NAME (LAST, FIRST)
NAU I.D. NUMBER
CATALOG
20012003
MAJOR CURRICULUM
UNITS
TERM
COLLEGE
GRADE
UPPER
DIV
PHYSICAL EDUCATION CERTIFICATION EMPHASIS
30 UNITS
HS 303 Exercise Science for Health Sciences (Prereq: BIO 201 & BIO 202)
4
HS 121 Traditional Dance
1
HS 315/530 Effective Teaching Physical Activity
3
HS 345 Physical Act Middle School
3
HS 355 Physical Act High School
2
HS 365 Physical Act Special Pop
3
HS 375 Tech Fit Conc
1
HS 405 Physical Activity in Adventure Stg
2
HS 425 Plan Implementing Sch PE
3
HS 435 Eval in Health/PE
3
HS 465 Physical Act Elementary School
3
TEACHER CERTIFICATION
EDF 500 Cultural Contexts of Education
3
EPS 605 Educational Psychology App to Learning
3
ECI 522 Secondary School Curriculum
3
BME 537 Structured English Immersion
3
ECI 540 High School Teaching Methods
3
ECI 565 Evaluation of Learning
3
ECI 508 Teacher Practicum
1
CAPSTONE COURSE
ECI 595 Superv Tch-Secondary
12
University Catalog Course Descriptions
HS 121 TRADITIONAL DANCE (1)
Promotion of health and well-being through international folk, American square, country swing,
and ballroom dances. 2 hrs. lab.
HS 200 HEALTH PRINCIPLES (3)
Physical, mental, and social health as it relates to the individual.
HS 300 HUMAN DISEASES (3)
Overview of acute and chronic diseases, how these diseases affect the human body, and actions
one might take to reduce the risk. Letter grade only. Prerequisite or Corequisite: HS 200 or HP
200 with a grade greater than or equal to B
HS 303 EXERCISE SCIENCE FOR HEALTH PROMOTION (4)
Applies topics in anatomical kinesiology and exercise physiology to health-promotion settings,
including schools and community. 3 hrs. lecture, 2 hrs. lab. Letter grade only. "Prerequisite: (HP
200 or HS 200 with a grade greater then or equal to B) and (BIO 201 and BIO 202 with grades
greater than or equal to C) and 3 units
of NTS-Nutrition Science coursework"
HS 305W THEORIES OF HEALTH BEHAVIORS (3)
Study of behavioral change theories and their applications to health-education intervention
strategies and practices. This course fulfills NAU's junior-level writing requirement. Letter grade
only. Prerequisite: (ENG 105 or HON 190 or HON 191 with a grade >= B) and (HS 200 with
grade >= B) and (HS 300 with grade >= C) and (Health Sci-Comm Hlth Milestone or Health
Science plan) JWRT
HS 315 EFFECTIVE TEACHING IN HEALTH PROMOTION (3)
Introduces philosophies surrounding the teaching of physical activity and pedagogical content
associated with teaching physical activities.
HS 325 GROWTH AND MOVEMENT BEHAVIOR (3)
Theories and current research related to the process of growth and motor development over the
life spans of individuals. Prerequisite: BIO 201 and Prerequisite or Corequisite: HP 315 or HS
315
HS 345 PHYSICAL ACTIVITY FOR MIDDLE SCHOOL STUDENTS (3)
Teaching of appropriate middle-school physical activities with integrated health concepts. 2 hrs.
lecture, 2 hrs. lab. Letter grade only. Prerequisite: (HP 325 or HS 325) and (HP 465 or HS 465)
with grades greater than or equal to C and Corequisite: HS 408
HS 350 SUBSTANCE ABUSE PREVENTION (3)
Examines scientific data on the effects of alcohol, tobacco, and other drugs on the individual and
society; focuses on effective prevention strategies. Letter grade only. Prerequisite: (HP 200 or
HS 200 with grade greater than or equal to B) or (HP 300 or HS 300 with grade greater than or
equal to C) and Health Sci-Comm Hlth Milestone
HS 355 PHYSICAL ACTIVITY FOR HIGH SCHOOL STUDENTS (2)
Teaching of appropriate high-school physical activities with integrated health concepts. 1 hr.
lecture, 2 hrs. lab. Prerequisite: HP 315 or HS 315 with a grade greater than or equal to C
HS 365 PHYSICAL ACTIVITY FOR SPECIAL POPULATIONS (3)
Physical activities and teaching methods adapted to the needs and abilities of exceptional
children and adults.
HS 375 TEACHING FITNESS CONCEPTS (1)
Teaching a secondary health-related fitness concepts course and its role in health promotion. 2
hrs. lab. Letter grade only. Prerequisite: (HP 303 or HS 303) and (HP 315 or HS 315) with
grades greater than or equal to C
HS 405 HEALTH PROMOTION IN ADVENTURE SETTING (2)
Theories, current research, appropriate curricula, and practices in integrating adventure
programming in K-12 schools. 1 hr. lecture, 2 hrs. lab. Instructor's consent required.
HS 408 FIELDWORK EXPERIENCE (1-12)
Supervised fieldwork experience in a professional exercise-science setting. Requires 45 hours for
each credit earned. Pass-fail only
HS 415 PLANNING AND IMPLEMENTING SCHOOL HEALTH EDUCATION (3)
Teaching methods, curricula, and strategies used for health promotion in school settings.
Prerequisite: (NTS 135 or NTS 256 or NTS 256H) and (HP 315 or HS 315) and (HP 350 or HS
350) and (HP 300 or HS 300) and Prerequisite or Corequisite: HP 305W or HS 305W
HS 425 PLANNING AND IMPLEMENTING SCHOOL PHYSICAL EDUCATION (3)
Clinical application and refinement of effective teaching skills and curriculum development. 2
hrs. lecture, 2 hrs. lab. Letter grade only. Prerequisite: HS 345 and HS 355 and HS 375 and HS
465 and Corequisite: HS 435
HS 435 EVALUATION AND ASSESSMENT IN HEALTH AND PHYSICAL
EDUCATION (3)
Techniques for assessing students' acquisition of the Arizona and National Content Standards in
Health and Physical Education. Recommended; grades greater than or equal to C in all HS core
courses plus MAT 110. Letter grade only. Prerequisites: HS 345 and HS 355 and HS 375 and HS
465 and Corequisite: HS 425
HS 455 ORGANIZATION OF COORDINATED SCHOOL HEALTH PROGRAMS (3)
Organization and administration of components of a coordinated school health program in K-12
schools. Prerequisite: (HP 200 or HS 200) and (HP 300 or HS 300) and (HP 350 or HS 350) with
grades greater than or equal to C
HS 465 PHYSICAL EDUCATION IN THE ELEMENTARY SCHOOL (3)
Advanced analysis of teaching appropriate elementary school physical activities with integrated
health concepts. Coconvenes with HP 550. 2 hrs. lecture, 2 hrs. lab. Prerequisite: (HP 315 or HS
315) and (HP 325 or HS 325) with grades greater than or equal to C or Corequisite: (HP 315 or
HS 315) and (HP 325 or HS 325)