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KINS 482
DIRECTED TEACHING IN ELEMENTARY AND SECONDARY PHYSICAL EDUCATION
AND HEALTH
Fall 2011
University Supervisors
Dr. Vonnie Colvin
colvinay@longwood.edu
(O) 434.395.2452
(C) 434-955-3790
Ms. Donna Kanary
Office Tel:
(C) 804-513-8839
Course Description: Students are placed in elementary and secondary schools where they are
responsible for the planning and delivery of instruction in the areas of health and physical
education. This semester-long experience is evenly divided between placements at the
elementary (K-6) and secondary (6-12) levels. The experience is supervised by a Longwood
University supervisor who will work closely with school-based cooperating teachers. Prerequisites: Completion of all other university requirements for a BS degree in Kinesiology, PreK
– 12 concentration (except KINS 483) and successful completion of all standardized testing
required for teacher licensure. Co-requisite: KINS 483 10 Credits. $300 fee.
Required Text and Manuals:
1.Commonwealth of Virginia, Department of Education (2004). Health Standards of Learning
for Virginia Public Schools: Technical Assistance Guide.
2. Commonwealth of Virginia, Department of Education (2004). Physical Education Standards
of Learning for Virginia Public Schools: Technical Assistance Guide.
3. Clinical Experience Placement Handbook Longwood University.
4. Colvin, A, V., Markos, N. J., & Walker, P. J. (2008). Teaching the nuts and bolts of physical
education: Ages 5-12 (2nd Ed). Human Kinetics: Champaign, IL.
5. Graham G., Holt-Hale, S. A., & M. Parker (2010). Children moving A reflective approach to
teaching physical education (8th Ed.). McGraw-Hill: Boston, MA
6. National Association for Sport and Physical Education (2004). Moving into the future:
National standards for physical education (2nd Ed). McGraw-Hill: Boston, MA.
7. www.mhhe.com/graham7e Lesson plans and premium content on the Children Moving
online learning center. McGraw-Hill: Boston, MA.
8. Mohnsen, B. S. (2008). Teaching Middle School Physical Education (3rd Ed). Human
Kinetics: Champaign, IL.
The instructor reserves the right to alter the schedule or syllabus if it is determined that such a
change will benefit the course.
The purpose of student teaching is to help the PHETE candidate become an effective, competent,
and a reflective practitioner. Student teaching allows the teacher candidate to assume the
teaching role while honing the proper set of dispositions, knowledge and performance skills
necessary to facilitate student learning.
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Course Objectives
Understanding of School Culture: Students will be able to:
1. identify and describe the job-related responsibilities of their cooperating teachers, other
departmental faculty and staff, and school administrators.
2. identify and describe school procedures for discipline referral, attendance taking and
reporting, reporting of injuries, fire drill procedures, and other school policies and procedures
applicable to daily school routine. (NASPE 4.5)
3. identify and describe extra-scholastic activities offered by the schools including parent-teacher
organizations, clubs, and sports teams.
4. participate in school activities outside of classroom setting (bus duty, hall duty, PTA meetings,
faculty meetings, observe other classroom teachers, etc.) (NASPE 6.2)
Delivery of Instruction: Students will be able to:
5. plan effective and developmentally appropriate lessons/units in the areas of health and
physical education, using current accepted formats. (NASPE 3.3)
6. demonstrate knowledge of the Virginia Standards of Learning in health and physical
education. (NASPE 3.2)
7. deliver effective and developmentally appropriate instruction in physical education and health
while maintaining a positive classroom climate. (NASPE 3.5)
8. develop a student behavior management plan for each placement to implement appropriate
strategies for classroom management and discipline control.(NASPE 4.5; 4.6)
9. plan and deliver instruction appropriate for a wide variety of abilities, including learners with
special needs. This may include developing an IEP on one student. (NASPE 3.6)
Dispositions: Fundamental attitudes, beliefs, and assumptions about teaching and learning in
physical education which underlie the professional and ethical bases for practice. As a result of
the practice teaching, readings, and assignments, the teacher candidate:
10. Is committed to using appropriate motivational strategies to meet the needs of individuals.
11. Is committed to serving as a role model. (NASPE 6.3)
12. Values short and long term planning to reach curricular goals (NASPE 3.1).
13. Values the use of multiple instructional strategies to develop competence, cooperation, and
higher order learning in physical activity settings (NASPE 3.4;4.6).
14. Believes that plans must be open to revision based on student needs and changing
circumstances. (NASPE 5.3)
15. Is committed to using learner strengths as a basis for planning instruction.
16. Is committed to continuous learning about pedagogical content knowledge and its impact on
learning. (NASPE 6.2)
17. Believes that the safety of students is the first priority in any movement setting. (NASPE
4.5)
18. Is committed to on-going self-reflection, assessment, and learning. (NASPE 5.3)
Course Content:
I. Elementary teaching experience
II. Secondary teaching experience
III. Reflection/Evaluation of experience
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Course Schedule:
Super Senior Day: August 15
ON-CAMPUS DAY: Orientation/Policy/Procedures – August 16
WEEKS ONE – SEVEN: Elementary practicum experience. Please email to all university
supervisors the email and phone number of your cooperating teacher at the end of your first day.
You must also include the bell/class schedule the school follows, noting your lunch and
conference periods. September 6 - October 21
WEEKS EIGHT – FIFTEEN: Secondary practicum experience. Please email to all university
supervisors the email and phone number of your cooperating teacher at the end of your first day.
You must also include the bell/class schedule the school follows, noting your lunch and
conference periods. October 24 – December 8.
WEEK FIFTEEN: Final meeting and exit interview
Course Requirements:
- Student Teaching Portfolio / Efolio
- Student teaching reflective emails daily to all supervisors
- Conferences with cooperating teacher and supervisors
- Complete a mock interview in the Career Center.
- Complete two diversity reports, an impact on student learning report and a student teacher
survey for the College of Education and Human Services
http://www.longwood.edu/cehs/7954.htm
A final grade of "I" will be recorded if all of these reports are not completed.
- Meet with Dr. Blauvelt for an exit interview.
- Attendance during 15 weeks of student teaching
Attendance Policy:
Student teachers must report to schools at the same time that regular teachers report and must
remain at the school until teachers are dismissed. Student teachers must complete 500 hours in
order to receive credit for the course. Student teachers not completing this requirement, for
whatever reason, will be required to either complete or re-enroll in the course at a later date.
Student teachers should consider themselves employees of the school district for reasons of
attendance. You are expected to attend everyday that your schools are in session. When you
cannot attend it must be for a very good reason. It is your responsibility to contact the schools
and the Longwood University supervisors on days that you will be absent. Professional dress and
identification is required at all times you are on school grounds.
Grading:
Cooperating teachers will complete a student teacher evaluation form at the end of each student
teaching experience. The code number of that is F11 and can be found at:
http://www.longwood.edu/cehs/7954.htm which is linked off of the CEHS website under the
Associate Dean’s Office.
While the Longwood University Supervisor will consider the input from the cooperating teacher,
the assignment of the final grade is the sole responsibility of the Longwood University
Supervisor. In order to receive a grade of "C" or higher, student teachers must demonstrate
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competency in teaching without the assistance of the cooperating teacher for a minimum of one
solo week at each placement. Final grades will be assigned according to the following scale:
900-1000 = A
800 – 899 = B
700 – 799 = C
600 – 699 = D
599 and below = F
1) Quality of Instruction: Lesson plans should be available for the University supervisor during
each visit/observation. Lesson plans will be critiqued and a student teacher evaluation form will
be utilized to evaluate each instructional episode observed by the university supervisor. You will
receive a copy of the student teacher evaluation form after each visit. Keep all lesson plans, your
cooperating teachers' "Comments on the Day", and the university supervisors’ evaluative
feedback in chronological order in a binder. All lesson plans should follow the PHETE format
or the format used by the cooperating teacher as long as they have sufficient detail. When your
supervisor visits your school, complete lesson plans must be present or the student teacher will
receive a grade of zero on that teaching episode. 500 points.
2) Professionalism: This includes attendance (being where you are supposed to be), promptness
(being there on time), attire, conduct, and commitment. Professionalism is judged by the
university supervisor and supporting PHETE faculty and is based upon all the preceding as well
as promptness and timeliness of assignments, meeting attendance, comments from cooperating
teachers and other school officials. 150 points.
3) Student Daily Reflections: These entries are to be sent as Word attachments and emailed to
your University supervisors daily. These are NOT to be merely a list of the activities of the day these are REFLECTIONS ABOUT THOSE ACTIVITIES. Some questions to guide you
include:
1. What went on in school today? What did you observe, teach, do at school today?
2. Did you meet today's objectives? Why or why not, and what contributed to this?
3. What went well in your lessons today and why?
4. What do you need to improve on and why?
5. What adjustments, if any, were made from one lesson/class to another? Why were the
adjustments made, and did they work?
6. Did anything special happen today?
7. Did you enjoy today's experience?
8. How did your cooperating teacher handle a challenging situation?
9. What did you learn about kids? about yourself?
10. What did you learn about teaching today?
Keep daily reflective journal entries in chronological order separate from lesson plans and
evaluations. Copies of this information should also be placed in the teaching portfolio web page
(efolio). Each entry should be approximately 1½ to 2 pages in length. 150 points.
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4) Student Teaching portfolio/efolio: The efolio/portfolio serves as an organizational format
for work completed while student teaching and a precursor to an employment portfolio when job
seeking. You are to choose eight artifacts from your student teaching that are exemplary and that
you are proud of. These may include, but are not limited to: behavior management plans;
analyses of students' motor skills; assessment tools and evaluations of students; student use of
technology; lesson plans; communication with students, parents and/or school personnel; lesson
plans integrating other areas of the curriculum; student worksheets and/or task sheets; pictures of
bulletin boards you have created; video clips*; and critiques from supervisors and cooperating
teachers. This portfolio should be of the highest professional quality and ready to use in your job
searches. 200 points.
* Short video clips of you demonstrating effective teaching would be highly desirable on your
web page. Permission forms may be required. Therefore, you should initiate this process as
soon as possible.
Evaluation/communication with Cooperating teachers:
1) Sent electronically each week of placement except mid point:
Personal behaviors/dispositions
On time to school and class.
Is prepared to teach/assist.
Takes initiative.
Uses planning time effectively.
Maintains emotional control.
Seeks advice.
Implements suggestions from the
Cooperating Teacher.
Is committed to being part of the
educational team in the department and
the school.
Participates in professional development
opportunities.
Never
Sometimes
Usually Always
Three areas of strength:
Three areas for growth:
Additional comments:
________________________________________________
Signature
__________________
Date
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2) Mid-point of each placement::
Dear Cooperating Teacher: Thank you for working with one of Longwood’s student teachers. It
would be helpful to us if you would take a few moments to jot down your observations related to
the strengths and limitations of his/her performance at regular intervals; typically after week
three, four, and five. We encourage you to share this with the student teacher and discuss their
progress. Your time and efforts are sincerely appreciated.
S+ : Consistently exceeds performance expectations
M : Making progress
S : Satisfactory progress
U : Not making progress
Observations
1. Knowledge of appropriate content.
2. Appropriate instruction presentation.
3. Ability to plan effectively for age groups.
Comments:
S+
S
M
U
N/A
Student Behavior
1. Enforces rules consistently.
2. Monitors behavior.
3. Recognizes and corrects inappropriate
behavior.
4. Communicates in a positive and consistent
manner.
Comments:
S+
S
M
U
N/A
Instructional Presentation
1. Appropriate lesson objectives.
2. Makes content meaningful.
3. Communicates effectively.
4. Use of teaching cues.
5. Students are on task >50% of the time.
6. Organized and smooth transitions.
7. Effective equipment organization and
distribution.
8. Links lesson objectives with assessments.
9. Lessons maintain student interest.
10. Utilizes technology appropriately.
11. Motivates students appropriately.
12. Realizes when something was not
working and was able to fix it.
Comments:
S+
S
M
U
N/A
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General
1. Spends adequate time in preparation and
planning.
2. Is receptive to feedback.
3. Works toward improvement.
4. Professional demeanor.
5. Demonstrates a commitment to teaching.
6. Demonstrates initiative.
7. Creative lesson planning.
8. Timely in preparing lessons for review.
9. Lesson plans detailed and complete.
10. Other
Comments:
S+
S
M
U
N/A
Additional comments or observations:
Bibliography
Clumpner, R.A. (2003). Sport Progressions. Human Kinetics: Champaign, IL.
Colvin, A.V., Markos, N.J., & Walker, P.J. (2009). Teaching the Nuts and Bolts of Physical
Education. Champaign, IL: Human Kinetics.
Commonwealth of Virginia, Department of Education (2004). Health Standards of Learning for
Virginia Public Schools: Technical Assistance Guide.
Commonwealth of Virginia, Department of Education (2004). Physical Education Standards of
Learning for Virginia Public Schools: Technical Assistance Guide.
Graham, G, Holt/Hale, S.A., & Parker, M. (2001). Children Moving: A Reflective Approach to
Teaching Physical Education (5th Edition). Mountainview, CA: Mayfield.
Harrison, J. M., Blakemore, C.L., & Buck, M. (2001). Instructional strategies for secondary
school physical education (5th Ed.). McGraw Hill: Boston, MA.
Holt/Hale, S.A. (2010). On the Move: Lesson Plans to Accompany Children Moving (8th Ed).
McGraw-Hill: Boston, MA.
Mohnsen, B. S. (2003). Teaching Middle School Physical Education (2nd Ed.) Human Kinetics:
Champaign, IL.
Mood, D.P., Musker, F.F., & Rink, J.E. (2003). Sports and Recreational Activities (13th Ed).
McGraw-Hill: Boston, MA.
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National Association for Sport and Physical Education (2004). Moving into the Future:
National Standards for Physical Education (2nd Ed.). McGraw-Hill: Boston, MA.
Rink, J. E. (2002). Teaching Physical Education for Learning (4th Ed.) McGraw-Hill: Boston,
MA.
Schiemer, S. (2000). Assessment Strategies for Elementary Physical Education. Champaign, IL:
Human Kinetics.
Siedentop, D., Hastie, P. A., & H. van der Mars (2004). Complete Guide to Sport Education.
Human Kinetics: Champaign, IL.