Western Carolina University
Physical Education-Teacher Education
College of Education and Allied Professions
Program Assessment Plan for 2006-2007
Primary Contact Name/Info:
Dan Grube, Associate Professor
Physical Education Program Director
107 Reid Gym
828/227-3647
dgrube@wcu.edu
Department Mission Statement:
The Department of Health and Human Performance is located in the College of Education and
Allied Professions at Western Carolina University. It is dedicated to the professional preparation of
majors in four academic areas - Parks and Recreation Management, Physical Education
(undergraduate and graduate), Recreational Therapy, and Sport Management.
The mission of the department is to promote excellence in teaching and learning, scholarly
development, and service. The department strives to enhance the ability of our graduates to think
critically, communicate effectively, identify and resolve problems reflectively, and use information
and technology responsibly in their chosen fields. In all endeavors we promote professionalism and
ethical behavior.
Service to students, area schools, agency affiliates, professional and private organizations and
corporations are department priorities.
Excellent health and physical education service courses promote lifetime skills and wellness, and
fulfill the general education leisure and fitness requirements of the university. Students completing
general education courses in our department develop an appreciation of physical activity and an
understanding of the benefits associated with practicing healthy behaviors.
The department provides facilities and equipment to support quality teaching, recreation and
fitness opportunities for students, faculty and staff.
Statement on Alignment of Program Mission w/ University and College Mission:
The Physical Education-Teacher Education program goals align closely with those of the with the
College of Education and Allied Professions in that they connect clearly with the INTASC
Standards for beginning teachers. The College of Education and Allied Professions use these
standards to measure the effectiveness of their teacher education programs. The Physical
Education-Teacher Education program goals further align with the College of Education and Allied
Professions mission in that it will “provide leadership and technical assistance for the improvement
of teacher preparation and elementary and secondary [physical education] in North Carolina [and]
the nation…” The Physical Education-Teacher Education “is strongly committed to partnering with
the public schools in order to educate pre-service teachers to teach all children to high standards,
to assist beginning professional educators to be successful and remain in the profession, and to
provide quality staff development for career professional educators.
The Physical Education-Teacher Education program goals align with the University mission in that
the goals demonstrate that the successful candidate will be a “major public resource for western
North Carolina…” The Physical Education-Teacher Education program will also produce teachers
to help meet the state teacher shortage. The Physical Education-Teacher Education program will
also show that candidates “will assist [schools] in the region through the expertise of its faculty, its
staff, and its [candidates].”
Program Goals/Objectives:
Upon completion of the BSEd degree in Physical Education, the candidate will:
1. Understand and demonstrate effective teaching behaviors and can create instructionally
appropriate learning experiences that make the subject matter meaningful for students.
[1:Content Pedagogy] {1: Content Knowledge & 6: Planning & Instruction}
2. Understand child and adolescent development, and can provide developmentally appropriate
learning experiences for students. [2: Student Development] {2: Growth & Development}
3. Understand how students differ in their learning styles and differentiates instruction for unique
students. [3: Diverse Students] {3: Diverse Students}
4. Understand and can use a variety of teaching styles to encourage cognitive engagement such
as critical thinking, problem solving, and analysis to perform skills and activities. [4: Multiple
Instructional Strategies] {6: Planning & Instruction}
5. Understand individual and group motivation and behavior to create an environment for learning
that encourages affective engagement such as positive social interaction, active engagement
in learning, and self motivation. [5: Motivation and Management] {4: Management &
Motivation}
6. Use knowledge of effective electronic communication and other media materials to foster
active learning and cooperative interaction in the gymnasium. [6: Communication and
Technology] {5: Communication & 9: Technology}
7. Plan instruction based upon knowledge of subject matter, students, the community, and
curriculum goals. [7: Planning] {6: Planning & Instruction}
8. Understand and use formal and informal assessment techniques to assess and ensure the
continuous cognitive, affective, psychomotor and fitness development of the student. [8:
Assessment] {7: Student Assessment}
9. Evaluate consistently the effects of his or her teaching practices on others (students, parents,
and other professionals in the learning community) and actively seeks out constructive
feedback in order to grow professionally. [9: Reflective Practice: Professional Growth] {8:
Reflection}
10. Promote interaction with school colleagues, parents, and organizations in the larger community
to sustain students' learning and well-being. [10: School and Community Involvement] {10:
Collaboration}
Key: [INTASC Standards] {NASPE Beginning PE Teacher Standards}
Intended Learning
Outcome
Curricular and/or Co-Curricular
Experiences
What will students know or be
able to do upon completion of
the program?
Measurable statement of the
desired output or what students
should know, think, or be able to
do upon completion of the
program.
Where will students acquire the skills
and/or knowledge identified in the
outcome?
Course(s) and/or experience(s) through which
students will acquire the skills and/or
knowledge identified in the outcome and what
level of learning students are expected t o
attain, i.e., basic, intermediate, or advanced.
If desired, use attached Outcome Deliver y
Matrix Template.
Physical Education-Teacher
Education Program Goals/
Objectives:
Upon completion of the BSEd
degree in Physical Education,
the candidate will:
1. Understand and
demonstrate effective
teaching behaviors and
can create instructionally
appropriate learning
experiences that make the
subject matter meaningful
for students. [1:Content
Pedagogy] {1: Content
Knowledge & 6: Planning &
Instruction}
2. Understand child and
adolescent development,
and can provide
developmentally
appropriate learning
experiences for students.
[2: Student Development]
{2: Growth & Development}
3. Understand how students
differ in their learning styles
and differentiates
instruction for unique
students. [3: Diverse
Students] {3: Diverse
Students}
4. Understand and can use a
variety of teaching styles to
encourage cognitive
engagement such as
critical thinking, problem
solving, and analysis to
perform skills and
activities. [4: Multiple
Instructional Strategies] {6:
Planning & Instruction}
5. Understand individual and
group motivation and
behavior to create an
environment for learning
that encourages affective
engagement such as
positive social interaction,
Physical Education-Teacher Education
Program curricular experiences:
See attached Outcome Delivery Matrix.
Candidates learn about physical education
theory and practice throughout the Physical
Education-Teacher Education program, but
the data from the application of knowledge
and skills learned is currently collected during
the below mentioned courses. Currently, four
courses generate the outcome data for
meeting the new Physical Education-Teacher
Education program goals: PE 325 Physical
Education Curriculum and Methods, PE 488
Physical Education Internship I, PE 489
Physical Education Internship II, and PE 496
Internship II Seminar in Physical Education.
These courses/internships require a Teacher
Work Sample Portfolio and Technology
Portfolio that show candidate work that reflect
the Physical Education-Teacher Education
program goals. The College of Education and
Allied Professions has aligned the Teacher
Work Sample Portfolio with the INTASC
Standards, which align with the Physical
Education-Teacher Education program goals,
and have provided a rubric to evaluate the
portfolio.
Plans are in already place to thread the
Technology Portfolio requirement throughout
the Physical Education-Teacher Education
program. See the attached PETE
Technology Portfolio Matrix for how
technology standards will be met and in which
courses the standards will be addressed.
Implementation of the new Technology
Portfolio will begin in the fall of 2006.
The Physical Education-Teacher Education
program will implement an ePortfolio to help
further demonstrate how program goals will
be met. Plans to develop the PETE ePortfolio
will take place early in the fall of 2006.
Method(s) of Assessment
How will you determine that the students
know or can do what you expect?
Methods of assessment must address the
outcome directly and identify who will be
responsible for implementing the
assessment measure, what data will be
collected, and when the data will collected
and analyzed.
Physical Education-Teacher Education
Program methods of assessment:
See attached Teaching Aspects Outcomes
Instrument. The Teaching Aspects
Outcomes Instrument will continue to be
used to survey each candidate at the end of
their final semester. This will be done in
both the fall and spring semesters. This is
done during the PE 496 Internship II
Seminar in Physical Education course. This
instrument aligns with the Physical
Education-Teacher Education program
goals. Data that describe the level of
preparedness for a particular teaching
aspect will be shown.
See attached Teacher Work Sample
Portfolio Rubric. The Teacher Work Sample
Portfolio Rubric will continue to be used to
evaluate the performance of the candidate
on the Teacher Work Sample Portfolio. This
is done during the PE 325 Physical
Education Curriculum and Methods course
(beginning in the fall of 2006) and the PE
496 Internship II Seminar in Physical
Education course. Both courses are linked
to the yearlong internship in PE. This rubric
aligns with the INTASC Standards, which
align with the Physical Education-Teacher
Education program goals. Data that
describe the overall scoring average by
course will be shown.
See the attached PETE Technology
Portfolio Matrix. The Physical EducationTeacher Education Technology Portfolio
matrix will be used to determine if the
candidates have met the Technology
Standards required by the College of
Education and Allied Professions. Individual
assignments will be evaluated within the
courses in which they are assigned. This
will be implemented in the fall of 2006. Data
will simply show that the candidates have
met the requirement.
[PETE ePortfolio Matrix not yet developed.]
active engagement in
learning, and self
motivation. [5: Motivation
and Management] {4:
Management & Motivation}
6. Use knowledge of effective
electronic communication
and other media materials
to foster active learning
and cooperative interaction
in the gymnasium. [6:
Communication and
Technology] {5:
Communication & 9:
Technology}
7. Plan instruction based
upon knowledge of subject
matter, students, the
community, and curriculum
goals. [7: Planning] {6:
Planning & Instruction}
8. Understand and use formal
and informal assessment
techniques to assess and
ensure the continuous
cognitive, affective,
psychomotor and fitness
development of the
student. [8: Assessment]
{7: Student Assessment}
9. Evaluate consistently the
effects of his or her
teaching practices on
others (students, parents,
and other professionals in
the learning community)
and actively seeks out
constructive feedback in
order to grow
professionally. [9:
Reflective Practice:
Professional Growth] {8:
Reflection}
10. Promote interaction with
school colleagues, parents,
and organizations in the
larger community to
sustain students' learning
and well-being. [10: School
and Community
Involvement] {10:
Collaboration}
Key: [INTASC Standards]
{NASPE Beginning PE Teacher
Standards}
Western Carolina University Template for Outcome Delivery Matrix
Intended Outcome
Physical Education-Teacher
Education Program
Goals/Objectives:
Upon completion of the BSEd
degree in Physical Education,
the candidate will:
1. Understand and
demonstrate effective
teaching behaviors and
can create instructionally
appropriate learning
experiences that make
the subject matter
meaningful for students.
[1:Content Pedagogy] {1:
Content Knowledge & 6:
Planning & Instruction}
2. Understand child and
adolescent development,
and can provide
developmentally
appropriate learning
experiences for students.
[2: Student
Development] {2: Growth
& Development}
3. Understand how
students differ in their
learning styles and
differentiates instruction
for unique students. [3:
Diverse Students] {3:
Diverse Students}
4. Understand and can use
a variety of teaching
styles to encourage
cognitive engagement
such as critical thinking,
problem solving, and
analysis to perform skills
and activities. [4: Multiple
Instructional Strategies]
{6: Planning &
Instruction}
5. Understand individual
and group motivation
and behavior to create
an environment for
learning that encourages
affective engagement
such as positive social
interaction, active
engagement in learning,
and self motivation. [5:
Motivation and
Management] {4:
Management &
Course/Experience/Activity
PE 325 Physical Education Curriculum and Methods and PE 496 Internship II Seminar in
Physical Education require the development of a Teacher Work Sample Portfolio.
Beginning in the fall of 2006 the following courses will have a Technology Portfolio
requirement: PE 311 Measurement and Evaluation, PE 312 Foundations of health and
Physical Education, PE 325 Physical Education Curriculum and Methods, PE 345
Physical Education for Children, PE 346 Rhythmic Fundamentals, PE 423 Kinesiology, PE
424 Physical Education for the Exceptional Child, and PE 496 Internship II Seminar in
Physical Education.
Planning for the PETE ePortfolio will begin early in the fall of 2006. Specific “signature”
assignments will be linked to the Physical Education-Teacher Education Program goals.
Motivation}
Use knowledge of
effective electronic
communication and
other media materials to
foster active learning and
cooperative interaction in
the gymnasium. [6:
Communication and
Technology] {5:
Communication & 9:
Technology}
7. Plan instruction based
upon knowledge of
subject matter, students,
the community, and
curriculum goals. [7:
Planning] {6: Planning &
Instruction}
8. Understand and use
formal and informal
assessment techniques
to assess and ensure the
continuous cognitive,
affective, psychomotor
and fitness development
of the student. [8:
Assessment] {7: Student
Assessment}
9. Evaluate consistently the
effects of his or her
teaching practices on
others (students,
parents, and other
professionals in the
learning community) and
actively seeks out
constructive feedback in
order to grow
professionally. [9:
Reflective Practice:
Professional Growth] {8:
Reflection}
10. Promote interaction with
school colleagues,
parents, and
organizations in the
larger community to
sustain students'
learning and well-being.
[10: School and
Community Involvement]
{10: Collaboration}
Key: [INTASC Standards]
{NASPE Beginning PE
Teacher Standards}
6.