Program Report for the Initial Preparation of Physical Education Teachers
American Alliance for Health, Physical Education, Recreation, &
Dance/National Association for Sport and Physical Education (NASPE)
2008 Standards - Option A
NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION
COVER SHEET
1. Institution Name
Edinboro University
2. City/State
Edinboro, PA
3. Date submitted
MM
DD YYYY
/ 2013
l
/ 15
tia
09
4. Report Compiler's Information:
Name:
Dr. Ken Felker
Ext.
en
Phone:
( 814 ) 732 - 2520
E-mail:
5. NCATE Coordinator's Information:
Name:
Dr. Gwyneth Price
Ext.
gprice@edinboro.edu
C
on
Phone:
( 814 ) 732 - 1542
E-mail:
fid
felker@edinboro.edu
6. Name of institution's program
Health and Physical Education
7. NCATE Category
Physical Education-First Teaching License
8. Grade levels(1) for which candidates are being prepared
K-12
(1) e.g. K-6, K-12, 7-12
9. Program Type
First teaching license
10. Degree
Baccalaureate
Post Baccalaureate
Master's, initial certification
11. Is this program offered at more than one site?
Yes
No
12. If your answer is "yes" to above question, list the sites at which the program is offered
13. Title of the state license for which candidates are prepared
Health and Physical Education
14. Program report status:
First Submission for review
Response to National Recognition With Conditions
Response to One of the Following Decisions: Further Development Required or Recognition with Probation
15. Is your unit seeking
NCATE accreditation for the first time (initial accreditation)
Continuing NCATE accreditation
16. State Licensure requirement for national recognition:
If using Praxis as your state licensure exam for PETE, the appropriate, preferred form is Praxis 0091, Physical Education Content
Exam. If your state requires the combined Health and Physical Education Praxis exam, that will be acceptable.
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 IV. Does your state require such a
test?
Yes
No
SECTION I - CONTEXT
1. Description of any state or institutional policies that may influence the application of AAHPERD/NASPE standards. (Response
limited to 4,000 characters)
Edinboro University is an NCATE accredited Master’s Level I
Comprehensive institution with approximately 8,000 students, 2,200 of which are enrolled in
graduate and undergraduate programs in the preparation of school personnel. There are no
institutional impediments to the acquisition of NASPE recognition. In fact, the pursuit of accreditation at every level is a specific component
of Edinboro University’s strategic plan; and resources allocated to the NCATE Unit are more than adequate to support the accreditation
process.
The Pennsylvania Department of Education completed a major five-year site visit in April 2004, which resulted in the reaccreditations of all
certification programs, including Health and Physical Education. Pennsylvania is an NCATE partner state with program standards that
are closely aligned with the standards of specialized professional associations, including the NASPE standards.
2. Description of the field and clinical experiences required for the program, including the number of hours for early field
experiences and the number of hours/weeks for student teaching or internships. (Response limited to 8,000 characters)
The PA Department of Education requires meeting competencies for 4 stages of field before certification can be obtained. All initial
certification programs at EU fulfill this requirement including HPE. Stage 1 field experiences are observational in nature and occur in SEDU
271 - Education in a Multicultural Society and include both virtual and in-person observation of diverse populations. Stage 2 field
excperiences are exploratory in nature and typically include small group sessions, tutoring, or classroom aid type activities. These
experiences occur in SPED 210, SPED 370, and HPE 360. Stage 3 - pre-student teaching - requires 120 hours of classroom experience in the
certification subject area. Candidacy is required before enrolling in HPE 405, the stage 3 or junior field experience.
Candidacy includes : 2.8 GPA, C or higher in all required courses, clearances, and a passing score on the PAPA. Finally, after successful
completion of HPE 405, a candidate can enroll in HPE 495, student teaching. HPE 495 is a 15 week experience - exceeding the state
minimum of 12 weeks - and is completed by HPE candidates in 2 placements at two different grade levels. The Office of Student Teaching
assigns candidates their placements based on thier past field experiences, ensuring that each candidate has a range of experiences and has at
least one diverse placement (as defined by NCATE). Pre-requisites for student teaching include:
Formal acceptance into the Teacher Education Program through Teacher Candidacy. A minimum quality point average according to your
candidacy level.
2. Registration into the Live Text computer program used by the School of Education.
3. Initial attempt of all Praxis 2 and PECT Examinations.
4. Sufficient course work that will make graduation possible in the year the student teaching assignment is completed. This normally is
interpreted to be 90 semester hours of credited work toward the Baccalaureate Degree.
5. Successful completion of the prescribed course(s) in methods of teaching for the field(s) in which the student teaching will be done
including the Level 2 field experience course with a grade of C or better.
6. Completion of sufficient number of credit hours in major field to assure competency in the major as determined by the University.
7. Mandatory attendance at the Student Teaching Orientation meeting the semester before you plan to student teach.
8. Tuberculosis testing with negative results.
9. Act 151, Act 34, Act 114 and Act 24 Clearances.
10. No full time employment while student teaching.
3. Please attach files to describe 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.)
HPE Program of Study
See Attachment panel below.
4. This system will not permit you to include tables or graphics in text fields. Therefore any tables or charts must be attached as
files here. The title of the file should clearly indicate the content of the file. Word documents, pdf files, and other commonly used file
formats are acceptable.
5. Candidate Information
Directions: Provide three years of data on candidates enrolled in the program and completing the program, beginning with the most
recent academic year for which numbers have been tabulated. Report the data separately for the levels/tracks (e.g., baccalaureate,
post-baccalaureate, master's initial licensure) being addressed in this report. Data must also be reported separately for programs
offered at multiple sites. Update academic years (column 1) as appropriate for your data span. Create additional tables as necessary.
Program:
Health and Physical Education (undergraduate only)
Academic Year
# of Candidates
Enrolled in the
Program
# of Program
Completers(2)
2012-2013
162
15
2011-2012
235
27
2010-2011
269
16
(2) NCATE uses the Title II definition for program completers. Program completers are persons who have met all the requirements of a state-approved teacher
preparation program. Program completers include all those who are documented as having met such requirements. Documentation may take the form of a degree,
institutional certificate, program credential, transcript, or other written proof of having met the program's requirements.
6. Faculty Information
Directions: Complete the following information for each faculty member responsible for professional coursework, clinical
supervision, or administration in this program.
Faculty Member Name
Eileen Cullen
Highest Degree, Field, & University(3)
DED Health Education Pennsylvania State University
Assignment: Indicate the role of the
faculty member (4)
Teach 4 Health Education Courses
Faculty Rank(5)
Assistant Professor
Tenure Track
g YES
b
c
d
e
f
Scholarship (6), Leadership in
Professional Associations, and Service
(7):List up to 3 major contributions in the Board Member, Vice President, Multicultural Community Resource Center
(8)
past 3 years
Teaching or other professional
experience in P-12 schools(9)
Faculty Member Name
Jim Roberts
Highest Degree, Field, & University(3)
PhD, Exercise Physiology, University of Pittsburgh
Assignment: Indicate the role of the
faculty member (4)
Teach 2 science classes, half time department chair
Faculty Rank(5)
Associate Professor
Tenure Track
(6)
b YES
c
d
e
f
g
Scholarship , Leadership in
American College of Sports Medicine national committee member, Mid-Atlantic American College of Sports
Professional Associations, and Service
Medicine President 2009, Interactive Exercise Physiology Text - in development with publisher
(7):List up to 3 major contributions in the
past 3 years(8)
Teaching or other professional
experience in P-12 schools(9)
Grade 6-12 Health and Physical Education- 1998 to 2000, Cross country and track coach 1993-2000
Faculty Member Name
Julie Castagnero
Highest Degree, Field, & University(3)
Master of Education, Health Education, Kent State University
Assignment: Indicate the role of the
faculty member (4)
teach 3 majors classes in HPE, 1 required of Teacher
Faculty Rank(5)
Temporary Instructor
Tenure Track
c YES
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and Service
(7):List up to 3 major contributions in the Volunteer Girl Scout Troop Leader for Girls Scouts of Western PA, Volunteer Coach West County Soccer
past 3 years(8)
Teaching or other professional
experience in P-12 schools(9)
volunteer at Fairview Elementary School coordinating family involvement events
Faculty Member Name
Ken Felker
Highest Degree, Field, & University(3)
Ph.D., Health Promotion, University of New Mexico
Assignment: Indicate the role of the
faculty member (4)
Teach 2 health & physical education coursses, supervise field students & student teachers, 1 general
education welllness course
Faculty Rank(5)
Professor
Tenure Track
b YES
c
d
e
f
g
Textbook Author: Technology Integration in Physical Education & Health, 4th Edition (2011) American Press:
Scholarship , Leadership in
Boston, MA Published Article: PE: Bring Your Sneakers, Rackets, and iPad? (May, 2011) Leading & Learning
Professional Associations, and Service
(7):List up to 3 major contributions in the with Technology. International Society for Technology Education. p. 30-31. Featured Speaker: Technology
Across the Physical Education Curriculum. NASPE Physical Education Teacher Education (PETE) Conference.
past 3 years(8)
(October 2008). Myrtle Beach, SC.
(6)
Teaching or other professional
experience in P-12 schools(9)
Taught health & physical education in grades 7-12 at Lawrenceville School, in Lawrenceville, NJ from 1984-89
Faculty Member Name
Laura M. Miller
Highest Degree, Field, & University(3)
Ph.D., Health Education, University of Maryland College Park
Assignment: Indicate the role of the
faculty member (4)
Teach 3 HPE majors classes; assistant chairperson of HPE department; coordinator of Health Promotion
program in HPE department; field coordinator for HPE department
Faculty Rank(5)
Associate Professor
Tenure Track
b YES
c
d
e
f
g
Three peer-reviewed journal articles published in 2011: (1) College student knowledge and attitudes toward
emergency contraception. Contraception, 83, 68-73. (2) Physical abuse in a college setting: A study of
Professional Associations, and Service
(7):List up to 3 major contributions in the perceptions and participation in abusive dating relationships. Journal of Family Violence, 26, 71-80. (3)
Emergency contraceptive pill use and experiences at college health centers in the Mid-Atlantic United States:
past 3 years(8)
Changes since ECP has gone over-the-counter. Journal of American College Health, 59, 683-389.
Scholarship (6), Leadership in
Teaching or other professional
experience in P-12 schools(9)
None.
Faculty Member Name
linda mukina felker
Highest Degree, Field, & University(3)
PhD in Health Education, The Pennsylvania State University
Assignment: Indicate the role of the
faculty member (4)
teach HPE pedagogy courses, teach personal health course, supervise field experience
Faculty Rank(5)
associate professor
Tenure Track
b YES
c
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and Service
annual presenter at PSAHPERD
(7)
:List up to 3 major contributions in the
past 3 years(8)
Teaching or other professional
experience in P-12 schools(9)
taught HPE in Penncrest School District from 1974-1990
Faculty Member Name
Rebecca Wehler
Highest Degree, Field, & University(3)
M.A., Physical Education, University of North Carolina at Pembroke
Assignment: Indicate the role of the
faculty member (4)
Faculty teach 4 HPE classes
Faculty Rank(5)
Instructor
Tenure Track
g YES
c
d
e
f
(6)
Scholarship , Leadership in
Chair Edinboro University of Pennsylvania Alumni Association Race Committee, 2013 Coordinator Multicultural
Professional Associations, and Service
(7):List up to 3 major contributions in the Community Resource Center Nutrition Program, 2013 Facilitator Spring into Spirit 5K fundraiser for McKean
Elementary School, 2013
past 3 years(8)
Teaching or other professional
experience in P-12 schools(9)
Faculty Member Name
Ruth Stauffer
Highest Degree, Field, & University(3)
PhD Exercise Physiology from University of Pittsburgh
Assignment: Indicate the role of the
faculty member (4)
teach 3 human performance classes plus 2 wellness courses; advise 30+ students
Faculty Rank(5)
assistant professor
Tenure Track
b YES
c
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and Service
HPE NASPE Committee Chair/SPA Writer; Senate Committee Member; Member of Mid-Atlantic American
(7):List up to 3 major contributions in the College of Sports Medicine (ACSM)
past 3 years(8)
Teaching or other professional
experience in P-12 schools(9)
none
Faculty Member Name
Highest Degree, Field, & University
Scott W. Crowell
(3)
Masters Equivalency State of Pennsylvania, Masters Degree Completion Spring 2012; Licensed, Ordained
Minister Assemblies of God
Assignment: Indicate the role of the
faculty member (4)
Teach 3 Wellness Courses: HPE Wellness Weight Training 126:02 & 03;HPE Wellness Walking 113
Faculty Rank(5)
HPE Faculty
Tenure Track
c YES
d
e
f
g
Community Service: ?6 1/2 years at Sparrow Fellowship which includes ? Teens, College, Young Married
Couples life skills training ? Assist and create mentoring, hosting and group activities for international
(6)
Scholarship , Leadership in
students ? Premarital, Marital, and Financial crisis consultations ? Instruct prison inmates for life choices ?
Professional Associations, and Service
Fort LeBouef Recreational Sports Assistant Football Coach ? Refresh:Young adults and college Biblical life
(7):List up to 3 major contributions in the skills instruction Mentoring: Young Educators Ministerial Candidates ? Prepare leaders for ministerial
credentials to serve a congregation Weight Training and Fitness Corry Area School District Corry,PA ?
past 3 years(8)
Developed program for teens and athletes Athletic Nutrition Program Corry Area School District Corry, PA ?
Developed program for athletes on and off season
Teaching or other professional
experience in P-12 schools(9)
31 years experience Secondary Education and Coaching; Mentoring young educators; Weight Training,
Fitness and Nutrition Mentoring
Faculty Member Name
Shawn S. Reagan
Highest Degree, Field, & University(3)
Doctorate of Education: Concentration in Administration & Leadership Studies
Assignment: Indicate the role of the
faculty member (4)
Teach a variety of HPE major courses + general wellness/activity courses
Faculty Rank(5)
Assistant Professor
Tenure Track
b YES
c
d
e
f
g
Scholarship (6), Leadership in
Professional Associations, and Service
Past member University Wide Tenure committee Assistant/interim Chair HPE Department Past of member of
(7):List up to 3 major contributions in the the Greater Erie Advisory Board Volunteer Coach General McLane Schools
past 3 years(8)
Teaching or other professional
experience in P-12 schools(9)
(3) e.g., PhD in Curriculum & Instruction, University of Nebraska.
(4) e.g., faculty, clinical supervisor, department chair, administrator
(5) e.g., professor, associate professor, assistant professor, adjunct professor, instructor
(6) Scholarship is defined by NCATE as systematic inquiry into the areas related to teaching, learning, and the education of teachers and other school personnel.
Scholarship includes traditional research and publication as well as the rigorous and systematic study of pedagogy, and the application of current research findings in
new settings. Scholarship further presupposes submission of one's work for professional review and evaluation.
(7) Service includes faculty contributions to college or university activities, schools, communities, and professional associations in ways that are consistent with the
institution and unit's mission.
(8) e.g., officer of a state or national association, article published in a specific journal, and an evaluation of a local school program.
(9) Briefly describe the nature of recent experience in P-12 schools (e.g. clinical supervision, inservice training, teaching in a PDS) indicating the discipline and grade
level of the assignment(s). List current P-12 licensure or certification(s) held, if any.
SECTION II - LIST OF ASSESSMENTS
1. In this section, list the 6-8 assessments that are being submitted as evidence for meeting the AAHPERD/NASPE standards
elements. All programs must provide a minimum of six assessments. If your state does not 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. (Response limited to 250 characters each
field)
Type and Number of Assessment
Assessment #1:
Licensure
assessment, or
other contentbased assessment
(required)
Assessment #2:
Content knowledge
in physical
education
(required)
Assessment #3:
Candidate ability to
plan instruction
(required)
Assessment #4:
Internship or
clinical experiences
(required)
Assessment #5:
Candidate effect on
student learning
(required)
Assessment #6:
Additional
assessment that
addresses
AAHPERD/NASPE
standards
(required)
Name of Assessment (10)
Type or Form of Assessment (11)
When the Assessment Is Administered (12)
Praxis II
Licensure Test
Year 4- prior to
student teaching
Course Grades
Course grades
Year 2-4
BIOL 101, PSYCH
101, SPED 210,
HPE 215, HPE 220,
HPE 222, HPE 225,
HPE 230, SEDU
271, HPE 300, HPE
301, HPE 306, HPE
314, HPE 315, HPE
350, HPE 360,
SPED 370, HPE
384, HPE 405, HPE
495
K-12 Adapted
Physical Education
Swim Project
Scoring Rubric
Project/Rubric
Year 3
Teacher Candidate
Performance Profile
(TCPP)
TCPP Rurbic (EU
Supervisor and
Clinical Supervisor)
Year 4 - twice
during student
teaching
Instructional
Assessment Plan
(IAP)
Project/Rubric
Year 4
Standardized test
(TGMD-2; TriFit;
GPAI)
Year 1 - TGMD
Year 2 and 3 TriFit [HPE 222 &
HPE384]
Year 1 or 2 - GPAU
(softball,
basketball,
badmiton) [HPE
220; HPE 225; HPE
230]
Skill and Fitness
Based Competence
Assessment #7:
Additional
assessment that
addresses
AAHPERD/NASPE
standards
(optional)
Assessment #8:
Additional
assessment that
addresses
AAHPERD/NASPE
standards
(optional)
(10) Identify assessment by title used in the program; refer to Section IV for further information on appropriate assessment to include.
(11) Identify the type of assessment (e.g., essay, case study, project, comprehensive exam, reflection, state licensure test, portfolio).
(12) 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).
SECTION III - RELATIONSHIP OF ASSESSMENT 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.
1. Standard 1: Scientific and Theoretical Knowledge
Physical education teacher candidates know and apply discipline-specific scientific and theoretical concepts critical to the
development of physically educated individuals
#1 #2 #3 #4 #5 #6 #7 #8
1.1 Describe and apply physiological and biomechanical concepts related to skillful movement, physical activity
and fitness.
1.2 Describe and apply motor learning and psychological/behavioral theory related to skillful movement, physical
activity and fitness.
1.3 Describe and apply motor development theory and principles related to skillful movement, physical activity and
fitness.
1.4 Identify historical, philosophical and social perspectives of physical education issues and legislation.
1.5 Analyze and correct critical elements of motor skills and performance concepts.
2. Standard 2: Skill-Based and Fitness Based Competence*
Physical education teacher candidates are physically educated individuals with the knowledge and skills necessary to demonstrate
competent movement performance and health-enhancing fitness as delineated in the NASPE K – 12 Standards.
#1 #2 #3 #4 #5 #6 #7 #8
2.1 Demonstrate personal competence in motor skill performance for a variety of physical activities and movement
patterns.
2.2 Achieve and maintain a health-enhancing level of fitness throughout the program.
2.3 Demonstrate performance concepts related to skillful movement in a variety of physical activities.
*Without discrimination against those with disabilities, physical education teacher candidates with special needs are allowed and encouraged to utilize a variety
of accommodations and/or modifications to demonstrate competent movement and performance concepts (modified/adapted equipment, augmented communication
devices, multi-media devices, etc.) and fitness (weight training programs, exercise logs, etc.).
3. Standard 3: Planning and Implementation
Physical education teacher candidates plan and implement developmentally appropriate learning experiences aligned with local, state
and national standards to address the diverse needs of all students.
#1 #2 #3 #4 #5 #6 #7 #8
3.1 Design and implement short-term and long-term plans that are linked to program and instructional goals as well
as a variety of student needs.
3.2 Develop and implement appropriate (e.g., measurable, developmentally appropriate, performance-based) goals
and objectives aligned with local, state and /or national standards.
3.3 Design and implement content that is aligned with lesson objectives.
3.4 Plan for and manage resources to provide active, fair and equitable learning experiences.
3.5 Plan and adapt instruction for diverse student needs, adding specific accommodations and/or modifications for
student exceptionalities.
3.6 Plan and implement progressive and sequential instruction that addresses the diverse needs of all students.
3.7 Demonstrate knowledge of current technology by planning and implementing learning experiences that require
students to appropriately use technology to meet lesson objectives.
4. Standard 4: Instructional Delivery and Management
Physical education teacher candidates use effective communication and pedagogical skills and strategies to enhance student
engagement and learning.
#1 #2 #3 #4 #5 #6 #7 #8
4.1 Demonstrate effective verbal and non-verbal communication skills across a variety of instructional formats.
4.2 Implement effective demonstrations, explanations, and instructional cues and prompts to link physical activity
concepts to appropriate learning experiences.
4.3 Provide effective instructional feedback for skill acquisition, student learning and motivation.
4.4 Recognize the changing dynamics of the environment and adjust instructional tasks based on student responses.
4.5 Use managerial rules, routines and transitions to create and maintain a safe and effective learning environment.
4.6 Implement strategies to help students demonstrate responsible personal and social behaviors in a productive
learning environment.
5. Standard 5: Impact on Student Learning
Physical education teacher candidates use assessments and reflection to foster student learning and inform decisions about
instructions.
#1 #2 #3 #4 #5 #6 #7 #8
5.1 Select or create appropriate assessments that will measure student achievement of goals and objectives.
5.2 Use appropriate assessments to evaluate student learning before, during and after instruction.
5.3 Use the reflective cycle to implement change in teacher performance, student learning and/or instructional goals
and decisions.
6. Standard 6: Professionalism
Physical education teacher candidates demonstrate dispositions that are essential to becoming effective professionals.
#1 #2 #3 #4 #5 #6 #7 #8
6.1 Demonstrate behaviors that are consistent with the belief that all students can become physically educated
individuals.
6.2 Participate in activities that enhance collaboration and lead to professional growth and development.
6.3 Demonstrate behaviors that are consistent with the professional ethics of highly qualified teachers.
6.4 Communicate in ways that convey respect and sensitivity.
SECTION IV - EVIDENCE FOR MEETING STANDARDS
DIRECTIONS: The 6-8 key assessments listed in Section II must be documented and discussed in Section IV. Taken as a whole,
the assessments must demonstrate candidate mastery of the SPA standardsand elements. The key assessments should be required
of all candidates. Assessments and scoring guides and data charts should be aligned with the SPA standards. This means that the
concepts in the SPA standards and elements should be apparent in the assessments and in the scoring guides to the same depth,
breadth, and specificity as in the SPA standards and elements. Data tables should also be aligned with the SPA standards and
elements. The data should be presented, in general, at the same level it is collected. For example, if a rubric collects data on 10
elements [each relating to specific SPA standard(s)], then the data chart should report the data on each of the elements rather that
reporting a cumulative score.
In the description of each assessment below, the SPA has identified potential assessments that would be appropriate. Assessments
have been organized into the following three areas to be aligned with the elements in NCATE’s unit standard 1:
• Content knowledge (Assessments 1 and 2)
• Pedagogical and professional knowledge, skills and dispositions (Assessments 3 and 4)
• Focus on student learning (Assessment 5)
Note that in some disciplines, content knowledge may include or be inextricable from professional knowledge. If this is the case,
assessments that combine content and professional knowledge may be considered "content knowledge" assessments for the
purpose of this report.
For each assessment, the compiler should prepare one document that includes the following items:
(1) A two-page narrative that includes the following:
a. A brief description of the assessment and its use in the program;
b. A description of how this assessment specifically aligns with the standards and elements it is cited for in Section III. Cite SPA
standards/elements by number (e.g.,1.1 or 1.2);
c. A brief analysis of the data findings;
d. An interpretation of how that data provides evidence for meeting standards/elements, indicating the specific SPA standards and
elements by number (e.g.,1.1 or 1.2 etc);
and
(2) Assessment Documentation
e. The assessment tool itself or a rich description of the assessment (often the directions given to candidates);
f. The scoring guide for the assessment; and
g. Charts that provide candidate data derived from the assessment.
The responses for e, f, and g (above) should be limited to the equivalent of five text pages each , however in some cases assessment
instruments or scoring guides may go beyond five pages.
Note: As much as possible, combine all of the files for one assessment into a single file. That is, create one file for Assessment #4
that includes the two-page narrative (items a – d above), the assessment itself (item e above), the scoring guide (item f above, and
the data chart (item g above). Each attachment should be no larger than 2 mb. Do not include candidate work or syllabi. There is
a limit of 20 attachments for the entire report so it is crucial that you combine files as much as possible.
1. State licensure tests or professional examinations of content knowledge. AAHPERD/NASPE standards addressed in this entry could
include but are not limited to Standard 1. If your state does not require licensure tests or professional examinations in the content area, data
from another assessment must be presented to document candidate attainment of content knowledge. (Assessment Required)
Provide assessment information (items 1. a,b,c,d and 2.e,f,g) as outlined in the directions for Section IVA complete description of the
assessment should be included (format of the exam, content area sub-scores).
Assessment 1 - state licensure
See Attachment panel below.
2. Assessment of content knowledge in the field of physical education. AAHPERD/NASPE standards addressed in this assessment
could include but are not limited to Standards 1 and 2. Examples of assessments include comprehensive examinations, portfolios; healthrelated fitness assessments, assessments of fundamental movement skills; and assessments of performance-competency and game play.
(Assessment Required)
Provide assessment information (items 1. a,b,c,d and 2.e,f,g) as outlined in the directions for Section IV
Assessment 2 - Content Knowledge
See Attachment panel below.
3. Assessment that demonstrates candidates can effectively plan classroom-based instruction. AAHPERD/NASPE standards that
could be addressed in this assessment include but are not limited to Standard 3. Examples of assessments include the evaluation of candidates’
abilities to develop lesson or unit plans, individualized educational plans, needs assessments, or intervention plans. (Assessment Required)
Provide assessment information (items 1. a,b,c,d and 2.e,f,g) as outlined in the directions for Section IV
Assessment 3 - planning
Attachment 3A - Instructions
Attachment 3B - Scoring Guide
See Attachment panel below.
4. Assessment that demonstrates candidates' knowledge, skills, and dispositions are applied effectively in practice.
AAHPERD/NASPE standards that could be addressed in this assessment include Standards 3 and 4. The assessment instrument used in the
internship or other clinical experiences should be submitted. (Assessment Required)
Provide assessment information (items 1. a,b,c,d and 2.e,f,g) as outlined in the directions for Section IV
Assessment 4 - performance TCPP
Attachment 4A - TCPP rubric
See Attachment panel below.
5. Assessment that demonstrates candidate effects on student learning and the creation of supportive learning environments for
student learning. AAHPERD/NASPE standards that could be addressed in this assessment include but are not limited to Standard 5.
Examples of assessments include those based on student work samples, (IEP's), case studies, or implemented unit plans. (Assessment
Required)
Provide assessment information (items 1. a,b,c,d and 2.e,f,g) as outlined in the directions for Section IV
Assessment 5 - Impact IAP
Attachment 5A - IAP Instructions
Attachment 5B - IAP rubric
See Attachment panel below.
6. Additional assessment that addresses AAHPERD/NASPE standards. Examples of assessments include evaluations of field
experiences, case studies, teacher candidate work sample, IEPs, or other key assessment. (Assessment Required)
Provide assessment information (items 1. a,b,c,d and 2.e,f,g) as outlined in the directions for Section IV
Assessment 6 - fitness and movement
See Attachment panel below.
7. Additional assessment that addresses AAHPERD/NASPE standards.
Attachment 6A instructions and scoring
experiences, teacher candidate work sample, case studies, IEPs, or other appropriate assessments. (optional)
Provide assessment information (items 1. a,b,c,d and 2.e,f,g) as outlined in the directions for Section IV
8. Additional assessment that addresses AAHPERD/NASPE standards. Examples of assessments include evaluations of field
experiences, case studies, portfolio tasks and licensure tests not reported in #1. (optional)
Provide assessment information (items 1. a,b,c,d and 2.e,f,g) as outlined in the directions for Section IV
SECTION V - USE OF ASSESSMENT RESULTS TO IMPROVE PROGRAM
1. Evidence must be presented in this section that assessment results have been analyzed and have been or will be used to improve
candidate performance and strengthen the program. This description should not link improvements to individual assessments but,
rather, it should summarize principal findings (data) from the evidence, the faculty's interpretation of those findings, and changes
made in (or planned for) the program as a result. Describe the steps program faculty has taken to use information from assessments
for improvement of both candidate performance and the program. This information should be organized around (1) content
knowledge, (2) professional and pedagogical knowledge, skill, and dispositions, and (3) student learning.
(Response limited to 12,000 characters)
Section V
Use of Assessment Results to Improve Candidate and Program Performance
1) Content Knowledge
Edinboro University Teacher Candidates (TC) have a 100% pass rate for the Praxis II content knowledge test (Assessment #1) and have met
or exceeded the national average on 6.5 out of 7 subtests during the last two academic reporting years. In addition, the mean GPA for
required HPE courses (Assessment #2) for students entering student teaching in the fall of 2012 or spring of 2013 was 3.44 and 3.57
respectively (NASPE Standards 1 & 2). The faculty will continue to solicit feedback from student teachers and examine educational trends to
insure that the curriculum provides TCs with knowledge and experiences necessary to plan, deliver, and assess quality physical education
programs.
2) Professional and Pedagogical Knowledge, Skills and Dispositions
Edinboro University faculty use the following assessments to show that TCs have professional and pedagogical knowledge, skills and
dispositions, thus achieving NASPE Standards #3, #4, #5, and #6: Teacher Candidate Performance Profile (Assessment #4), Instructional
Assessment Plan (Assessment #5), and Skill and Fitness Based Competence (Assessment #6). After review of the TCPP it appeared that TCs
scored very well on TCPP domains of Planning and Preparation, Classroom Environment, and Knowledge and Pedagogy. The
Professionalism domain scores were largely “Acceptable” and “Target”, but lower than the others due to the limited exposure of TCs to
parents and community during the student teaching process. In addition to HPE495 Student Teaching, the Professionalism domain is
addressed in the HPE315 Management of Sport and Physical Education course. TCs are required to organize an event (5k run, fitness
challenge, mud run, etc.) and manage all facets from marketing and registration, to race day and posting of results. This event has grown
each semester during the past two years, as well as community involvement and money raised that is donated to community charities.
The Instruction Assessment Plan (Assessment #5) is used to assess TC performance during HPE495 Student Teaching in the domains of
contextual factors, learning objectives, assessment planning, design for instruction, analysis of student learning, and reflection / evaluation.
Results indicate a high level of expertise in these areas, but HPE faculty questioned the validity of the 2012-13 scores since all TCs scored
received “Target” scores for this project. This concern will be discussed among the teacher certification faculty to assure consistent and valid
assessment.
The final assessment that measures professional and pedagogical knowledge, skills and dispositions is Skill and Fitness-Based Competence
(Assessment #6) and is provided as evidence of Standard 2. This assessment is comprised of the Test of Gross Motor Development-2
(TGMS-2), the Polar TriFIT Health-Related Fitness Test, and the Game Performance Assessment Instrument (GPAI) for striking/fielding,
net/wall, and invasion activities.
The TGMD-2 was administered for the first time during the 2012-13 academic year. The faculty were surprised at the low success rate as
only 38% achieved the “Target” or “Acceptable” levels. This assessment was given to students in their first year, prior to admission to
teacher candidacy. The skills that are assessed with the TGMD-2 are taught in the HPE278 Elementary Physical Education course offered
during the second year. The HPE faculty has recommended that the TGMD-2 assessment be administered as part of the HPE278 Elementary
Physical Education course following the introduction of the locomotor and object control skills. This would allow for introduction, practice,
testing, and remedial practice, and re-testing likely resulting better skill development.
The Polar Health-Related Fitness Test includes tests for cardiovascular endurance, muscular strength and endurance, flexibility, and body
composition to determine an overall health-related fitness score. This test has been administered since 2000, but the tracking process for
students during their second year (HPE222 Fitness Instruction) and third year (HPE384 Technology Integration in Physical Education and
Health) began during the 2012-13 academic year to gather evidence of meeting Element 2.2. The faculty is pleased with the results of this
test and will have a better assessment of remediation for those not achieving the “Target” or “Acceptable” levels as more data is collected in
subsequent semesters. Fitness testing is embedded into several Physical Education courses and supported by a dedicated fifty-station Fitness
Center and well-equipped Human Performance Laboratory.
Finally, the GPAI was used to show evidence related to Elements 2.1 and 2.3. Badminton was used to assess net/wall skills, basketball for
invasion skills, and softball for striking/fielding. All 100% of TCs scored in the “Target” or “Acceptable” categories. The faculty was
encouraged by these results since this was the first administration of this test.
3) Effects on K-12 Student Learning
The HPE360 Adapted Physical Education course provides TCs with the practical experience of instructing K-12 students who have been
diagnosed with mental and social disabilities in a swimming class. This 8-12 hour three-week course (Assessment #3) includes learner
assessment, lesson planning, adaptations and accommodations for student exceptionalities, and interaction with school and support
personnel. Two rubric components that were found to be in need of attention were “understands skillful biomechanical movement” and
“performs self-assessment / reflective cycle”. The faculty have recommended greater integration of theoretical concepts of skillful
biomechanical movement within the HPE314 Kinesiology course. In addition, we are considering the requirement of HPE314 Kinesiology
prior to enrollment in the HPE360 Adapted Physical Education course. Suggestions included differentiating motion analysis specific to
student exceptionalities. Finally, we feel that TCs will benefit from greater utilization of self-assessment and reflection within pedagogical
experiences throughout the program of study.
The Teacher Candidate Performance Profile (Assessment #4) is the standardized assessment of TCs during the student teaching experience
for the School of Education. Only one of the thirty-two questions addresses the use of technology as a tool/methodology, an area where the
faculty feel our students excel. TCs are required to take HPE384 Technology Integration in Physical Education and Health and develop skills
that include website design, use of heart rate monitors, creation and posting of original podcasts, and nutritional analysis to name a few.
Through faculty discussion we feel that 1) the additional and supplemental questions need to be included as an addendum to the TCPP, and
2) the HPE faculty need to better communicate integration strategies with TCs who are enrolled in student teaching and their cooperating
teachers.
In closing, members of the HPE faculty regularly use assessment data to modify and enhance the curriculum. The reflective cycle occurs at
faculty meetings, with action taken on curricular items at the close of each academic semester. Assessments are discussed and curricular
changes occur to ensure program accountability to National and Pennsylvania Standards.
SECTION VI - FOR REVISED REPORTS OR RESPONSE TO CONDITIONS REPORTS ONLY
1. For Revised Reports: Describe what changes or additions have been made to address the standards that were not met in the
original submission. Provide new responses to questions and/or new documents to verify the changes described in this section. Specific
instructions for preparing a Revised Report are available on the NCATE web site at
http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmission/RevisedProgramReports/tabid/453/Default.aspx
For Response to Conditions Reports: Describe what changes or additions have been made to address the conditions cited in the
original recognition report. Provide new responses to questions and/or new documents to verify the changes described in this section.
Specific instructions for preparing a Response to Conditions Report are available on the NCATE web site at
http://www.ncate.org/Accreditation/ProgramReview/ProgramReportSubmission/ResponsetoConditionsReport/tabid/454/Default.aspx
(Response limited to 24,000 characters.)
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