NASPE 2008 Initial PETE Standards and NCATE Electronic ...

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NASPE 2008 Initial PETE Standards andNCATE Electronic Portfolio WorkshopThe National Physical Education Teacher Education PETE ConferenceLas Vegas Nevada.
Wednesday October 3 2012Tab Uhrich Towson UniversitySupport from Stevie Chepko Mel Horton Caryl MartinTab Uhrich Towson University What is the Purpose of the.
NASPE NCATE Program Report Purpose To demonstrate teacher candidate TC mastery of NASPEStandards and Elements Also Program Report providesinformation to Unit for use in response to NCATE Unit Standard 1 NCATE Program Report allows program 6 8 comprehensive.
assessments to provide evidence of TC masteryWhat is an assessment Assessment A series of 4 items merged into 1 document insequential order 1st narrative 2nd assignment 3rd scoringguide and 4th data table Can be 1 single assignment i e .
Unit Plan Assignment or multiple assignments bundledtogether i e 6 skill tests from 6 different activity courses Tab Uhrich Towson University NASPE NCATE Program Report SectionsCover Sheet.
Section 1 ContextSection II List of AssessmentsSection III Relationship of Assessments to NASPE Standards Section IV Evidence for Meeting StandardsSection V Use of Assessment Results to Improve TC and Program.
PerformanceTab Uhrich Towson University NASPE NCATE Program Report SectionsBriefly what is involved with each section What information is needed .
How much work is there to do Tab Uhrich Towson University Cover SheetCover Sheet A form to complete with16 Basic Prompts to beSample Prompts Include .
Name of institution program Name of program report compiler s Grade level for which TCs are being prepared i e PK 12 or 6 12 Degree level i e bacc or post bacc Program report status i e initial response to conditions or.
revised report Candidate performance on state licensure test Did candidatesmeet 80 pass rate as required by NCATE Highly Recommend Work on this section after Sections II and III arecompleted and while you are waiting for data for Section IV .
Tab Uhrich Towson University Section 1 ContextSection I 2 Prompts to be Addressed and 3 Documents to Upload2 Prompts to Address 1 Description of any state or institutional policies that may influence the application.
of AAHPERD NASPE Standards Limit 4 000 characters FYI NCATE considers 1 page 4 000 characters2 Description of field clinical experiences required for the program includingnumber of hours for early field experiences and the number of hours weeks forstudent teaching or internships Limit 8 000 characters .
3 Documents to Upload 1 PETE Program Course of Study including course titles 2 TC data across most recent 3 years separate bacc PB data 3 Faculty Chart name degree assignment rank scholarship and teachingexperience .
Highly Recommend Work on this section after Sections II and III are completed andwhile you are waiting for data for Section IV Tab Uhrich Towson University Section II List of Assessments Minimum is 6 Maximum is 8 .
Section II A 1 page chart For each of your program s 6 8 assessments provide the following Name of AssessmentExamples Unit Plan Assignment GPAI Health RelatedPhysical Fitness Test.
Type or Form of AssessmentExamples Essay comprehensive exam case study portfolio licensure test When the Assessment is AdministeredExamples Admission to the program student teaching.
Highly Recommend Complete this section at the same timeas you complete Section IIITab Uhrich Towson University Section II List of AssessmentsName of Assessment Type or When the Assessment.
Form of Assessment Is Administered1 Licensure assessment or othercontent based assessment 2 Content based assessment 3 Assessment of candidate ability to.
plan and implement instruction 4 Assessment of internship or clinicalexperiences 5 Assessment of candidate effect onstudent learning .
6 Additional assessment that addressesAAHPERD NASPE standards required 7 Additional assessment that addressesAAHPERD NASPE standards optional 8 Additional assessment that addresses.
AAHPERD NASPE standards optional Tab Uhrich Towson University Name of Assessment Name of Type or When the AssessmentAssessment Form of Is AdministeredAssessment.
1 Licensure assessment or Praxis II Tests Licensure Test Phase III During Internship IIother content based 10091 20093 required by the MD Orassessment State Dept of Educ Following completion of program2 Content based Course Grades Course Grades Phases I or II assessment KNES 140 Track Field .
KNES 182 Field Court I KNES 202 Net Wall Games KNES 239 Physical Fitness Activities NES 283 Activities for the Young Child K 3 KNES 327 Teaching Cultural Dance Forms Creative.
3 Assessment of candidate Unit Plans and Projects Course Phase III Internship IIability to plan and Lesson Plans Requirement Elementary Placement 2 Unit Plans 2 sets LPs implement instruction Secondary Placement 2 Unit Plans 2 sets LP 4 Assessment of internship Internship II Intern Evaluation Phase III Internship IIor clinical experiences Evaluation Midpoint Evaluation Elementary Experience.
Final Evaluation Elementary Experience Midpoint Evaluation Secondary Experience Final Evaluation Secondary Experience5 Assessment of candidate Assessing Student Project Course Phase III Internship IIeffect on student Achievement Requirement Elementary Experience 1 K 5 ASAP Assignment .
learning Project ASAP Secondary Experience 1 Gr 6 12 ASAP Assignment 6 Additional assessment Technology Project Course Phase III Internship IIthat addresses AAHPERD Assignment Requirement Elementary Placement 1 Technology Assignment NASPE standards Secondary Placement 1 Technology Assignment required .
7 Additional assessment Health Related PETE Program One time per academic year spring semester that addresses AAHPERD Physical Fitness RequirementNASPE standards optional 8 Additional assessment Internship I Elem Intern Evaluation Phase II Internship I.
that addresses AAHPERD Sec Eval Form Final Evaluation Elementary ExperienceNASPE standards Tab Uhrich Towson University Final Evaluation Secondary Experience optional Section II List of Assessments Minimum is 6 Maximum is 8 .
Purpose Provides information specific to the 6 8assessments identified by PETE program as evidence ofTC mastery of NASPE Initial PETE Standards Elements The 6 8 assessments when viewed holistically shoulddemonstrate TC mastery of all 6 NASPE Initial PETE.
Standards Elements Assessments submitted in Program Report must bethose implemented by all TC s Rationale Because elective courses do not ensureassessment and mastery of all TC s .
Tab Uhrich Towson University Section III Relationship of Assessments toNASPE Standards ElementsSection III A checklist For each of your program s 6 8 assessments indicate which NASPE.
Element s for which it is intended to provide evidence Assessment 1 is Praxis II PE Content Knowledge Exam Place a checkmark in the 1 box at Elements 1 1 1 2 1 3 and 1 4 Rationale Evidence from Praxis II provides partial evidence formeeting Elements 1 1 1 2 and 1 3 describe but not apply and.
full evidence for Element 1 4 Highly Recommend Complete this section at the same time as youcomplete Section IITab Uhrich Towson University Section III Relationship of Assessments to Standards.
AAHPERD NASPE STANDARD APPLICABLEASSESSMENTS FROMSECTION IIStandard 1 Scientific and Theoretical KnowledgePhysical education teacher candidates know and apply discipline .
specific scientific and theoretical concepts critical to the developmentof physically educated individuals Element 1 1 Describe and apply physiological and biomechanical 1 2 3 4concepts related to skillful movement physical activity and fitness 5 6 7 8.
Element 1 2 Describe and apply motor learning and 1 2 3 4psychological behavioral theory related to skillful movement physicalactivity and fitness 5 6 7 8Element 1 3 Describe and apply motor development theory and 1 2 3 4.
principles related to skillful movement physical activity and fitness 5 6 7 8Element 1 4 Identify historical philosophical and social perspectives 1 2 3 4of physical education issues and legislation 5 6 7 8.
Element 1 5 Analyze and correct critical elements of motor skills and 1 2 3 4performance concepts 5 6 7 8Tab Uhrich Towson University Section III Relationship of Assessments to Standards.
AAHPERD NASPE STANDARD APPLICABLE ASSESSMENTSFROM SECTION IIStandard 2 Skill and Fitness Based Competence Physical education teacher candidates are physically educatedindividuals with the knowledge and skills necessary to.
demonstrate competent movement performance and healthenhancing fitness as delineated in the NASPE K 12Standards Element 2 1 Demonstrate personal competence in motor skill 1 2 3 4performance for a variety of physical activities and movement.
5 6 7 8Element 2 2 Achieve and maintain a health enhancing level of 1 2 3 4fitness throughout the program 5 6 7 8Element 2 3 Demonstrate performance concepts related to 1 2 3 4.
skillful movement in a variety of physical activities 5 6 7 8Tab Uhrich Towson University Section III Relationship of Assessments to StandardsAAHPERD NASPE STANDARD APPLICABLE ASSESSMENTS.
FROM SECTION IIStandard 3 Planning and ImplementationPhysical education teacher candidates plan and implement developmentallyappropriate learning experiences aligned with local state and nationalstandards to address the diverse needs of all students .
Element 3 1 Design and implement short and long term plans that are linked to 1 2 3 4program and instructional goals as well as a variety of student needs 5 6 7 8Element 3 2 Develop and implement appropriate e g measurable 1 2 3 4developmentally appropriate performance based goals and objectives aligned 5 6 7 8with local state and or national standards .
Element 3 3 Design and implement content that is aligned with lesson objectives 1 2 3 4 5 6 7 8Element 3 4 Plan for and manage resources to provide active fair and equitable 1 2 3 4learning experiences 5 6 7 8Element 3 5 Plan and adapt instruction for diverse student needs adding specific 1 2 3 4.
accommodations and or modifications for student exceptionalities 5 6 7 8Element 3 6 Plan and implement progressive and sequential instruction that 1 2 3 4addresses the diverse needs of all students 5 6 7 8Element 3 7 Demonstrate knowledge of current technology by planning and 1 2 3 4implementing learning experiences that require students to appropriately use 5 6 7 8.
Tab Uhrich Towson Universitytechnology to meet lesson objectives Section III Relationship of Assessments to StandardsAAHPERD NASPE STANDARD APPLICABLEASSESSMENTS FROM.
SECTION IIStandard 4 Instructional Delivery and ManagementPhysical education teacher candidates use effective communicationand pedagogical skills and strategies to enhance studentengagement and learning .
Element 4 1 Demonstrate effective verbal and non verbal 1 2 3 4communication skills across a variety of instructional formats 5 6 7 8Element 4 2 Implement effective demonstrations explanations and 1 2 3 4instructional cues and prompts to link physical activity concepts to 5 6 7 8appropriate learning experiences .
Element 4 3 Provide effective instructional feedback for skill 1 2 3 4acquisition student learning and motivation 5 6 7 8Element 4 4 Recognize the changing dynamics of the environment 1 2 3 4and adjust instructional tasks based on student responses 5 6 7 8Element 4 5 Utilize managerial rules routines and transitions to 1 2 3 4.
create and maintain a safe and effective learning environment 5 6 7 8Element 4 6 Implement strategies to help students demonstrate 1 2 3 4responsible personal and social behaviorsTaba productive learningTowson University.
5 6 7 8environment Section III Relationship of Assessments to StandardsAAHPERD NASPE STANDARD APPLICABLEASSESSMENTS FROM.
SECTION IIStandard 5 Impact on Student LearningPhysical education teacher candidates utilizeWhen using state licensure test data, sub-score data are needed to delineate performance among Elements 1.1 vs. 1.2 vs. 1.3 Tab Uhrich, Towson University Section IV: Assessment #1 NCATE requires 80% pass rate of program completers on state licensure exam in most recent academic year to be eligible for NASPE/NCATE program national recognition ...

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