4320 Spring 06 Syllabus

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4320 Spring 06 Syllabus Powered By Docstoc
					                              The University of Texas at Arlington
                                     College of Education
                                  Department of Kinesiology
           KINE 4320 – Teaching Secondary Physical Education Methods
                                  Spring 2006
I.     Course Information
              Instructor:        Dr. Larry Nelson
              Office:            Physical Education Building, Room 306
              Office Hours:      MWF: 10-11am & TT: 9-10 am
              Office Phone:      (817) 272-1102

       Course Description:
              This course aims to help candidates refine their understandings of curriculum theory as it
              applies to exercise, wellness, outdoor, and sport education. It helps teacher candidates
              develop program planning and instruction skills, teaching and organizational strategies, and
              leadership skills necessary for effective leadership in secondary physical education settings.
              Prior to registration, the student must complete and submit an AISD criminal background
              check. The form is available in the Department of Kinesiology or can be downloaded on
              the departmental web site.

       Required Text:
              1) College Livetext Education Solutions - *LiveText is a required text for teacher
                certification students in this course. Designated assignments and/or projects will be
                required to be posted in LiveText for credit during this course.

              2) Siedentop, D., Hastie, P. A., Van der Mars, H. (2004). Complete Guide to Sport
                       Education. Human Kinetics

              KINE 1215, 2301, 3304, 3306, 3325, 3388, and 4219

II.    Student Outcomes (TExES/NASPE Standards) {See Attachment #7}

III.   Meeting Schedule & Outline [All meetings will be held in PEB 202A or Gym 114]
       Date             Topic
       Jan. 18          Course Overview & Placement within Pedagogy Program Sequence
       Jan. 23-30       Initiative Name Games and Icebreakers for New Groups
       Feb. 1           Anatomy of a Secondary PE Teacher’s Knowledge
       Feb. 6           Main Theme-Curriculum Format
       Feb. 8           Sport Ed. Model - Defining Student Roles and Designing Competition Formats
       Feb. 13          Modifying Team Sports
       Feb. 15          Outdoor/Adventure Education Model
       Feb. 20-27       Health & Wellness Education Model
       Mar. 1           Integrated Curriculum Model
       Mar. 6           Preliminary Self-Evaluation
       Mar. 8           Mid-Term Exam…
       Mar. 20-May 5    Scheduled Teachings
       April 12         Service Learning Project
       May 8-12         Finals Week – Final Self Evaluations
IV.   Course Assignments, Requirements, & Evaluation (Student Outcomes
          Just like many teaching contracts, grades in this course will be competitive, subjective, and
          comparative - punctuality & participation in all class meetings is essential. Initiative,
          leadership, professional language/communication, risk-taking, and responsibility will all be
          factored into your overall evaluation. There are no excuses for demonstrating unprofessional
          teacher dispositions.

      There are 6 assignments with 500 points possible:

      Assignment 1 - Student Data Forms: It is mandatory that each candidate completes a student
          data form via Livetext and updates their information every semester. The candidate will not be
          given the opportunity to participate in the teaching portion of the course until this form has
          been completed.

      Assignment 2 - Mentor Networking Project: Part of the unit’s conceptual framework deals with
          “Field Experiences” that aim to help candidates 1) develop observation skills, 2) establish
          relationships with teaching professionals, 3) practice good role modeling, 4) demonstrate
          leadership skills, and 5) practice life-long learning. The candidate will seek out a mentor who
          1) exhibits strong leadership, 2) shares a similar teaching and learning philosophy/vision, and
          3) is willing to observe, critique, and counsel pre-service teacher candidates (See attachment
          #1). This process must begin early in the program (i.e. KINE 1215) and expand/evolve
          throughout pedagogy coursework (i.e. KINE 2301  KINE 3304  EDML 4300  KINE
          4320  KINE 4321  EDUC 4352  KINE 4647 (Residency). Note: Establishing a
          mentor(s) early on in the program promises candidates a challenging, fruitful, and
          encapsulating residency experience. Candidates must keep a journal/log of their experiences
          via livetext and organize it for exhibition and assessment in their livetext program portfolio
          (See Milestone Program Evaluations in Livetext). The process and experiences in the public
          schools must be logged, in logical sequence, and documented over time. A 2-page self-
          reflection document of your observation and teaching experiences must also be exhibited in
          Livetext for evaluation (See Livetext Template sent from instructor). [Due 4/14] (100 pts)

      Assignment 3 - Mid-Term Exam: A written exam will be administered midway throughout the
          semester negotiating pedagogy and content material from all lectures, readings, and labs. [Test
          Scheduled for 3/9] (100 pts)

      Assignment 4 - Unit Plan: Students will design and develop a Unit/Lesson Plan based on the
          curricular models presented in class and exhibited from the Livetext template sent from the
          instructor (the unit plan will ultimately go in your Livetext program portfolio). Evaluation of
          the unit plan is based on the “Curriculum Planning Rubric” (See attachment #2). [Due 3/21]
          (100 pts)

      Assignment 5 - Teaching Lesson: Each student will teach a single 20-minute lesson from their
          Unit/Curriculum plan on a scheduled date in the course (see sign up sheet for scheduling
          presentations). Lesson plans must be complete and turned in at the time of facilitation (bring
          3 copies). In order to be assessed on this assignment you must create a document containing
          your lesson plan in Livetext and send it to the instructor for “review” immediately after you
          have presented your lesson. You must title the document “4320 - Lesson Plan”. (See
          Evaluation of Instruction Scoring Rubric [See attachment #3] for grading criteria). (100 pts)

          Also, make sure you prepare and submit an equipment list at least a week in advance
          outlining all necessary items you are using for your teaching. Turn this list into “John”
          at the equipment desk across from the PEB pool (See and print “Equipment List” -
          Attachment #4).
Assignment 5+ - Peer Teaching Assessment: Each candidate will assess a peer during a teaching
lab lesson (See Evaluation of Instruction Scoring Rubric [See attachment #3] for grading criteria).
You will be graded on your ability to observe the strengths and weaknesses of the lesson observed
and communicate constructive criticism as it pertains to the principles and teaching theory
discussed in class. You will assess your peer who directly precedes you in the progression of sign-
up teachings (10 pts)

Assignment 6 - Self-Evaluation:
            “Nothing strengthens the judgment and quickens the conscience like individual responsibility”
                                                                        -Elizabeth Cady Stanton

    Initiative, preparation, and creativity are among the most heavily emphasized and reflected
    values for self-assessment in this course. Each student will take full responsibility in assessing
    his or her learning, effort, contribution, and behavior (See attachment #5) - Presented During
    Finals Week (100 pts)
      Directions: Create your own accountability schedule and explain your goals, strengths, & weaknesses for the
                  class. Also, develop a self-assessment strategy that helps you stay accountable for meeting those
                  goals… (e.g., In order to give myself an A in this class I’m going to have to do what? 1,2,3,etc., or,
                  Twice a week, etc). Imagine as though you are establishing grading criteria for your own students in
                  your own class. Establish clear boundaries between grades (e.g., What does a “B”, “C”, “D”, & “F”
                  student in this class look like to you). Higher grades should reflect far beyond what is expected. In
                  reading and explaining your criteria the objectives and assessment strategy should illustrate exactly
                  what will determine the outcome. An oral and written self-evaluation of the student’s performance in
                  the course will be assessed using either the Self-Evaluation Scoring Rubric Attachment or a
                  personalized variation of the rubric designed by the student & approved by instructor…

Teacher Dispositions: The purpose of the dispositions assessment is to identify and document the
   candidate's performance, dispositions, and respond-ability at program gates (See attachment
   #6). It measures a candidate’s ability to establish helping relationships in learning situations
   and conducts themselves professionally. It also brings awareness to dispositional problems
   early on in the program and creates a platform for program intervention. The assessment will
   monitor changes in the candidate's performance and attitude over time. The consistency of
   administering this rubric in aggregate is evidence that the candidate possess, or not, the values,
   motives, and enthusiasm representative of effective and functional leadership. Clarity of
   reports furnishes unit conversations around data directly related to candidate performance and
   not just anecdotal inferences.

    An ongoing assessment system should provide regular and comprehensive data on program
    quality and candidate performance at each stage of the program. Each teacher candidate will
    be assessed on their dispositions at the end of respective pedagogy core course(s) [KINE 2301,
    3304, and 4321]. If the candidate is evaluated "unacceptable" across any of the dispositions,
    record of the dispositions rubric must be shared with the department chair and/or program
    coordinator. Consistent evaluations of "unacceptable" will be discussed with the candidate at
    program transition points resulting in a possible "non-recommendation" of continuing along
    the teacher licensure process.

There are 500 points possible in the course and your total earned points are based on the following
grading scale: A=500-450, B=449-400, C=399-350, D=349-300, F=299 or less
V.   Course Policies
             Attendance Policy: Due to the heavy emphasis on group interaction and experiential
             pedagogy in the course, attendance at all class meetings is mandatory. Even though it
             is my goal and responsibility to motivate and challenge each one of you, it is ultimately
             your responsibility as a competent student teacher to attend meetings, make an
             indisputable effort, master the material, and improve teaching ability. I concord the right
             to lower final grades by one letter grade for every absence during the semester.

             Americans with Disabilities Act (ADA): If you are a student who requires
             accommodations in compliance with the ADA, please consult with me at the beginning of
             the semester. As a faculty member, I am required by law to provide “reasonable
             accommodation” to students with disabilities, so as not to discriminate on the basis of that
             disability. Your responsibility is to inform me of the disability at the beginning of the
             semester and provide me with documentation authorizing the specific accommodation.
             Student services at UTA include the Office for Students with Disabilities (located in the
             lower level of the University Center), which is responsible for verifying and implementing
             accommodations to ensure equal opportunity in all programs and activities.

             Student Support Services: The University supports a variety of student success
             programs to help you connect with the University and achieve academic success. They
             include learning assistance, developmental education, advising and mentoring, admission
             and transition, as well as federally funded programs. Students requiring assistance
             academically, personally, or socially should contact the Office of Student Success
             Programs at (817) 272-6107 for more information and appropriate referrals.

             Academic Honesty: Academic dishonesty is a unacceptable mode of conduct and will
             not be tolerated in any form at the University of Texas at Arlington. All persons involved
             in academic dishonesty will be disciplined in accordance with University regulations and
             procedures. Discipline may include suspension or expulsion from the University.
             “Academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, the
             submission for credit of any work or materials that are attributable in whole or in part to
             another person, taking an examination for another person, any act designed to give unfair
             advantage to a student or the attempt to commit such acts.” (Regents’ Rules and
             Regulations, Part One, Chapter VI, Section 3, Subsection 3.2., Subdivision 3.22).
                                                 ATTACHMENT #1


In accordance with Arlington ISD Board Policy DC (Legal), this application is being used to help provide a safe and
secure environment for Arlington ISD students. The requested information regarding sex, race, and date of birth is
required by the Texas Department of Public Safety. This information is kept strictly confidential and is necessary only
for processing the criminal history. This information will only be released as required by law.

              Please Print (Legibly) or Type All of the Following Information

VOLUNTEER’S NAME:                       ________________________________________________
                                        Last                  First         Middle       Maiden

SEX:                   __ MALE          __ FEMALE

RACE:                  __American Indian           __Asian       __Black      __Hispanic      __White

DATE OF BIRTH: _____________________                         PLACE OF BIRTH: _________________________
               Numeric Month/Day/year                                           City/County/State

SOCIAL SECURITY #:_________________________________________________
DRIVER’S LICENSE #______________________________STATE:_____________
COUNTIES / STATES RESIDED IN:_________________________/____________________________

Have you ever been convicted of or received deferred adjudication for a crime other than a minor
“traffic offense?”               __ Yes           __No
If the Texas Department of Public Safety returns an apparent criminal history for anything other than a minor “traffic
offense,” you will not be placed on the school’s list of approved volunteers until you are able to provide official proof
that the record is clear, or until an appeal is successfully processed. Appeal process information will be mailed to those
not approved.

I, the undersigned, authorize AISD to obtain copies of any information, pertaining to any criminal history record
maintained by any law enforcement agency, and to use said information for the purpose of evaluating my application for
volunteering. I hereby authorize AISD to request any relevant information from my employee(s) and I authorize any
references to release such information.

I have also read and understand the Code of Ethics for Volunteers and affirm that all the information contained in this
application is true and complete and that misrepresentation, falsification or omission shall be cause for relinquishing my
role as a volunteer in the Arlington ISD.

           VOLUNTEER’S SIGNATURE                                                           DATE

This form may be returned to:           Susan Caldwell, AISD Volunteer Program Coordinator
                                        Annex V, 1333 Pioneer Parkway
                                        Arlington, Texas 76013
                                        Office: 817/459-7826 Fax: 817/459-7843
For Office Use Only:
School: Student Observation/Teaching              Date Received:______________       CHR Processed: ___________
Volunteer Application:                            __Complete                         __Incomplete
Arlington Independent School District
Volunteer Application

* Please Print (Legibly) or Type All of the Following Information        * Please Complete One Application Only.

List all of your school age children and all of the schools where you will be volunteering:
Student’s Name______________________ Grade______ School___________________
Student’s Name______________________ Grade______ School___________________
Student’s Name______________________ Grade______ School___________________
Student’s Name______________________ Grade______ School___________________
Which teacher, sponsor, or booster club will you be working with? Physical Education
 (Contact Dr. Larry Nelson, UTA, Department of Kinesiology for more information, 817-272-1102)
All information on the front and back of the application must be provided.

___ Check here if you will allow your name to be printed on the AISD website in the
list of approved volunteers and observers.

Volunteers will be placed on the school’s list of approved volunteers when a clear criminal history has been received
from the Texas Department of Public Safety. This process may take four to six weeks.

VOLUNTEER’S NAME: __________________________________________________
                       Last                     First
MAILING ADDRESS: __________________________________________________
                   _________________________ HOME PHONE:___________
                       City          Zip

ARE YOU AN AISD EMPLOYEE? __Yes __No             LOCATION:_____________
Employer:_____________________________ Work Phone: ______________________
Have you ever served as a school volunteer?    __Yes         __No
If so, where and in what capacity?

Name                                                       Telephone

Address                                City                      Zip

              I realize that being a volunteer for Arlington ISD can help a student to attain his/her maximum
               educational potential as well as help and encourage all aspects of student growth.
              I will be responsible for arriving on time and be regular and consistent in attendance.
              I will encourage positive attitudes through sincere praise.
              I will be sensitive to procedures and student needs.
              I will be flexible in working with new ideas and materials.
              I agree to keep student information confidential. I will have respect for the confidential nature of school
               records, assignments, and relationships between staff members and students.
                                                  ATTACHMENT #2

Name of Assessment:            Curriculum Planning Evaluation (Assessment Unit #3)
Kind of Assessment:            Assessment of Candidate Ability to Plan Instruction
Type of Assessment:            Curriculum Development Scoring Rubric
When Administered:             Secondary Physical Education Methods Course (KINE 4320)
Standard(s) Addressed:         NASPE #1 “Content Knowledge”
                               NASPE #2 “Growth and Development”
                               NASPE #6 “Planning and Instruction”
                               NASPE #9 “Technology”
                     Target   (5pts)              Acceptable (4pts)           Unacceptable           Points Received
                                                                               (3,2,1,0 pts)
Subject Matter/      Candidate planned for        Candidate planned for     Candidate planned
Activities/ Cross-   and demonstrated an in-      and demonstrated a        for and demonstrated
Curricular           depth understanding of       basic understanding of    little or no
Considerations       subject matter, safety       subject matter, safety    understanding of
                     concerns, and other          concerns, and skills      subject matter, safety
                     plans necessary for a        necessary for student     concerns, and skills
                     high level of student        success                   necessary for student
                     success and challenge                                  success and challenge
Planning of          Proper materials &           Adequate materials &      Improper and/or
Materials &          equipment were planned       equipment were            inadequate materials
Equipment            for demonstrating target     planned - demonstrating   and equipment were
                     use of materials and         acceptable use of         used that might slow
                     equipment                    materials and             transitions and
                                                  equipment                 impede instruction
Learning Domains     All domains of learning      Appropriate domains of    Domains of learning
                     (cognitive, affective,       learning were             were not represented
                     psychomotor, and             represented and           appropriately and/or
                     health-related fitness)      adequately aligned with   lacking alignment
                     were represented and         the overall curriculum    with the curriculum
                     clearly aligned with the     plan                      plan
                     curriculum plan - identi-
                     fying target transition
                     points for each
Goals and            Goals and objectives         Goals and objectives      Goals and objectives
Objectives           were short and clear (i.e.   were somewhat vague       were not appropriate
                     by using observable          but appropriate to        to unit/lesson design,
                     verbs to describe the        unit/lesson design,       showed little or no
                     outcomes), included          showed an adequate        level of alignment,
                     many appropriate cues        level of alignment,       included inadequate
                     and key points, and          included a few cues and   cues and key points,
                     made success attainable      key points                and clearly made
                     in one lesson                                          success unattainable
                                                                            in one lesson
Curriculum Model     Target model was             An acceptable             Inappropriate
                     chosen and clearly           curriculum model was      curriculum model
                     aligned with selected        chosen and adequately     was chosen showing
                     unit/lesson design           aligned with selected     little alignment with
                                                  unit/lesson design        selected unit/lesson
Purpose and Focus   The project indicated a      The project indicated a     The project indicated
                    purpose of all units &       purpose with most units     no purpose with units
                    lessons - each purpose       & lessons – every           & lessons – there
                    showed comprehensive         purpose showed an           were no alignment
                    alignment with the           acceptable alignment        with standards –
                    standards - and the          with standards              showed little
                    purpose was planned to                                   direction and focus
                    empower enthusiasm
                    and passion for all
Creativity,         The plan was well-           The plan was                The plan was not
Experimentation,    developed and unique, it     adequately developed        comprehensive,
and Resourceful-    was comprehensive and        but showed little           flexible, or unique, it
ness                flexible for a variety of    innovation, it was not      included no
                    field conditions, it         comprehensive but           alignment with
                    included a process of        included alignment          standards, and
                    aligning lessons with        with standards, and it      showed little ability
                    standards, and it showed     showed some ability to      to be resourceful in
                    exceptional ability to be    be resourceful in           planning
                    resourceful in planning      planning
Student-Centered    Planning clearly             Planning adequately         Planning
Design              demonstrated a learner-      demonstrated a learner-     demonstrated little or
                    centered environment         centered environment        no learner-centered
                    affording learners vast      allowing for some           environment allowing
                    opportunity to discover      opportunity to work         learners little or no
                    solutions to problems on     individually or in          opportunity to
                    their own (indicating        groups                      discover solutions to
                    where individual &                                       problems on their
                    group work is to occur)                                  own
Scope and           Efforts include the          Efforts include the         Efforts do not
Sequence            development of a             development of an           demonstrate a
                    coherent system of           acceptable system of        coherent system of
                    challenging and              achievable activities for   achievable activities
                    achievable activities that   learners                    for learners
                    would facilitate a well
                    thought out evolvement
                    of learners
Format              Plan was formatted to        Plan was somewhat           Plan was not
                    meet requirements            formatted to meet           formatted to meet
                    specified in the             requirements specified      requirements and/or
                    directions/ template and     in the directions/          was not detailed
                    was detailed yet simple      template and was            enough (or to
                    enough for anyone to         adequately detailed         complicated)
                                                                                Total Points 
                                                                                 Percentage 
                                                                                  (Total Points
                                                                                Divided by 50)
 Target (T) 90-         Acceptable (A)              Unacceptable (U)           Final Assessment
     100%                  80-89%                    79% or Below               (T ,A, or U) 
                                               ATTACHMENT #3

Name of Assessment:            Evaluation of Instruction Assessment (Units #4 & #5)
Kind of Assessment:            Assessment of Candidate Effect on Student Learning
Type of Assessment:            Teaching Skills Scoring Rubric
When Administered:             Program Courses KINE 2301 & KINE 4320 & KINE 4321
Standard(s) Addressed:         NASPE #1 “Content Knowledge” NASPE #6 “Planning & Instruct.”
                               NASPE #2 “Growth & Develop.” NASPE #7 “Assessment”
 NASPE #4 “M. & M.”            NASPE #5 “Communication”              NASPE #8 “Reflection”
                 Target (5pts)                  Acceptable (4pts)        Unacceptable (3,2,1,0    Points Received
Knowledge of     Demonstrated an in-         Demonstrated a basic       Demonstrated little
Subject Matter/  depth understanding of understanding of subject understanding of
Cross-Curricular subject matter, safety      matter, minimal safety     subject matter, safety
Considerations   concerns, and skills        concerns, and develop-     concerns, and skills
                 necessary for a high        mentally appropriate       necessary for student
                 level of student success skills necessary for          success
                 and challenge               student success
Knowledge of     Proper materials &          Adequate materials &       Improper and/or
Materials &      equipment were used to equipment were used to inadequate materials
Equipment        elicit smooth               elicit acceptable          and equipment were
                 transitions and promote transitions and                used that slowed
                 high levels of develop- acceptable instruction         transitions and/or
                 mental instruction                                     weakened instruction
Knowledge of     Instructional strategies    Instructional strategies   Instructional strategies
Individual &     included many               included some              included little
Group            successful motivational successful motivational        motivational
Motivation       techniques that             techniques that            enthusiasm where
                 challenge and inspire       challenge learners to an learners were
                 learners to a high level    acceptable degree of       unchallenged and/or
                 of participation            focus and learning         exhibited boredom
Knowledge of     Content was clearly         Content was adequately Content was not
Learner-         facilitated in a learner-   facilitated in a learner-  facilitated in a learner-
Centered         centered environment        centered environment       centered environment -
Instruction      affording learners          affording learners either learners were not
                 individual and group        individual or group        afforded opportunities
                 opportunity to develop      opportunities to develop to develop skills and/or
                 skills and discover         skills and discover        discover solutions to
                 solutions to problems       solutions to problems      problems on their own
Classroom        Efficiently managed         Sufficiently managed       Did not manage time &
Management       time & materials,           time & materials,          materials efficiently,
Skills           effectively redirected      redirected most off-task/ did not effectively
                 all off-task/               inappropriate/             redirect off-task/
                 inappropriate/              disruptive behavior, and inappropriate/
                 disruptive behavior,        specified acceptable       disruptive behavior, and
                 and clearly specified       levels of expectations     did not specify
                 expectations for desired for desired behavior          expectations for desired
                 behavior                                               behavior
Communication       Candidate                  Candidate demonstrated      Candidate demonstrated
Skills              demonstrated a high        appropriate verbal,         inappropriate verbal,
                    level of verbal, body,     body, and/or written        body, and/or written
                    and/or written             communication skills,       communication skills,
                    communication skills,      conveyed ideas with an      did not convey ideas
                    conveyed ideas clearly,    acceptable voice level      clearly, did not
                    maintained a strong        and clarity, and            maintain a strong voice,
                    voice and demonstrated     demonstrated some           and showed little
                    enthusiasm and energy      enthusiasm and energy       enthusiasm and energy
                    effectively                during the lesson           during the lesson
Observation and     Progress of learners       Progress of learners was    Progress of learners was
Assessment          was closely monitored,     adequately monitored,       not monitored, students
Skills              learners received lots     learners received some      received little or no
                    of positive and            constructive feedback,      positive and
                    constructive feedback,     and assessment              constructive feedback,
                    and assessment             strategies were             and assessment
                    strategies were directly   mentioned and/or            strategies were not
                    aligned with lesson        demonstrated                aligned with lesson
                    objectives                                             objectives
Reflection &        Evaluation of peer         Evaluation of peer          Evaluation of lesson
Evaluation Skills   lesson was thorough        lesson was acceptable,      was not thorough, did
                    per each pedagogy          outlining some of the       not disclose relevant
                    criteria, detailing both   candidates strengths and    strengths and
                    strengths and              weaknesses, and offered     weaknesses, and offered
                    weaknesses, and            a few suggestions for       no suggestions for
                    offering suggestions for   improvement                 improvement
Effect On
Student             Learners were clearly      Learners were self-         Learners were not self-
Participation       self-directed, actively    directed, actively          directed, not actively
                    engaged, and having        engaged, and having fun     engaged, and having
                    fun as appropriate to      at an acceptable level.     little fun in the lesson.
                    lesson. Candidate          Candidate allowed for       Candidate allowed for
                    allowed for and            adequate amounts of         little or no time for
                    maximized time for         practice/participation      practice/participation
                    practice/participation     time
Connections to      Learners were              Learners were               Learners were not
Life                connecting learning to     connecting learning to      making connections to
Applications        work & life                work & life applications    work & life
                    applications at a high     at an acceptable level by   applications, there were
                    level by responding to     responding to               little or no debriefing
                    questions inspired by      appropriate debriefing      questions relevant for
                    the instructor             questions                   successful reflection
                                                                             Total Points 
                                                                                Percentage 
                                                                                 (Total Points
                                                                                Divided by 50)
Target (T) 90-          Acceptable (A)            Unacceptable (U)          Final Assessment
    100%                   80-89%                  79% or Below                (T ,A, or U) 
                                        ATTACHMENT #4

                                  KINE 4320 Equipment List
    (Must be Turned in to the Equipment Desk at least 48 hours Prior to Scheduled Teaching Time)

STUDENT TEACHER NAME_________________________________

DATE OF LESSON________/_______/________

TIME OF LESSON________________________

        EQUIPMENT DESCRIPTION:                                 AMOUNT NEEDED:







                                               ATTACHMENT #5

Name of Assessment:        Self Evaluation Assessment
Kind of Assessment:        Additional assessment that addresses NASPE standards
Type of Assessment:        Scoring Rubric
When Administered:         Program Courses KINE 2301 and KINE 4320
Standard(s) Addressed:     NASPE #2 “Growth & Development”           NASPE #7 “Student Assessment”
                           NASPE #5 “Communication”                  NASPE #8 “Reflection”
                  Target (5pts)               Acceptable (4pts)     Unacceptable (3pts)    Points
   Peer           I planned for and            I planned for and           I planned for and
   Coaching/      demonstrated an in-          demonstrated a basic        demonstrated little or
   Teaching       depth understanding of       understanding of            no understanding of
   Lesson         subject matter, safety       subject matter, safety      subject matter, safety
                  concerns, and other          concerns, and skills        concerns, and skills
                  plans necessary for a        necessary for an            necessary for student
                  high level of student        acceptable level of         success and challenge
                  success and challenge        student success
   Practicum      I took full advantage of     I took appropriate          I did not take full
   Opportunity    the opportunity to           advantage of the            advantage of the
   (Quality       participate in the public    opportunity to              practicum
   Time in the    school profession, went      participate in the public   opportunity, did not
   Public         beyond the time limits       school profession, met      go out of my way to
   Schools)       required, interacted with    the required time limits,   meet professionals,
                  as many professionals as     interacted with a           barely met the
                  possible, and showed         handful of                  required time limits,
                  initiative by asking for     professionals, and          and avoided doing to
                  and stepping into            showed adequate             much work with and
                  teaching roles when          initiative by teaching      for my mentor
                  possible                     when possible               teachers
   Wellness       I represented myself as      I represented myself as     I need improvement
   Implement-     a physically educated        a physically educated       representing myself
   ation,         person, I role-modeled       person, I role-modeled      as a physically
   Leadership,    healthy behaviors (i.e.      healthy behaviors and       educated person, did
   and Practice   carrying a water bottle      values but did not          not role-model
                  at all times) and values,    implement and practice      healthy behaviors as
                  practiced and                principles discussed in     much as I could of,
                  implemented principles       lectures as much as I       and didn’t implement
                  discussed in lectures, etc   could of…                   principles from
                                                                           lectures into my
                                                                           current lifestyle for
                                                                           betterment or change
   Unit/Lesson    I took extra time in         I took an appropriate       I could have taken
   Plan Design    planning for and             amount of time in           more time planning
                  demonstrating an in-         planning for and            for and delivering an
                  depth understanding of       demonstrated an in-         in- depth
                  subject matter, safety,      depth understanding of      understanding of
                  scope and sequence,          subject matter, safety,     subject matter, safety,
                  delivery, instruction,       scope and sequence,         scope and sequence,
                  etc. necessary for a high    delivery, instruction,      delivery, instruction,
               level of success and        etc. necessary for         etc. necessary for
               challenge for my peers      success and challenge      adequate success and
               and future students         for my peers and future    challenge for my
                                           students                   peers/students
Learning       Learning goals and          Learning goals and         Learning goals and
Goals and      objectives were short       objectives were            objectives were
Objectives     and to the point, clear     somewhat vague,            lacking, showed little
               (by using observable        showed an adequate         alignment with
               verbs to describe the       level of alignment with    course outcomes and
               outcomes), and highly       course outcomes and        future developments,
               relevant to context of      future developments,       and were not thought
               the class and future        and were thought about     about on a regular
               learning developments       on a regular basis         basis during semester
Supportive     I practiced social          I practiced social         My social interaction
Behavior and   interaction at a high       interaction                needs improvement, I
Language       level and used very         appropriately, was         need work being
               supportive and              generally supportive,      supportive, my
               professional language to    my language and            professional language
               interact with my            interactions were          and interactions need
               instructor and my peers     adequate and plentiful     improvement
Effect on
Self-          I went beyond normal        I sufficiently prepared    I did not sufficiently
Evaluation     expectations to self        for self reflection by     prepare for the self-
Preparation    reflect and took extra      writing out self-          reflection, I did not
               time to write out self-     evaluation criteria, I     write out self-
               evaluation criteria, I      reflected appropriately    evaluation criteria, I
               reflected thoroughly        upon my individual         reflected upon
               upon my individual          strengths and              individual strengths
               strengths and               weaknesses                 and weaknesses with
               weaknesses                                             little thought/regard
Risk-Taking    I illustrated all           I illustrated one or two   I illustrated little or
and Personal   important times I took      key times I took risks     inconsequential risk-
Challenge      risks this semester,        this semester, stepped     taking instances this
               stepped into leadership     into leadership roles,     semester, rarely
               roles, asked questions,     asked questions, shared    stepped into
               shared thoughts, and        thoughts, and provided     leadership roles,
               provided feedback to the    feedback to the class      asked/shared few
               class and my peers          and my peers               questions/thoughts/ &
Profession-    I took charge of my         I took charge of key       I mostly took the
alism and      learning opportunities in   learning opportunities     attitude to just slide
Integrity      this course and really      in this course and         by in this course by
               tried to accomplish         adequately tried to        procrastinating a
               something useful and        accomplish something       number of
               beneficial for myself, I    useful and beneficial      assignments and
               did not procrastinate any   for myself, I did not      doing the minimum
               assignment and attended     procrastinate any          possible to pass, I
               every class meeting         assignment and             missed more class
                                           attended almost every      meetings than I
                                           class meeting              should and could of
Profession-   I took charge of my         I took charge of key     I mostly took the
alism and     learning opportunities in   learning opportunities   attitude to just slide
Integrity     this course and really      in this course and       by in this course by
              tried to accomplish         adequately tried to      procrastinating a
(*Repeat      something useful and        accomplish something     number of
Times 2)      beneficial for myself, I    useful and beneficial    assignments and
              did not procrastinate any   for myself, I did not    doing the minimum
              assignment and attended     procrastinate any        possible to pass, I
              every class meeting         assignment and           missed more class
                                          attended almost every    meetings than I
                                          class meeting            should and could of
                                                                    Total Points 
                                                                       Percentage 
                                                                        (Total Points
                                                                      Divided by 50)
 Target (T)       Acceptable (A)            Unacceptable (U)         Final Assessment
  90-100%            80-89%                  79% or Below             (T ,A, or U) 
                                          ATTACHMENT #6

                                      Teacher Dispositions Rubric

Dispositions             Target (T)               Acceptable (A)              Unacceptable (U)            Score
Participates in Targeted performance is       Acceptable performance     Unacceptable performance
Positive        evidenced by a                is evidenced when a        is evidenced when a
Interaction and candidate's ability to        candidate interacts        candidate has displayed
Shows Respect   cooperate in groups,          proficiently in groups,    derogatory, poisonous, or
for Self &      communicate effectively,      uses appropriate and       inappropriate language or
Others (14%)    and demonstrate               professional language,     behavior. The candidate at
                compassion for self and       and supports a "high       this level may be over
                others. Candidates at this    quality”-learning          critical, negative, or
                level possess positive        environment.               uncompassionate of
                interaction skills that                                  learning and the learning
                boost learning and                                       environment.
                enhance the learning
Interest in the Targeted performance is       Acceptable performance     Unacceptable performance
Learner and the evidenced by a                is evidenced by a          is evidenced when the
Learning        candidate's ability to        candidate's ability to     candidate shows little or no
Process (14%)   demonstrate a strong and      demonstrate significant    learning improvement over
                steady learning               learning improvement       time. The candidate shows
                improvement over time.        over time. The candidate   little or inadequate interest
                The candidate is fully        shows interest in the      in the learning process and
                committed to their            learning process and       is unprepared in regards to
                training and donates the      demonstrates an            time commitment, work
                extra time, energy, and       adequate amount of         ethic, and/or
                enthusiasm into               time, energy, and          energy/enthusiasm.
                establishing a positive       enthusiasm.
Wellness        A candidate’s advanced        A candidate’s basic        Unacceptable performance
Leadership      understanding and             understanding and          is evidenced by a
(14%)           practice of healthy           practice of healthy        candidate's lack of
                lifestyle behaviors           behaviors evidence         understanding and/or
                evidence targeted             acceptable performance.    practice of wellness
                performance. The              The candidate is fit,      behavior(s). The candidate
                candidate participates in     involved in physical       participates in minimal
                physical activity on a        activity, and exhibits a   amounts of physical activity
                regular basis and clearly     strong potential to role   and is not fit and exhibits
                exhibits 1) a wellness        model healthy patterns     poor models and/or values
                driven lifestyle and 2) the   and values.                of wellness leadership.
                ability to role-model
                healthy patterns and
Time            Targeted performance is       Acceptable performance     Unacceptable performance
Management      evidenced by a                is evidenced when a        is evidenced when a
and             candidate's ability to        candidate meets all        candidate misses a required
Organizational plan, organize, and            deadlines, demonstrates    deadline and/or
Skills (14%)    produce exceptional or        skillful organizational    demonstrates organizational
                outstanding work on a         habits, and shows a        habits uncharacteristic of
                regular basis.                priority in learning       high quality teaching
                                            presenting no excuses.     professionals.
Exhibits         Targeted performance is Acceptable performance        Unacceptable performance
Stewardship of evidenced when a             is evidenced when a        is evidenced when a
Diversity (14%) candidate shows total       candidate shows            candidate shows little or no
                 support, tolerance, and    appropriate stewardship    regard for tolerance of
                 compassion for             and tolerance to diverse   diversity and difference in
                 individual differences.    people, environments,      the educational setting.
                 The candidate shows        and situations.
                 absolutely no bias to sex,
                 race, hair color, etc.
Advocates Use of Targeted performance is Acceptable performance        Unacceptable performance
Technology       evidenced by a             is evidenced by a          is evidenced by a
(14%)            candidate's ability to     candidate's ability to     candidate’s inability to use
                 effectively use and apply sufficiently use and        and demonstrate technology
                 new technologies in their apply existing              proficiency in their work.
                 work.                      technologies in their
Assumes          Targeted performance is Acceptable performance        Unacceptable performance
Responsibility   evidenced by a             is evidenced by a          is evidenced when a
for Professional candidate's ability to     candidate's willingness    candidate shows little
Development      respond to the rigors of to set goals, keep           respond-ability to
(14%)            "high quality" reflective timelines, meet             professional training and
                 teaching and learning.     expectations, attend       development. The candidate
                 The candidate makes        classes/trainings, and     wastes time, does the
                 good use of their time,    produce significant        minimum to prepare and
                 power, and fortune and is artifacts of teaching       shows little interest in the
                 committed to producing evidence.                      profession and professional
                 outstanding artifacts of                              development.
                 "teaching excellence"
                 that shows a positive,
                 committed, and proactive
                 professional identity.
                                ATTACHMENT #7

              Course Outcomes (TExES/NASPE Standards)
        TExES 1. Demonstrate and understand a variety of human movement skill competencies
            and help students develop these skills (1.14k, 1.15k, 1.11s-1.13s) .
        TExES 2. Understand principles and benefits of developing physically active lifestyles
            and utilize motivation strategies that inspire students to participate and value
            physical education for life (2.13k-2.15k, 2.14s-2.16s).
        TExES 3. Use knowledge of individual and group motivation and behavior to create and
               manage a safe, productive learning environment that promotes students’ self-
               management, self-motivation, and social skills through participation in physical
               activities (3.13k-3.15k, 3.12s-3.14s).
        TExES 4. Use knowledge of how students learn and develop to provide opportunities
               that support students’ physical, cognitive, social, and emotional development
               (4.1k-4.5k, 4.1s-4.7s).
        TExES 5. Provide equitable and appropriate instruction for all students in a diverse
               society (5.1k, 5.3k, 5.4k, 5.1s-5.4s).
        TExES 6. Use effective, developmentally appropriate instructional strategies and
               communication techniques to prepare physically educated individuals (6.1k-6.8k,
        TExES 7. Understand and use formal and informal assessments to promote students’
               physical, cognitive, social, and emotional development in physical education
               contexts (7.1k-7.4k, 7.1s-7.5s).
        TExES 8. Reflect and evaluate the effects of his/her actions on others (e.g., students,
               parents/caregivers, other professionals in the learning environment) and seeks
               opportunities to grow professionally (8.1k-8.4k, 8.1s-8.4s).
        TExES 9. Collaborate with colleagues, parents/caregivers, and community agencies to
               support students’ growth and well being (9.1k-9.4k, 9.1s-9.8s).
        TExES 10. Understand the legal issues and responsibilities of physical education
               teachers in relation to supervision, planning and instruction, matching
               participants, safety, first aid, and risk management (10.1k, 10.3k-10.6k, 10.2s-


        NASPE-2004-1 STANDARD: Physical education teachers understand physical education
              content and disciplinary concepts related to the development of a physically
              educated person.
        NASPE-2004-1.1 > Identify critical elements of motor skill performance, and combine
              motor skills into appropriate sequences for the purpose of improving learning.
        NASPE-2004-1.2 > Demonstrate competent motor skill performance in a variety of
              physical activities.
        NASPE-2004-1.3 > Describe performance concepts and strategies related to skillful
              movement and physical activity (e.g. fitness principles, game tactics, skill
              improvement principles).
        NASPE-2004-1.4 > Describe and apply bioscience (anatomical, physiological,
              biomechanical) and psychological concepts to skillful movement, physical
              activity, and fitness.
        NASPE-2004-1.5 > Understand and debate current physical activity issues and laws
              based on historical, philosophical, and sociological, perspectives.
        NASPE-2004-1.6 > Demonstrate knowledge of approved state and national content
              standards, and local program goals.
NASPE-2004-2 STANDARD: Physical education teachers understand how individuals
      learn and develop and can provide opportunities that support their physical,
      cognitive, social, and emotional development.
NASPE-2004-2.1 > Monitor individual and group performance in order to design safe
      instruction that meets student developmental needs in the physical, cognitive, and
      socio/emotional domains.
NASPE-2004-2.2 > Understand the biological, psychological, sociological, experiential,
      and environmental factors (e.g., neurological development, physique, gender,
      socioeconomic status) that influence developmental readiness to learn and refine
      movement skills.
NASPE-2004-2.3 > Identify, select, and implement appropriate learning/practice
      opportunities based on understanding the student, the learning environment, and
      the task.
NASPE-2004-3 STANDARD: Physical education teachers understand how individuals
      differ in their approaches to learning and create appropriate instruction adapted to
      these differences.
NASPE-2004-3.1 > 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).
NASPE-2004-3.2 > Use appropriate strategies, services, and resources to meet diverse
      learning needs.
NASPE-2004-4 STANDARD: 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.
NASPE-2004-4.1 > Use managerial routines that create smoothly functioning learning
NASPE-2004-4.2 > Organize, allocate, and manage resources (e.g., students, time, space,
      equipment, activities, and teacher attention) to provide active and equitable
      learning experiences.
NASPE-2004-4.3 > Use a variety of developmentally appropriate practices (e.g. content
      selection, instructional formats, use of music, appropriate incentive/rewards) to
      motivate school age students to participate in physical activity inside and outside
      of the school.
NASPE-2004-4.4 > Use strategies to help students demonstrate responsible personal and
      social behaviors (e.g., mutual respect, support for others, safety, cooperation) that
      promote positive relationships and a productive learning environment.
NASPE-2004-4.5 > Develop an effective behavior management plan.
NASPE-2004-5 STANDARD: Physical education teachers use knowledge of effective
      verbal, nonverbal, and media communication techniques to enhance learning and
      engagement in physical activity settings.
NASPE-2004-5.1 > Describe and demonstrate effective communication skills (e.g., use of
      language, clarity, conciseness, pacing, giving and receiving feedback, age
      appropriate language, non-verbal communication).
NASPE-2004-5.2 > Communicate managerial and instructional information in a variety
      of ways (e.g., bulletin boards, music, task cards, posters, Internet, video).
NASPE-2004-5.3 > Communicate in ways that demonstrate sensitivity to all students
      (e.g., considerate of ethnic, cultural, socio-economic, ability, gender differences).
NASPE-2004-5.4 > Describe and implement strategies to enhance communication among
      students in physical activity settings.
NASPE-2004-6 STANDARD: 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.
NASPE-2004-6.1 > Identify, develop, and implement appropriate program and
      instructional goals.
NASPE-2004-6.1 > Develop long- and short-term plans that are linked to both program
      and instructional goals and student needs.
NASPE-2004-6.2 > Select and implement instructional strategies, based on selected
      content, student needs, and safety issues, to facilitate learning in the physical
      activity setting.
NASPE-2004-6.3 > Design and implement learning experiences that are safe, appropriate,
      relevant, and based on principles of effective instruction.
NASPE-2004-6.4 > Apply disciplinary and pedagogical knowledge in developing and
      implementing effective learning environments and experiences.
NASPE-2004-6.5 > Provide learning experiences that allow students to integrate
      knowledge and skills from multiple subject areas.
NASPE-2004-6.6 > Select and implement appropriate (i.e., comprehensive, accurate,
      useful, and safe) teaching resources and curriculum materials.
NASPE-2004-6.7 > Use effective demonstrations and explanations to link physical
      activity concepts to appropriate learning experiences.
NASPE-2004-6.8 > Develop and use appropriate instructional cues and prompts to
      facilitate competent motor skill performance.
NASPE-2004-6.9 > Develop a repertoire of direct and indirect instructional cues and
      prompts to facilitate student learning (e.g., ask questions, pose scenarios, promote
      problem solving and critical thinking, facilitate factual recall)/
NASPE-2004-7 STANDARD: Physical education teachers understand and use
      assessment to foster physical, cognitive, social, and emotional development of
      students in physical activity.
NASPE-2004-7.1 > Identify key components of various types of assessment, describe
      their appropriate and inappropriate use, and address issues of validity, reliability,
      and bias.
NASPE-2004-7.2 > 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).
NASPE-2004-7.3 > Involve students in self and peer assessment.
NASPE-2004-7.4 > Interpret and use performance data to inform curricular and
      instructional decisions.
NASPE-2004-8 STANDARD: Physical education teachers are reflective practitioners
      who evaluate the effects of their actions on others (e.g., students,
      parents/guardians, and fellow professionals), and seek opportunities to grow
NASPE-2004-8.1 > Use a 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.
NASPE-2004-8.2 > Use available resources (e.g., colleagues, literature, professional
      associations) to develop as a reflective professional.
NASPE-2004-8.3 > Construct a plan for continued professional growth based on the
      assessment of personal teaching performance.
NASPE-2004-9 STANDARD: Physical education teachers use information technology to
      enhance learning and to enhance personal and professional productivity.
NASPE-2004-9.1 > Demonstrate knowledge of current technologies and their application
      to physical education.
NASPE-2004-9.2 > Design, develops, and implements student learning activities that
      integrate information technology.
NASPE-2004-9.3 > Use technologies to communicate, network, locate resources, and
      enhance continuing professional development.
NASPE-2004-10 STANDARD: Physical education teachers foster relationships with
      colleagues, parents/guardians, and community agencies to support students
      growth and well-being.
NASPE-2004-10.1 > Identify strategies to become an advocate in the school and
      community to promote a variety of physical activity opportunities.
NASPE-2004-10.2 > Actively participate in the professional physical education
      community (e.g., local, state, district, and national) and within the broader
      education field.
NASPE-2004-10.3 > Identify and seek community resources to enhance physical activity
NASPE-2004-10.4 > Establish productive relationships with parents/guardians and school
        colleagues, to support student growth and well-being.